Displaying results 1 - 30 of 201 in total
- Conference Session
- Innovating Inclusivity: Rethinking Access and Empowerment in STEM Education
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- 2024 ASEE Annual Conference & Exposition
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- Udayan Das, Saint Mary's College of California; Christopher Isaac Fulton
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- Culture & Social Justice in Education Division (EQUITY), Equity
Paper ID #41267An Experience Report on Reducing Barriers by Removing Prerequisites fora CS 1 Introductory Programming CourseDr. Udayan Das, Saint Mary’s College of California Udayan Das is an associate professor and program director in computer science. Dr. Das’s main area of research is Technical Language Processing (TLP). Current NLP approaches and LLMs are inadequate to dealing with the complexity of technical text that needs to be reasoned on in such a manner that the accuracy of the automated reading can be relied upon and the cross-referentiality of technical documentation can be captured. His current research is
- Conference Session
- Transformative Learning in STEM: Accessibility, Social Impact, and Inclusivity in Higher Education
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- 2024 ASEE Annual Conference & Exposition
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- D. C. Beardmore, University of Colorado Boulder; Angela R Bielefeldt, University of Colorado Boulder
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
in the Department of Civil, Environmental, and Architectural Engineering (CEAE) and Director of the Integrated Design Engineering (IDE) program. The IDE program hosts a BS degree in IDE accredited by the ABET EAC under the general criteria and a new PhD degree in Engineering Education. Bielefeldt is a Fellow of the ASEE and a licensed P.E. in Colorado. ©American Society for Engineering Education, 2024 The Paint Bucket Model of Dis/ability in STEM Higher Education: Axioms 1-3AbstractDis/ability is a complex, evolving, and nuanced concept. Recognizing the absence of a cleardefinition of dis/ability, the first author proposed a “paint bucket dis/ability
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 9
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- 2023 ASEE Annual Conference & Exposition
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- Cole Hatfield Joslyn, Northern Arizona University; Peter Golding, University of Texas, El Paso
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
, influences their academic performance and persistence in STEM education andcareers [1]–[14]. Literature also indicates that peer-mentoring is particularly beneficial forhelping Hispanic/LatinX/XicanX students develop a sense of belonging [15]–[19], sinceHispanics/LatinXs/XicanXs occupy only 5% of faculty positions across the country [20].Moreover, formal mentoring programs effectively and positively impact student satisfactionwithin their program, academic performance, motivation to persist in a program, and completionof degree [21]–[25].Therefore, with funding from a National Science Foundation grant, we developed a holistic,socio-culturally responsive peer-mentoring program that provided an academic, institutional, andsocial support system for
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 1
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- 2023 ASEE Annual Conference & Exposition
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- Danielle Vegas Lewis, SUNY Fredonia
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
can be better leveraged, as they attempt to create moreequitable engineering environments for women undergraduate students.Introduction Women are underrepresented in engineering, earning less than 20% of all bachelor’sdegree in this discipline, and have been for many decades, even though women earn 58% of allbachelor’s degrees broadly [1]. Although higher education has concerned itself with the dearth ofwomen in engineering disciplines, it has focused much of its attention on understanding theexperience of this population as opposed to generating practical solutions to address theirattrition out of these majors. We now have a robust understanding of the barriers women oftenface in engineering contexts, including gender bias that
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 1
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- 2023 ASEE Annual Conference & Exposition
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- Meagan Eleanor Ita, Arvinas; Monica Farmer Cox, The Ohio State University
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
highlight this. Rarely, however, are there spaces andplaces for women in engineering to discuss these tensions. We wanted to create space so thosecoming after us can do the real work to move toward sisterhood.Race affects cross-racial mentoring relationships at all levels of higher education includingsenior faculty to junior faculty, faculty to postdocs, and faculty to graduate students [1]–[3]. Forexample, common factors that shape cross-racial mentoring of Faculty of Color include “anawareness of the mentee’s cultural experience” by the mentor, “open-mindedness”, and “trust,comfort, and common ground” [3]. Davis and Linder [4] further call to action the necessity toacknowledge and candidly discuss whiteness in cross-racial relationships between
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 1
- Collection
- 2023 ASEE Annual Conference & Exposition
