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

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Diversity

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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

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

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Diversity

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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

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

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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

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

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Diversity

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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

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

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Diversity

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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

Conference Session

Reimagining Pathways: Nurturing Diversity and Identity in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Robyn Mae Paul, University of Calgary

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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

Conference Session

Redefining Inclusivity: Embracing Neurodiversity in Engineering and Computing Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kristin A. Bartlett, University of Kentucky

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Diversity

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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

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

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Diversity

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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

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

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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

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

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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

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

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Diversity

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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

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

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Diversity

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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

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

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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

Conference Session

Special Topics: Conscious Considerations

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Behrooz Parhami, University of California, Santa Barbara

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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

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

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Diversity

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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

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

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Diversity

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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

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

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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

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

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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

Conference Session

Culture, Agency, and Responsibility through Curriculum (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 5)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Nagma Zerin, The Johns Hopkins University; Melo-Jean Yap, The Johns Hopkins University; Hexin Bi, The Johns Hopkins University

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Diversity

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Culture & Social Justice in Education Division (EQUITY), Equity

leave: Understanding student attrition fromengineering majors,” International Journal of Engineering Education, vol 29, no. 4, pp. 914-925,2013.[2] R.M. Marra, K.A. Rodgers, D. Shen, B. Bogue,” Leaving engineering: A multi‐year singleinstitution study,” Journal of Engineering Education, vol 101, no. 1, 6-27, 2012.[3] T.M. Freeman, L.H. Anderman, and J.M. Jensen, “Sense of belonging in college freshmen atthe classroom and campus levels,” Journal of Experimental Education. vol 75, no. 3, 203-220,2007.[4] D. Verdín, A. Godwin, A. Kirn, L. Benson, and G. Potvin, “Understanding how engineeringidentity and belongingness predict grit for first-generation college students,” ASEE AnnualConference & Exposition, 2018.[5] C.J. Wright, L.E. Hargis, E.L

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 9

Collection

2023 ASEE Annual Conference & Exposition

Authors

Crystal E. Peoples, Duke University; Alicia Nicki Washington, Ph.D., Duke University; Shaundra Bryant Daily, Duke University

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Diversity

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Culture & Social Justice in Education Division (EQUITY), Equity

Artificial Intelligence (AI). Her career in higher education began at Howard University as the first Black female fac- ulty member in the Department of Computer Science. Her professional experience also includes Winthrop University, The Aerospace Corporation, and IBM. She is a graduate of Johnson C. Smith University (B.S., ’00) and North Carolina State University (M.S., ’02; Ph.D., ’05), becoming the first Black woman to earn a Ph.D. in computer science at the university and 2019 Computer Science Hall of Fame Inductee.Shaundra Bryant Daily, Duke University Shaundra B. Daily is a professor of practice in Electrical and Computer Engineering & Computer Sci- ence at Duke University and Levitan Faculty Fellow, Special

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 13

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sarah Hug, Colorado Evaluation & Research Consulting; Wendy Chi, University of Colorado, Boulder

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Diversity

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Culture & Social Justice in Education Division (EQUITY), Equity

priority categories in this way:“So, I think it's very important to, especially now that I'm in CS, I see a lot of... I don't know. I wouldnever picture myself being a Hispanic woman in the CS field, so I think it just really caught my eye. It justcomes to my attention when I see like, ‘Oh, look at this person. He's from a whole different country.’ AndI think that's very important for me.”Hispanic female, Institution B The above participant indicates the importance of diversity in the field to her, as a Hispanic woman in thefield. The statements related to gender, ethnic, citizenship, and a general “diversity” statement were allimportant for her to consider in the field. Another participant whose responses led to a factor 2categorization had a

Conference Session

Engineering Inclusivity: Challenging Disparities and Cultivating Resilience in Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Brian Dick, Vancouver Island University; Kodi Rivera, Simon Fraser University; Michael Sjoerdsma, Simon Fraser University

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Diversity

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Culture & Social Justice in Education Division (EQUITY), Equity

,” Baltimore , Maryland: ASEE Conferences (2023). [Online]. Available: https://peer.asee.org/43814;[5] L. Kristufek, C. Mavriplis, “Sense of Belonging in Engineering – A Survey of Engineering Students at a Large Comprehensive Ontario University,”, Kelowna, BC: Proceedings of the CEEA 2023 Annual Conference [In Press].[6] Dick, B. (2017). First year common engineering curriculum for the BC post-secondary sector. Proceedings of the Canadian Engineering Education Association (CEEA-ACÉG) Conference. Toronto, Ont.: Canadian Engineering Education Association. https://doi.org/10.24908/pceea.v0i0.10584][7] D. A. Schön, The reflective practitioner: How professionals think in action, Basic Books, 1983.[8] A. Kirn et al., “Intersectionality of

Conference Session

Engineering Inclusivity: Challenging Disparities and Cultivating Resilience in Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

Paper ID #44145Tuition Equity: A Study of the Disparate Impacts of Block TuitionDr. Nicholas A Baine P.E., Grand Valley State University Nicholas Baine, Ph.D., P.E. is an Associate Professor in the School of Engineering. His expertise is in the design of electrical control systems and sensor data fusion techniques. As an instructor, he specializes in first-year engineering course development as well as control system courses. He is actively involved as a member of the board of the North Central Section of ASEE and is a Program Evaluator for ABET.Dr. Karl Brakora, Grand Valley State University Karl Brakora and affiliate

