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WIP: Developing a Framework for Equity-Centered Engineering Curriculum and Instruction

Conference Session: Engineering a Just Future: Cultivating Equity, Voice, and Community in Technical Education
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Laura A. H. Wood, University of Michigan; Angie Kim, University of Michigan; Amber N Williams, University of Michigan; Berenice A. Cabrera, University of Michigan; Hayley N. Nielsen, University of Michigan; Lu Zhou, University of Michigan; Grenmarie Agresar, University of Michigan; Shanna R. Daly, University of Michigan; Lisa R. Lattuca, University of Michigan; Joi-Lynn Mondisa, University of Michigan; Erika A Mosyjowski, University of Michigan; Steve J. Skerlos, University of Michigan
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

engaging in equity-focused curricular and instructional change efforts, as well as theimpact of newly designed courses on students’ and instructors’ experiences and learning. Thiscomprehensive effort will be needed to support refinement of the framework before we engageadditional partners beyond our home institution to further study and refine the framework indifferent institutional and disciplinary contexts.References[1] E. McGee & L. Bentley. The Equity Ethic: Black and Latinx College Students ReengineeringTheir STEM Careers toward Justice. American Journal of Education (Vol. 124): 1-36, 2017.[2] R. Hughes, J. Schellinger, B. Billington, B. Britsch, & A. Santiago. A Summary of EffectiveGender Equitable Teaching Practices in Informal STEM

Relevance Score: 0.7163788

WIP: Centering Marginalized Students’ Voices During the Development of a Faculty Toolkit for Inclusive Excellence in Engineering Education

Conference Session: Engineering a Just Future: Cultivating Equity, Voice, and Community in Technical Education
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Kelyn Rola, Southern Methodist University; Hannah Louis, Southern Methodist University; Alain Mota, Southern Methodist University; Kathy Michelle Hubbard, Southern Methodist University
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

teachers at the STEM academy leveraged the SMU MakerTruck as part of the training and outreach, one of the major goals to make Engineering accessible for the institute. Before joining the University Alain worked at the Dallas Independent School District as both a mathematics and science instructional coach for elementary and middle schools. He served as the inaugural STEM department head for the Barack Obama Male Leadership Academy and was a science campus coordinator for Henry B. Gonzalez Elementary. Prior to becoming an Educator Alain worked in Environmental consulting. In this space his experiences ranged from aquaculture management and research for an aquatic toxicology firm to doing statistical analysis for the

Relevance Score: 0.7138196

WIP: In Search of Community: A Collaborative Inquiry Among Neurodivergent Engineering Education Researchers

Conference Session: Engineering a Just Future: Cultivating Equity, Voice, and Community in Technical Education
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Marissa A Tsugawa, Utah State University; Theo Sorg, Purdue University; Hector Enrique Rodríguez-Simmonds, Boston College; Sage Maul, Purdue University; Nadia N. Kellam, Arizona State University; Alice L. Pawley, Purdue University; Taylor V. Williams, Harding University
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

to help practitioners navigate their careers, help practitioners betterunderstand their students and colleagues, and help administrators/mentors develop an asset-basedand systemic-based understanding of neurodivergence.References[1] H. B. Rosqvist, N. Chown, and A. Stenning, Neurodiversity Studies: A New Critical Paradigm. Taylor & Francis Group, 2020.[2] A. Cuellar, B. Webster, S. Solanki, C. Spence, and M. A. Tsugawa, “Examination of Ableist Educational Systems and Structures that Limit Access to Engineering Education through Narratives,” presented at the 2022 ASEE Annual Conference & Exposition, American Society for Engineering Education, 2022.[3] T. Sorg, “Where are We, and Where to Next? ‘Neurodiversity’ in

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Work in Progress: Toward an Analytical Framework for Inclusive and Marginalizing Talk Moves in Engineering Student Homework Groups

Conference Session: Charting Inclusivity: Advancing Diversity, Equity, and Technology in Engineering and Computing Education
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Tyrine Jamella Pangan, Tufts University; Kristen B Wendell, Tufts University
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