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- Sunni Haag Newton, Georgia Institute of Technology; Roxanne Moore, Georgia Institute of Technology ; Meltem Alemdar, Georgia Institute of Technology; Joycelyn Wilson, Georgia Institute of Technology; Sabrina Grossman, Georgia Institute of Technology
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
, we gather participants’ feedback on various aspects of the competition, as well as theirperspectives on their motivation to participate. Additionally, the survey is designed to measurethe impact that program participation has had on them (and on their students, in the case ofteacher participants). Program evaluation results from the first two years have suggested that, ingeneral, participants in all three groups find Your Voice is Power to be a valuable experience,one they would repeat and/or recommend to a friend or colleague. For the year three data collection, following the past years’ evaluation findings, wefurther investigated two areas of interest to program leaders: 1) students’ experiences with aframework (the OUTKAST
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 1
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- 2023 ASEE Annual Conference & Exposition
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- Victoria Beth Sellers, University of Florida; R. Jamaal Downey, University of Florida; Idalis Villanueva Alarcón, University of Florida
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- Culture & Social Justice in Education Division (EQUITY), Equity
©American Society for Engineering Education, 2023 Participants’ conceptions about self-/advocacy around hidden curriculum in engineeringIntroduction This work-in-progress paper is part of a greater effort to characterize hiddencurriculum (HC) in engineering education [1]–[12]. Researchers have defined HC asunwritten and unacknowledged values, beliefs, and opinions in an environment [5], [7],[9], [11]–[14]. HC also encompasses historical and structural issues (e.g., racism;affordability) that percolate into the values and beliefs in a field such as engineering [2],[3], [15]. Additionally, we relate these to institutional messages at the university anddepartmental levels (e.g., underrepresentation; hiring
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 1
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- 2023 ASEE Annual Conference & Exposition
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- Shannon Katherine Gilmartin, Stanford University; Sara Jordan-Bloch, Stanford University
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- Culture & Social Justice in Education Division (EQUITY), Equity
and undergraduates. Webrainstorm how engineering educators can build deeper understanding of these organizationalprocesses into everyday classes and programs. We consider the need for more research onworkplace practices that frame and stratify early-career engineers’ experiences, and moretranslation of those findings to day-to-day “toolkits” for new engineers.1. IntroductionEngineering students, especially those without internship, co-op, or industry job experience buteven those with that experience, may have limited knowledge about workplace procedureinvolving management, reporting, and advancement. Brunhaver et al.’s [1] findings suggest thatfew recent engineering graduates report having knowledge of organizational practices at thepoint of
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 1
- Collection
- 2023 ASEE Annual Conference & Exposition
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- Selen Güler, University of Washington; Elizabeth Litzler, University of Washington; Cara Margherio, University of Washington; Julia M. Williams, Rose-Hulman Institute of Technology; Eva Andrijcic, Rose-Hulman Institute of Technology; Sriram Mohan, Rose-Hulman Institute of Technology
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- Culture & Social Justice in Education Division (EQUITY), Equity
the scholarship on social movement pedagogiesfor this analysis [1], [2], [3], [4] to show how a community of practice operating as acontemporary social movement school (SMS) mobilizes a variety of resources through differentpathways to institute changes in the field of STEM higher education. Resource mobilizationtheory proposes resource typologies and lays out the distinct mechanisms through whichresources are accessed, produced, and distributed within movements [2]. Studies of socialmovement pedagogies provide a framework to uncover the role of learning in resource access[3], [4], and to identify the place of community leaders and external patrons in mobilization, vis-a-vis peer-to-peer learning [5]. Bringing these two social theories into
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 1
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- 2023 ASEE Annual Conference & Exposition
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- Nagash Antoine Clarke, University of Michigan; Joi-Lynn Mondisa, University of Michigan
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
that theparticipants of the larger study are from a privileged group (white men). The results also suggestthat white men’s allyship can increase due to interrogation of other white men, as well asmentoring by a PI of color. Thus, in this autoethnographic study, we will provide insights on theimpact of equity research within the context of collaborative efforts between researchers fromracially marginalized and privileged groups.IntroductionRacialized minoritized populations have been historically barred from participation in highereducation [1]. In recent decades there has been increased access due to interventions likeaffirmative action and other policies. Nevertheless, science, technology, engineering, andmathematics (STEM) higher education