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 5

Collection

2023 ASEE Annual Conference & Exposition

Authors

Karen Dinora Martinez Soto, Virginia Tech; Homero Murzi, Virginia Tech; Jazmin Jurkiewicz, Virginia Tech; Rene Alberto Hernandez, Virginia Tech

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Culture & Social Justice in Education Division (EQUITY), Equity

Paper ID #36923Decolonization of Academia: Is the Word Latinx a Form of Colonization?Ms. Karen Dinora Martinez Soto, Virginia Tech Karen Martinez Soto is a Ph.D. candidate in the Department of Engineering Education at Virginia Tech. She received her B.Sc. in Aerospace Engineering from the University of Oklahoma and is pursuing her M.Sc. in Aerospace Engineering at Virginia Tech. Her research interests are focused on teaching and assessment for conceptual understanding, curriculum development for the middle years, and student cultural competencies.Dr. Homero Murzi, Virginia Tech Dr. Homero Murzi (he/´el/his) is an

Conference Session

An ECSJ Art Show - Equity and Justice through Art (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 6)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jeremy A. Magruder Waisome, University of Florida; Jerrod A Henderson, University of Houston William A. Brookshire Department of Chemical & Biomolecular Engineering

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Culture & Social Justice in Education Division (EQUITY), Equity

necessity of shifting from deficit toassets-based approaches to engaging communities of color and to push researchers, practitioners,and policymakers to expand beyond practices that broadly position Whiteness, maleness, andcapitalism as the norm. For example, (a) Critical Race Theory [14], which explores theintersections of race, power, and privilege in engineering education; (b) Culturally Sustainingand Revitalizing Pedagogies for integrating cultural identities and linguistic practices in fosteringinclusive educational environments [15]; Culturally responsive pedagogy [16,17]; or Reciprocity[18] which emphasizes mutual engagement and respect between institutions and communitiesthey engage with to name a few. However, as we went about this work

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

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Diversity

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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

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

YaXuan Wen, Sino-Danish College, University of Chinese Academy of Sciences; Yanru Xu; Ji’an Liu

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Culture & Social Justice in Education Division (EQUITY), Equity

Assignment Evidence on the Effects and Operating Channels," J. Hum. Resour., vol. 57, no. 2, pp. 555-596, 2020.[14] B. J. Zimmerman, "A social cognitive view of self-regulated academic learning," J. Educ. Psychol., vol. 81, no. 3, pp. 329-339, 1989.[15] A. Bandura, Social foundations of thought and action: A social cognitive theory (Social foundations of thought and action: A social cognitive theory.). Englewood Cliffs, NJ, US: Prentice-Hall, Inc, 1986, p. 454.[16] B. Zimmerman, "Self-Regulated Learning and Academic Achievement: An Overview," Educ. Psychol., vol. 25, no. 1, pp. 3-17, 2010.[17] A. Bandura, "Temporal dynamics and decomposition of reciprocal determinism: A reply to Phillips and Orton

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 5

Collection

2023 ASEE Annual Conference & Exposition

Authors

Nivedita Kumar, Florida International University; Stephen Secules, Florida International University

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Culture & Social Justice in Education Division (EQUITY), Equity

Paper ID #37223The Danger of a Single Story: A Critical and Holistic Account ofRachel’s Experience in Computing for Broadening ParticipationMrs. Nivedita Kumar, Florida International University Nivedita is pursuing her Ph.D. in Engineering & Computing Education at Florida International Univer- sity. She has a computer science and engineering background as well as K-12 teaching. She thinks about creating an inclusive learning environment using critical and feminist frameworks in undergraduate engineering and computing classrooms.Dr. Stephen Secules, Florida International University Stephen is an Assistant Professor

Conference Session

Empowering Change: Cultivating Inclusive and Sustainable Futures in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sydni Alexa Cobb, University of Texas at Austin; Ariel Chasen, University of Texas at Austin; Chandel Burgess, University of Texas at Austin

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Diversity

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Culture & Social Justice in Education Division (EQUITY), Equity

to center the experiences of disabled women of color, we use this demographicgroup as our reference point. Data was analyzed using Stata and data visualizations were createdin Microsoft Power BI. To investigate salary discrepancies, a chi-square test (Appendix B) wasused to assess the relationship between salary and racial/ethnic identities for females who reportedat least a moderate level of physical disability. Here we found a significant relationship betweensalary and racial/ethnic identity [𝜒2(48, N = 4,108) = 174.64, p= 0.00].Figure 1Salaries of College Graduates by Sex, Race/Ethnicity, and Disability StatusNote: A bar chart displaying the salary of STEM professionals in three bars (base salary, nophysical disabilities salary, and has

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 12

Collection

2023 ASEE Annual Conference & Exposition

Authors

Janet Y. Tsai, University of Colorado, Boulder; Daniel Knight, University of Colorado, Boulder

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Diversity

Tagged Divisions

Culture & Social Justice in Education Division (EQUITY), Equity

focuses on three existing RedShirt programs embedded into the engineering colleges of threedistinct sites, all public universities located in the Midwest and West. Considering race and ethnicity,University A is not a predominantly white institution, instead it is over one-third Asian, one-quarterHispanic/Latino(a), one-fifth White, 4% African American, and almost 12% International students acrossundergraduate enrollment. University B includes a larger fraction of White students at 36%, but sizableenrollments of Asian students (23%), International (15%), Hispanic/Latino (9%), Southeast Asian (6.7%)and African American (4.5%). Finally, University C is truly predominantly White with over two-thirds ofundergraduate students reporting as White (66