Paper ID #43690Work in Progress: Toward an Analytical Framework for Inclusive and MarginalizingTalk Moves in Engineering Student Homework GroupsMs. Tyrine Jamella Pangan, Tufts University Tyrine Jamella Pangan is a STEM Education PhD student at Tufts University and a Graduate Research Assistant at the Tufts University Center for Engineering Education and Outreach (CEEO). She is interested in integrating social and emotional learning (SEL) in engineering, specifically within the elementary school context.Dr. Kristen B Wendell, Tufts University Dr. Kristen Wendell is Associate Professor in the department of Mechanical

Relevance Score: 0.5495385

Exploring Department Readiness for Equity-Work and Inclusive Practices in Engineering PhD Programs: A Competing Values Approach

Conference Session: Institutional inclusion: Advancing equity and belongingness in engineering education
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Teirra K Holloman, Virginia Tech Department of Engineering Education; Julia Machele Brisbane, Virginia Polytechnic Institute and State University; Natali Huggins; Walter C. Lee, Virginia Polytechnic Institute and State University; David B Knight, Virginia Polytechnic Institute and State University
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

context, and the best ways to support students’ persistence to degree completion.Dr. Walter C. Lee, Virginia Polytechnic Institute and State University Dr. Walter Lee is an associate professor in the Department of Engineering Education and the director for research at the Center for the Enhancement of Engineering Diversity (CEED), both at Virginia Tech.Dr. David B Knight, Virginia Polytechnic Institute and State University David Knight is a Professor in the Department of Engineering Education at Virginia Tech and also serves as Special Assistant to the Dean for Strategic Plan Implementation in the College of Engineering. His research tends to be at the macro-scale, focused on a systems-level perspective of how engineering

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Work in Progress: Experiences of Uncertainty in Sociotechnical Small-Group Undergraduate Discussions

Conference Session: Inclusive Dialogues and Adaptations in Engineering Education: Navigating Uncertainty and Leveraging AI for Student Success
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Fatima Rahman, Tufts Center for Engineering Education and Outreach; Kristen B Wendell, Tufts University; Chelsea Joy Andrews, Tufts University
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

Paper ID #43078Work in Progress: Experiences of Uncertainty in Sociotechnical Small-GroupUndergraduate DiscussionsFatima Rahman, Tufts Center for Engineering Education and Outreach PhD student, STEM Education, Tufts UniversityDr. Kristen B Wendell, Tufts University Dr. Kristen Wendell is Associate Professor in the department of Mechanical Engineering at Tufts University, where she also holds a secondary appointment in the department of Education. She leads a research group at the Center for Engineering Education and Outreach (CEEO) and is a member of the Tufts Institute for Research on Learning and Instruction (IRLI). Her

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Work in Progress: Grading through a Capability Lens

Conference Session: Inclusive Dialogues and Adaptations in Engineering Education: Navigating Uncertainty and Leveraging AI for Student Success
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Stewart Thomas, Bucknell University; Sarah Appelhans, Lafayette College; Michael S Thompson, Bucknell University; Rebecca Thomas, Bucknell University; Philip Asare, University of Toronto; Alan Cheville, Bucknell University
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

engineer. Students who value a “good”course grade as a perceived achievement, may therefore internalize these activities as importantbeings and doings.To counter such a perception, the grading scheme shown in Fig. 4(b) was implemented. In thismodel, faculty selected areas relevant to being an engineer and used these to assess across allcourse activities. Each assignment or exam yielded a set of grades as opposed to a single value,that are weighted and contribute to the final grade. In other words, a single homeworkassignment may have aspects of Engagement, Knowledge and Concepts, Engineering Skills,Communication, etc., that are evaluated and weighted, as opposed to contributing solely to a“Homework” category. In implementing this model, all

Relevance Score: 0.40983647

A Diversity, Equity, and Inclusion (DEI) Task Force within a Mechanical Engineering Department

Conference Session: Critical Conversations on Being Valued
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Dustyn Roberts P.E., University of Pennsylvania; Robert W. Carpick, University of Pennsylvania
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education, Equity