- Conference Session
- Equity, Culture & Social Justice Technical Session
- Collection
- 2023 ASEE Annual Conference & Exposition
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- Erin Scanlon, University of Connecticut; Connie Syharat, University of Connecticut; Arash Esmaili Zaghi, P.E., University of Connecticut; Maria Chrysochoou, University of Connecticut; Rachael Gabriel, University of Connecticut
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- Culture & Social Justice in Education Division (EQUITY), Equity
from the University of Nevada, Reno, and continued there as a Research Scientist. His latestDr. Maria Chrysochoou, University of Connecticut Maria Chrysochoou is a Professor and Head of the Department of Civil and Environmental Engineering at the University of Connecticut.Rachael Gabriel, University of Connecticut ©American Society for Engineering Education, 2023 Engineering instructors’ constructions of the universality or individuality of neurodiversity Erin M. Scanlon1, Rachael E. Gabriel2, Constance M Syharat3, Arash Esmaili Zaghi3, and Maria Chrysochoou3 1 Department of Physics, University of Connecticut
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 13
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- 2023 ASEE Annual Conference & Exposition
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- Mohammad Moin Uddin, P.E., East Tennessee State University; Keith V. Johnson, East Tennessee State University; M. Leah Adinolfi, East Tennessee State University; Deidra A. Rogers, East Tennessee State University
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
and community and the importance of equitable and inclusive practices,policies, and procedures. This paper describes the planning of the student day, lessons learned,and assessment of the student day.INTRODUCTION A diverse university community opens all students up to a broader range of perspectives,enable them to be global thinkers and actors, to respect diverse values, and to attain acompetitive edge as well-rounded and creative leaders in their fields [1]. Diversity, Equity, andInclusion (DEI) has long been an important part of personal, professional, and curriculardevelopment for university faculty, yet students continue to voice a desire for improvedengagement with concepts of race, racism, bias, cultural awareness and social justice
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 3
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- 2023 ASEE Annual Conference & Exposition
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- Eleazar Marquez, The University of Texas, Rio Grande Valley; Samuel Garcia, The University of Texas, Rio Grande Valley
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- Culture & Social Justice in Education Division (EQUITY), Equity
regard, Vargas et al. reported the retention ratesfrom Texas Public University (Table 1), which demonstrate that schools with a large number ofminority students have a lower retention rate [28], [29]. Table 1. Texas Public Universities Freshman Retention Rates. Freshman entering in Fall 2015 through Fall 2018 [28], [29]. Average Freshman Texas Public University Retention Rate UT Austin 95% Texas A&M University 92
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 4
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- 2023 ASEE Annual Conference & Exposition
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- Rebecca Zarch, SageFox Consulting Group; Monica McGill, CSEdResearch.org
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- Culture & Social Justice in Education Division (EQUITY), Equity
. ©American Society for Engineering Education, 2023Examining an Equity-focused Collective Impact Project through the Lens of Alliance Members’ Prior Experiences Rebecca Zarch1 and Monica M. McGill2 1 SageFox Consulting Group 2 CSEdResearch.org 1 rzarch@sagefoxgroup.com, 2 monica@csedresearch.org Abstract Research Problem: A Collective Impact (CI) model provides a foundation for bringing together independent organizations, networks, and societies in a structured way to achieve large-scale
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 12
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- 2023 ASEE Annual Conference & Exposition
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- Yume Menghe Xu, Tufts University; Brian Gravel, Tufts University
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
inform how educators can use making to design learning environments thatsupport engineering students’ (re)negotiation with their disciplinary relationships.IntroductionDespite the need for diversity in all forms (e.g. racial, gender, socioeconomic status, etc.) inengineering [1], marginalizing narratives still exist that affect individuals’ participation inengineering. These narratives include: engineering is masculine and competitive [2], andengineering values technical competency much more than creativity and social interactions [1],[3], [4]. These narratives can lead to students feeling little sense of belonging, and their identitiesnot being validated in engineering [5] [6]. Studies show that students shifting narratives abouttheir
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 13
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- 2023 ASEE Annual Conference & Exposition