. 07, 2021).[4] B. R. Sandler, L. Silverberg, and R. Hall, The Chilly Classroom Climate: A Guide To Improve the Education of Women. Washington, D.C.: National Association of Women in Education, 1996.[5] N. Chiles, “Five things American colleges need to do to help black and Latino students,” The Hechinger Report, May 24, 2017. https://hechingerreport.org/five-things-american-colleges- need-help-black-latino-students/ (accessed Mar. 07, 2021).[6] “Open Positions.” https://www.me.upenn.edu/open-positions/ (accessed Mar. 08, 2021).[7] T. Chamorro-Premuzic, T. Chamorro-Premuzic, and T. Chamorro-Premuzic, “Science explains why unconscious bias training won’t reduce workplace racism. Here’s what will,” Fast Company, Jun. 12, 2020

Relevance Score: 0.40817216

Developing a Social Justice Biomedical Engineering Curriculum Unit

Conference Session: Equity in Engineering: Uncovering Challenges and Championing Change in STEM Education
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Samuel J Bullard, University of Minnesota - Twin Cities; Keisha Varma, University of Minnesota - Twin Cities
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

and/or socioeconomic disparities in organ transplantation (i.e. the ‘Organ Gap’); ● Engaging in structured argumentative discourse in support of/against policy proposals developed by students and their peers.MethodThe ongoing development and eventual practical application of this curriculum unit is guided byDesign-Based Implementation Research (DBIR). DBIR is a methodological approach whichseeks to (a) improve educational practice via collaborative, iterative design amongst multiplegroups of stakeholders; (b) build theoretical and practical knowledge about teaching andlearning, and; (c) and cultivate the institutional ability to sustain these changes [9]. The presentwork can be conceptually divided into a few distinct phases of

Relevance Score: 0.4078682

Why our Current Conception of Spatial Skills is at Odds with Equity in Engineering Education

Conference Session: Redefining Inclusivity: Embracing Neurodiversity in Engineering and Computing Education
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Kristin A. Bartlett, University of Kentucky
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

reconsider the role that spatial skills actuallyplay in training engineers. This paper argues that spatial skills testing and training interventionsare a misuse of the time and energy of people who want to help women and other historicallyexcluded students succeed in engineering. We must reframe our interventions withoutperpetuating deficit models about cognitive abilities like “spatial skills,” a construct which, inspite of its wide popularity in the STEM education community, has been very poorly formulated.References[1] S. G. Vandenberg and A. R. Kuse, “Mental rotations, a group test of three-dimensionalspatial visualization,” Percept Mot Skills, vol. 47, no. 2, pp. 599–604, Dec. 1978, doi:10.2466/pms.1978.47.2.599.[2] M. Peters, B. Laeng

Relevance Score: 0.40383437

Storytelling in Engineering as a Justice-centered Methodology

Conference Session: Reimagining Pathways: Nurturing Diversity and Identity in STEM Education
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Robyn Mae Paul, University of Calgary
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

Paper ID #43469Storytelling in Engineering as a Justice-centered MethodologyRobyn Mae Paul, University of Calgary Robyn Paul is a Assistant Professor in the Sustainable Systems Engineering program at the University of Calgary. Her work looks at using best practices from ecofeminism to deconstruct the dominant normative culture of engineering education. ©American Society for Engineering Education, 2024 Storytelling in engineering as a justice-centered methodologyI recently completed my PhD in Engineering, where my work brings light to the normativecultures of engineering education. By applying

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The Disconnect Between Engineering Students’ Desire to Discuss Racial Injustice in the Classroom and Faculty Anxieties

Conference Session: Bridging Content and Context in the Classroom
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Tracy Anne Hammond, Texas A&M University; Samantha Ray, Texas A&M University; Paul Taele, Texas A&M University; Shawna Thomas, Texas A&M University; Karan Watson P.E., Texas A&M University; Christine A. Stanley, Texas A&M University; Seth Polsley, Texas A&M University
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education, Equity

Paper ID #34587The Disconnect Between Engineering Students’ Desire to Discuss RacialInjustice in the Classroom and Faculty AnxietiesDr. Tracy Anne Hammond, Texas A&M University Dr. Hammond is Director of the Texas A&M University Institute for Engineering Education & Innovation and also the chair of the Engineering Education Faculty. She is also Director of the Sketch Recognition Lab and Professor in the Department of Computer Science & Engineering. She is a member of the Center for Population and Aging, the Center for Remote Health Technologies & Systems as well as the Institute for Data Science

Relevance Score: 0.40250388

Intersectionality Between Race and Gender in LSAMP-NSF STEM Program Mentorship

Conference Session: Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 9
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Jennifer Ackerman, Texas A&M University; América Soto-Arzat, Texas A&M University; Christine A Stanley, Texas A&M University; Reuben A Buford May, University of Illinois at Urbana - Champaign
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

interview. After participants signed the informed consent form,pseudonyms were assigned for all of them, including names they mentioned during theinterview. We used all reasonable efforts to keep participants’ personal information confidentialas required by law and university policy. However, we should note that, as stated in the informedconsent, identifying information may be seen or copied by: a) The Institutional Review Boardthat approved our research study; b) The Office for Protection of Research Subjects and otheruniversity departments that oversee human subjects research; c) University and state auditorsresponsible for oversight of research; d) Federal regulatory agencies such as the Office of HumanResearch Protections in the Department of

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Literature Survey of How Students with Visual Impairments Interact with Engineering Course Materials

Conference Session: Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 12
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Adrian Rodriguez, zyBooks, a Wiley brand; Lauren Fogg, zyBooks, a Wiley Brand; Alicia Clark, zyBooks, A Wiley Brand; Jennifer L. Welter, Wiley; Gergely Sirokman, zyBooks, A Wiley Brand; Ryan Barlow, zyBooks, A Wiley Brand
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

, and B. Leporini, "Book4All: A tool to make an e-book more accessible to students with vision/visual-impairments," HCI and Usability for e-Inclusion. USAB 2009. Lecture Notes in Computer Science, vol. 5889. Berlin, Heidelberg: Springer, 2009.[18] E.C. Pender and J.J. Healy, "Accessible circuit diagrams," 33rd Irish Signals and Systems Conference (ISSC), Jul. 2022.[19] B. Zapirain, A. Mendez, I. Oleagordia, and A. Muro, "Accessible schematics content descriptors using image processing techniques for blind students learning," 5th International Symposium On I/V Communications and Mobile Network, Sept. 2010.[20] R.F. Cohen, A. Meacham, and J. Skaff, "Teaching graphs to visually impaired students

Relevance Score: 0.38210738

Mastery Grading for Equity in a Chemistry for Engineers Course

Conference Session: Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 3
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Susan Garver Stirrup, University of Colorado, Denver
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

traditional grading system since they began teachingand I am no exception. Assignments and assessments are provided and students earn points onthese which add up to give them a particular grade in the course based on the 0 – 100% gradingscale. Earn 90% of the points and an A is earned, 80% for a B, 70% for a C, 60% for a D, andbelow 60% designates failure of the course. Due dates are firm and there are not retakes onassessments. If students missed a particular day or deadline, they would receive a zero. Thisgrading system rewards the students that are able to attend class every session and learn on thetimeline the instructor determines. This inherited practice skews outcomes against alreadyunderserved student populations in typical engineering

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Unveiling Demographic Influences and Differential Career Preferences among Engineering Graduate Students: A Comparative Analysis of Mechanical, Electrical, and Computer Engineers

Conference Session: Engineering a Just Future: Cultivating Equity, Voice, and Community in Technical Education
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Ebony Omotola McGee, The Johns Hopkins University; Thema Monroe-White, Berry College; Shelly Engelman, Custom EduEval LLC
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

Paper ID #43782Unveiling Demographic Influences and Differential Career Preferences amongEngineering Graduate Students: A Comparative Analysis of Mechanical,Electrical, and Computer EngineersDr. Ebony Omotola McGee, The Johns Hopkins University Dr. Ebony McGee is a Professor of Innovation and inclusion in the STEM Ecosystem in the School of Education and the Department of Mental Health in the School of Public Health at Johns Hopkins University. Dr. McGee is an electrical engineer by training and an 11-time NSF investigator awardee. She is the leading expert on both race and structural racism in STEM, with all its toxic