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- Amy Slaton, Drexel University; Kayla R. Maxey, Purdue University, West Lafayette ; Monica McGill, CSEdResearch.org; Jordan Williamson
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
Diversity Recognition Program to Promote Changed Practices at PostSecondary Institutions Amy Slayton1 , Kayla Maxey2 , Monica M. McGill3 , and Jordan Williamson4 1 Drexel University 2 Purdue University 3,4 CSEdResearch.org 1 slatonae@drexel.edu, 2 carte231@purdue.edu, 3 monica@csedresearch.org, 4 jordan@csedresearch.org
- Conference Session
- Equity, Culture & Social Justice Technical Session
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- 2023 ASEE Annual Conference & Exposition
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- Heather Beem, Ashesi University; Charity Obaa Afi Ampomah, Ashesi University; Jeremiah Paul Konadu Takyi; Gordon Adomdza
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
continent.KEYWORDSself-efficacy, self-determination, agency, Africa, first-yearIntroductionDue to the dominance of rote pedagogies in many pre-tertiary classrooms, African studentsentering a university engineering program may tend to have had limited design-buildexperiences. This can affect their academic prospects, but perhaps more importantly it can builda negative perception of their capabilities in creating innovations and developing technicalsolutions.A first-semester engineering course, Introduction to Engineering, has been seen to have animpact in countering this perception in students at Ashesi University in Ghana [1] [2]. Thecourse’s modules which include machine shop skills-building sessions and project-basedlearning offer causality for statistically
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 6
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- 2023 ASEE Annual Conference & Exposition
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- Emily Gwen Blosser, University of Louisiana, Lafayette; Arunkumar Pennathur, University of Texas, El Paso; Priyadarshini Pennathur; Nicholas A Bowman, University of Iowa
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- Culture & Social Justice in Education Division (EQUITY), Equity
Education, professor of Higher Educa- tion and Student Affairs, senior research fellow in the Public Policy Center, and director of the Center for Research on Undergraduate Education at the University of Iowa. His research uses a social psychological lens to explore key issues in higher education, including student success, diversity and equity, admissions, rankings, and quantitative research methodology. ©American Society for Engineering Education, 2023 How Engineering Faculty, Staff and Administrators Enact and Experience Diversity ProgramsEmily Blosser 1*, Arunkumar Pennathur 2, Priyadarshini Pennathur 3, Nicholas Bowman41 Department of Sociology, University of Louisiana at
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 13
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- 2023 ASEE Annual Conference & Exposition
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- Janis P. Terpenny, National Science Foundation; Tracee Gilbert, System Innovation
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
mass production that transformedfactories into modern production lines. The invention of computer technology in the 20th centuryled to the automation era of Industry 3.0. Today, Industry 4.0 is marked by advancedtechnologies that are connecting people, processes, digital technologies, and data by integratingthe digital and physical worlds [1], [2], [3], [4].Nine key enabling technologies typically characterize Industry 4.0. These include: additivemanufacturing, augmented reality, autonomous robots, big data and analytics, cloud computing,cybersecurity, horizontal and vertical system integration, industrial internet of things,and simulation [3]. These technologies have been the driving force behind digital transformation.While initially focused
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 11
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- 2023 ASEE Annual Conference & Exposition
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- Claudia Calle Müller, Florida International University; Mais Kayyali, Florida International University; Mohamed ElZomor P.E., Florida International University
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
including peer mentoring programs, time management seminars, financialaid and budgeting workshops, increasing career/job fairs and networking with companies, as wellas professional skills workshops including public speaking that can be implemented at not onlyMSIs, but also at other educational institutions to contribute to the mental wellness and overallwell-being of students.Keywords: Academic Distress, Academic Success, Anxiety, Depression, Mental Health, Stress,Well-BeingBackground and MotivationThe prevalence of mental health conditions among college students is steadily rising [1]. In theUnited States (U.S.), approximately 42% of college students suffer from depression and/oranxiety, 38% have been diagnosed with a mental health condition, and
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- Equity, Culture & Social Justice Technical Session
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- 2023 ASEE Annual Conference & Exposition
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- Sara Al Humidi; Alena Sloan; Andrea Atkins, University of Waterloo; Rania Al-Hammoud, University of Waterloo
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- Culture & Social Justice in Education Division (EQUITY), Equity
) is due to the historical and demographic foundations that are not inclusive to womenand people of color that these fields were built upon. In their research, Lee et al. [1] andBlackwell et al. [2] both discuss how these factors continue to contribute to theunderrepresentation of women and people of color in the STEM industry. This is attributed to the“leaky pipeline” phenomenon where women lose interest in engineering as their careerprogresses due to continuous barriers such discrimination, inequitable resources andopportunities [2]. This further contributes to the loss of interest in STEM as young women andpeople of color achieve new milestones in their careers. Fixing the “leaks” in this pipeline,starting with addressing the dysfunctions
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 5
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- 2023 ASEE Annual Conference & Exposition
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- Desen Sevi Ozkan, Tufts University; Cynthia Hampton, Virginia Tech
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
environmental justice–namely whereengineers attend to their position as carrying out and reinforcing practices that create orexacerbate environmental racism but holding engineering as neutral.Recently, scholars published an editorial in the Journal of Engineering Education titled, “Theclimate is changing. Engineering Education needs to change as well” (Martin et al., 2022). Thescholars bring attention to the changing climate to emphasize four points (1) connect climate andsustainability to engineering design, (2) value cross-disciplinary perspectives, (3) “understandthe ethics and justice dimensions of engineering” and (4) “listen to and collaborate with diversecommunities.” (Martin et al., 2022, p. 740). In the third points, the authors discuss
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 12
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- 2023 ASEE Annual Conference & Exposition
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- Nicole Delgado, New Mexico State University; Hilda Cecilia Contreras Aguirre, New Mexico State University; Luis Rodolfo Garcia Carrillo
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- Culture & Social Justice in Education Division (EQUITY), Equity
cultural and linguistic backgrounds, motivations, andresiliencies of the participants. This study assessed the relationships between HSIs that supportCulturally Relevant Pedagogy, Latinx Communities of Cultural Wealth, and students’motivational, cognitive, and behavioral engagement resulting in the development of self-efficacy. Introduction The need for Hispanic-Serving Institutions (HSIs) is directly intertwined with thegrowing population of Latinx in the United States (U.S.). According to the Hispanic Associationof Colleges and Universities [HACU] [1], there are approximately 62 million Latinx people inthe U.S. The total Latinx population in the U.S. is greater than the populations of every
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 2
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- 2023 ASEE Annual Conference & Exposition
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- Juan Sebastián Sánchez-Gómez, Universidad El Bosque; Maria Catalina Ramirez; Andrea Herrera, Universidad de los Andes, Columbia
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- Culture & Social Justice in Education Division (EQUITY), Equity
Paper ID #37936ICT-Mediated STEM for the Inclusive Education of Migrants and RefugeesChildrenJuan Sebasti´an S´anchez-G´omez, Universidad El Bosque Doctoral student of PhD in Industrial and Systems Engineering at Universidad de los Andes (Colombia).Maria Catalina RamirezAndrea Herrera, Universidad de los Andes, Columbia ©American Society for Engineering Education, 2023 ICT-mediated STEM for the inclusive education of migrants and refugees’ children Juan Sebastián Sánchez-Gómez1,2,3, María Catalina Ramirez Cajiao2 y Andrea Herrera3 1
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 12
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- 2023 ASEE Annual Conference & Exposition
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- Jemal Bedane Halkiyo, Arizona State University, Polytechnic Campus; Madeleine Jennings, Arizona State University, Polytechnic Campus; Sultan Bedane Halkiyu, Bule Hora University, Ethiopia; Nadia N. Kellam, Arizona State University, Polytechnic Campus
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- Culture & Social Justice in Education Division (EQUITY), Equity
belong.Keywords: Sense of belonging, gender, engineering student, Ethiopia, qualitative researchIntroduction & BackgroundA sense of belonging is defined as being accepted, valued, included, and encouraged by thelearning communities, for instance, teachers and peers [1]. In engineering learning contexts, asense of belonging is a feeling of inclusion and willingness to engage with one’s students,teachers, and learning materials in academic settings [2]. Further, a sense of belonging impactsthe connection between students and their professors, which is a critical value for studentsuccess. Students' sense of belonging is important and helps them to think, feel and act as if theybelong to their academic unit. For instance, a student who thinks and feels
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 8
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- 2023 ASEE Annual Conference & Exposition
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- Mayari I. Serrano, Purdue University, West Lafayette ; Natalia M. Rodriguez; Daniel Guberman; Jacqueline Callihan Linnes, Purdue University, West Lafayette