Relevance Score: 0.35281512

Sense of Belonging in Large Online Engineering Classes: A Scoping Review

Conference Session: Asset Sourcing for Remaking Engineering Learning
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Chelsea Haines Lyles, Virginia Polytechnic Institute and State University; Lisa D. McNair, Virginia Polytechnic Institute and State University; David Reeping, University of Michigan
Tagged Divisions: Culture & Social Justice in Education, Equity

persistence.Theoretical FrameworkStrayhorn [6], [7] built on Maslow’s [8] hierarchy of needs to argue why it is needed in collegeexperiences related to student learning outcomes. Pilcher [13] extended Strayhorn’s [6] sense ofbelonging work and applied it to a review of the literature in online learning spaces. Our paperexplores the intersections of Strayhorn’s sense of belonging and related concepts, online learningspaces, and STEM courses, specifically in engineering classes.Seven assumptions guide Strayhorn’s [6] theory of sense of belonging: 1. Sense of belonging is a basic human need. 2. Sense of belonging is a fundamental motive, sufficient to drive human behavior. 3. Sense of belonging takes on heightened importance (a) in certain contexts, (b) at

Relevance Score: 0.35171393

Student Anxiety and Belonging in a Mastery-Based-Learning Course

Conference Session: Reimagining Pathways: Nurturing Diversity and Identity in STEM Education
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Meghan Williams, Elizabethtown College; Mark Brinton, Elizabethtown College; Kurt M Degoede, Elizabethtown College; Elizabeth Dolin Dalton
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

master next (Fig. 1, Important skills) and 4 supplementary skills (Fig. 1, Additionalskills) that are ‘nice-to-know’ but not a priority for most of our students. While all ourassessments were exam based, it is possible to use projects or papers to assess mastery,particularly for the important or supplemental skills.Figure 1: Dependency chart for mastery skills. Students must master the Foundational skillsbefore attempting the Important skills, and the Important skills before attempting the Additionalskills.Grading Structure:In a mastery-based course, skill mastery is directly connected with the student grade, so wedesigned a path that makes sense for students to earn a C, B or A. In our traditional course, fourexams over the course of the

Relevance Score: 0.35122976

(Re)membering Indigenous Spirituality in Engineering Education: A Narrative Literature Review

Conference Session: Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 5
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Austin Morgan Kainoa Peters, Purdue University
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

for the Sustainable Development Goals,” The International Journal of Management Education, vol. 15, no. 2, Part B, pp. 73–83, Jul. 2017, doi: 10.1016/j.ijme.2017.03.006.[3] K. DeerInWater, “Literature Review: STEM Education for Native American Students,” American Indian Science and Engineering Society (AISES), Publication, 2019.[4] M. Kwapisz, B. E. Hughes, W. J. Schell, E. Ward, and T. Sybesma, “‘We’ve Always Been Engineers:’ Indigenous Student Voices on Engineering and Leadership Identities,” Education Sciences, vol. 11, no. 11, 2021, doi: 10.3390/educsci11110675.[5] Q. Jin, “Supporting Indigenous Students in Science and STEM Education: A Systematic Review,” Education Sciences, vol. 11, Jan. 2021

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Making a Case for HyFlex Learning in Design Engineering Classes

Conference Session: Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 7
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Sourojit Ghosh, University of Washington, Seattle; Sarah Marie Coppola, University of Washington, Seattle
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

/hybrid-teaching-seeks-to-end-the-divide-between-tradition al-and-online-instruction/[11] A. Jamison, A. Kolmos, and J. E. Holgaard, “Hybrid Learning: An Integrative Approach to Engineering Education,” Journal of Engineering Education, vol. 103, no. 2, pp. 253–273, 2014, doi: 10.1002/jee.20041.[12] B. F. Klimova and J. Kacetl, “Hybrid Learning and its Current Role in the Teaching of Foreign Languages,” Procedia - Social and Behavioral Sciences, vol. 182, pp. 477–481, May 2015, doi: 10.1016/j.sbspro.2015.04.830.[13] M. Alexander, J. Lynch, T. Rabinovich, and P. Knutel, “Snapshot of a hybrid learning environment,” in Quarterly Review of Distance Education, 1st ed.IAP, 2014, pp. 9–21.[14] A. Aristika, Darhim, D. Juandi, and

Relevance Score: 0.350014

ChatGPT as a Tool for Equitable Education in Engineering Classes

Conference Session: Inclusive Dialogues and Adaptations in Engineering Education: Navigating Uncertainty and Leveraging AI for Student Success
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Sourojit Ghosh, University of Washington
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

of ChatGPT’, Innov. Educ. Teach. Int., vol. 0, no. 0, pp. 1–12, 2023 [Online]. Available: 10.1080/14703297.2023.2190148.[5] C. K. Lo, ‘What Is the Impact of ChatGPT on Education? A Rapid Review of the Literature’, Educ. Sci., vol. 13, no. 4, p. 410, Apr. 2023 [Online]. Available: 10.3390/educsci13040410.[6] J. G. Meyer et al., ‘ChatGPT and large language models in academia: opportunities and challenges’, BioData Min., vol. 16, no. 1, p. 20, Jul. 2023 [Online]. Available: 10.1186/s13040-023-00339-9.[7] B. Nolan, ‘Here are the schools and colleges that have banned the use of ChatGPT over plagiarism and misinformation fears’, Business Insider, 2023.[8] T. Busker et al., ‘Stereotypes in ChatGPT: an empirical study’, in

Relevance Score: 0.34952492

Co-Creating Inclusion: Designing a Living Inclusive Teaching Toolkit

Conference Session: Empowering Change: Cultivating Inclusive and Sustainable Futures in STEM Education
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Mina Zavary, University of Washington; Sourojit Ghosh, University of Washington
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

Toolkit. Userinterviews on the student side [12] consisted of questions such as whether they were satisfiedwith the content or wanted to see any changes within it, while instructors were asked whetherlisted resources would be useful in their courses. Both students and instructors were askedgoal-directed questions such as whether components were discoverable or if interactions hadtheir intended effects. We performed a few cycles of iterating on our prototype based oninterview feedback and subsequent A/B testing to confirm whether our iterations aligned withinterviewee expectations [13], thus arriving at a high-fidelity, ready-to-implement Figmaprototype midway through the third quarter.Toolkit ComponentsThe toolkit branches into two pathways

Relevance Score: 0.34924096

Women in Science and Engineering: A Tale of Two Countries

Conference Session: Special Topics: Conscious Considerations
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Behrooz Parhami, University of California, Santa Barbara
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education, Equity

that attribute the gap, at least within the contexts of high-tech andSilicon Valley, to gender discrimination [10], [27], [28]. Alternative views have alsobeen expressed. For example, it has been argued that of the three possible explanationsfor the current gender gap, that is, (a) differences in mathematical and spatial ability, (b)sex discrimination, and (c) gender differences in interests, preferences, and lifestylechoices, the third one, particularly as it relates to “fertility choices,” is dominant [56].There is much room for research to reconcile the differing views. An up-to-dateassessment of persistent gender gaps in a number of STEM subareas, referred to asPECS (physics, engineering, and computer science), has been offered by Cimpian

Relevance Score: 0.3488695

The Curriculum Puzzle: Developing and Integrating Materials to Localize a Curriculum

Conference Session: Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 2
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Nrupaja Bhide, Purdue University, West Lafayette ; Yağmur Önder, Purdue University, West Lafayette ; Sydney Free, Purdue University, West Lafayette ; Michael Dunham, Purdue University, West Lafayette ; Dhinesh Balaji Radhakrishnan, Purdue University, West Lafayette ; Jennifer Deboer, Purdue University, West Lafayette
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