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
Scale Plus (G.L.S2+ ) consists of 12 questions with a six-point Likertscale: 1 - not at all (I am not aware of or do not recognize this behavior), 2 - low degree (I amonly aware of and recognize this behavior), 3 - somewhat low degree (I cooperate or comply withthis behavior if required by others.), 4 - somewhat high degree (I recognize the value of and preferthis behavior), 5 - high degree (This behavior is an important priority to me), and 6 - very highdegree (This behavior is natural to me, is habitual to me, and embodies who I am) (Center forInstructional Excellence, 2023). Additionally, the instrument has one open-ended section fordetermining the relevant experiences and behaviors of the respondent. The instrument focuses onsix factors
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 2
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- 2023 ASEE Annual Conference & Exposition
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- Shauna N. Adams, Purdue University, West Lafayette ; Kerrie A. Douglas, Purdue University, West Lafayette ; Philip Goldberg, Purdue University, West Lafayette
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- Culture & Social Justice in Education Division (EQUITY), Equity
questions measure the constructs as intended by the authors. However, themajority of validation studies in engineering education do not look at how items function forsubgroups of learners, particularly different racial, ethnic, and cultural groups [1]. Evenframeworks designed to improve the validity evidence provided regarding an assessment’s score,still leave out evaluations of fairness [2]–[4]. To gain a better understanding of how wellengineering assessment contexts are reflective of the diverse experiences of engineering studentsin the U.S., this work-in-progress paper explores the contexts of concept inventories from asociocultural perspective. The purpose of this WIP paper is to identify contexts that are used in three
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 13
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- 2023 ASEE Annual Conference & Exposition
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- Bridget M. Smyser, Northeastern University; Susan F. Freeman, Northeastern University
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- Culture & Social Justice in Education Division (EQUITY), Equity
’ skillsin designing courses that are welcoming and effective for all students [1]. A definition ofdiversity from The Inclusive STEM Teaching Project course material is given as:“Individual differences (e.g., personality, prior knowledge, and life experiences) andgroup/social differences (e.g., race/ethnicity, class, gender, sexual orientation, country of origin,and ability as well as cultural, political, religious, or other affiliations).”This same source defines inclusion as:“The active, intentional, and ongoing engagement with diversity—in the curriculum, in the co-curricular, and in communities (intellectual, social, cultural, geographical) with whichindividuals might connect—in ways that increase awareness, content knowledge
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 10
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- 2023 ASEE Annual Conference & Exposition
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- Hwangbo Bae, University of Florida; Denise Rutledge Simmons, P.E., University of Florida
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- Culture & Social Justice in Education Division (EQUITY), Equity
to contribute significantly to the increase of askilled workforce [1]. According to a previous estimate, about 315,000 civil engineeringpositions must be added by 2030 to meet the need for future civil engineering projects [1].Although the work of civil engineers is increasingly recognized by American society, where theyhave helped improve the sustainability of infrastructure and the quality of the environment [1],the supply of civil engineers is constrained by the steadily decreasing number of studentsenrolled in civil engineering programs. Statistics reveal that while full-time engineeringenrollments nearly doubled between 2010 and 2020, the number of undergraduate studentsstudying civil engineering declined by 3,145 [2], [3]. Although
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 7
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- 2023 ASEE Annual Conference & Exposition
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- Nicholas A. Baine. P.E., Grand Valley State University; Karl Brakora, Grand Valley State University
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- Culture & Social Justice in Education Division (EQUITY), Equity
majors.IntroductionThere has been significant study associated with the equity of access to college and the collegeadmissions process [1] [2] [3]. There are also advocates who are drawing attention to the fact thatseemingly neutral policies such as requiring remedial courses and limited credit transfers fromassociate degree programs can have unintended consequences and contribute to structural racismin higher education [4]. However, there has been less study of policies regarding tuition and feesoutside of financial aid and assistance. The work recently done in [5], explores how tuition and feesystems in different countries support or inhibit participation of low-income students. While thereare numerous financial aid options in the form of grants and special