, pp. 17–30, 2020, doi: 10.1080/22054952.2020.1793612.[35] L. L. Bucciarelli, “Design knowing & learning: A socially mediated activity,” in Design knowing and learning: Cognition in design education, Elsevier Science, 2001, pp. 297–314. doi: 10.1016/B978-008043868-9/50013-9.[36] O. R. Mercier and B. G. Leonard, “Indigenous knowledge(s) and the sciences in global contexts: Bringing worlds together,” in Handbook of Indigenous education, E. A. McKinley and L. T. Smith, Eds., Singapore: Springer, 2019, pp. 1213–1241. doi: 10.1007/978-981-10-3899-0_51.[37] D. Riley, “Resisting neoliberalism in global development engineering,” in 2007 Annual Conference & Exposition Proceedings, Honolulu, Hawaii: ASEE Conferences, Jun

Relevance Score: 0.34877345

Latinx Undergraduate Students: Finding a Place of Belonging in Engineering

Conference Session: Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 12
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Nicole Delgado, New Mexico State University; Hilda Cecilia Contreras Aguirre, New Mexico State University; Luis Rodolfo Garcia Carrillo
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

engineeringeducation conference, Apr. 2018, pp. 2082–2087.[12] W.-C. J. Mau, “Characteristics of US Students That Pursued a STEM Major and FactorsThat Predicted Their Persistence in Degree Completion,” Universal Journal of EducationalResearch, vol. 4, no. 6, pp. 1495–1500, Jun. 2016, doi:https://doi.org/10.13189/ujer.2016.040630.[13] J. Stewart, R. Henderson, L. Michaluk, J. Deshler, E. Fuller, and K. Rambo-Hernandez,“Using the Social Cognitive Theory Framework to Chart Gender Differences in theDevelopmental Trajectory of STEM Self-Efficacy in Science and Engineering Students,” Journalof Science Education and Technology, vol. 29, no. 6, pp. 758–773, Aug. 2020, doi:https://doi.org/10.1007/s10956-020-09853-5.[14] C. Ashcraft, B. Mclain, and E. Eger, “Women in

Relevance Score: 0.3482712

Redressing Inequities Within Our Margin of Maneuverability: A Narrative Inquiry Study

Conference Session: Working Against Unjust Social Forces
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Kristen Moore, University at Buffalo; Rebecca Walton, Utah State University; Natasha N. Jones, Michigan State University
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education, Equity

coalition isn’t clear about how decisions about reviewing are made for this particular track, they decide one step can be another reveal. This time to the track organizer. (2) Possible Replaces – a) work with the track organizer to coordinate another reject + reveal move or b) withdraw the piece in order to protect the project.We want to offer three analytical notes to clarify how the 4Rs and the margin of maneuverabilitywork as an applied theory of inclusion:First, these moves are highly contextualized based upon the coalition members’ margin ofmaneuverability. The risks in these two moves (the reveal and possible replaces described above)are notable, and the authors’ privilege and positionality allow them to

Relevance Score: 0.3482082

Queer Ties: A Work in Progress LGBTQ+ Graduate Student Mentorship Program

Conference Session: Inclusive Horizons: Shaping Diverse Pathways in Engineering and Design Education
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Brandon Bakka, University of Texas at Austin; Elisa Koolman, University of Texas at Austin
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

Science Foundation.References[1] B. Bakka, N. Kalkunte, and M. Borrego, “LGBTQ+ Experiences in the Cockrell School,” Cockrell School of Engineering, Climate Survey, Jun. 2023. [Online]. Available: https://cockrell.utexas.edu/images/LGBTQ_Climate-Report-Final-Author-Credits.pdf[2] A. Sona, J. Laboy Santana, and E. K. H. Saitta, “Looking through a Prism: A Systematic Review of LGBTQ+ STEM Literature,” J. Chem. Educ., p. acs.jchemed.2c00391, Nov. 2022, doi: 10.1021/acs.jchemed.2c00391.[3] E. A. Cech and T. J. Waidzunas, “Navigating the heteronormativity of engineering: the experiences of lesbian, gay, and bisexual students,” Eng. Stud., vol. 3, no. 1, pp. 1–24, Apr. 2011, doi: 10.1080/19378629.2010.545065.[4] E. A. Cech and T