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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, 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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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

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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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

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

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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

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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, 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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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

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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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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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

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

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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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

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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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

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Yume Menghe Xu, Tufts University; Brian Gravel, Tufts University

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

Studies, vol. 2, no. 3, pp. 175–195, 2010. [4] E. A. Cech, “Culture of disengagement in engineering education?” Science, Technology, & Human Values, vol. 39, no. 1, pp. 42–72, 2014. [5] B. A. Danielak, A. Gupta, and A. Elby, “Marginalized identities of sense-makers: Reframing engineering student retention: marginalized identities of sense-makers,” Journal of Engineering Education, vol. 103, no. 1, pp. 8–44, 2014. [6] C. E. Foor, S. E. Walden, and D. A. Trytten, ““I wish that iI belonged more in this whole engineering group:” achieving individual diversity,” Journal of Engineering Education, vol. 96, no. 2, pp. 103–115, 2007. [7] S. Secules, A. Gupta, A. Elby, and E. Tanu, “Supporting the narrative agency of a marginalized

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 8

Collection

2023 ASEE Annual Conference & Exposition

Authors

Anne M. McAlister, The State University of New York, Buffalo; Sarah Catherine Lilly, California State University, Channel Islands

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

. Turner, P. Hancock, B. Gordon, T. Carroll, and K. Stenger, “Scaffolding social justice in the engineering classroom: Constructing a more restorative, inclusive, engineering practice,” presented at the 2022 American Society of Engineering Education Annual Conference & Exposition, Minneapolis, MN, 2022.[2] D. M. A. Karwat, Engineering for the People: Putting Peace, Social Justice, and Environmental Protection at the Heart of All Engineering. National Academies Press (US), 2019. Accessed: Jan. 23, 2023. [Online]. Available: https://www.ncbi.nlm.nih.gov/books/NBK538716/[3] J. C. Garibay, “Beyond traditional measures of STEM success: Long-term predictors of social agency and conducting research for social change,” Res

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Fatima Glovena Fairfax, Duke University; Elyse McFalls, Duke University; Alex Rogers, Duke University; Jabari Kwesi, Duke University; Alicia Nicki Washington, Duke University; Shaundra Bryant Daily, Duke University; Crystal E. Peoples, Duke University; Helen Xiao, Duke University; Eduardo Bonilla-Silva

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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 Assistant to the Vice Provosts. Prior to joining Duke, she was an associate professor with tenure at the University of Florida

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 4

Collection

2023 ASEE Annual Conference & Exposition

Authors

Pheather R. Harris, University of California, Irvine; Dianne G. Delima, University of California, Irvine

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

practices related to culturally responsive pedagogy. a. Participating faculty are provided with inclusive language, activities, and diverse perspectives that address the science classroom climate to create a culture of inclusion, and engagement, from a strengths-based perspective. They are also provided opportunities to share their voice related to the material and its influence on their lived experience. b. Participating faculty learn about the importance of building STEM identity and its associated factors, which includes contributing to STEM knowledge, being recognized as a scientist or engineer, and

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Janis P. Terpenny, National Science Foundation; Tracee Gilbert, System Innovation

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

. Lopes and a. I. Edinbarough, "State of Industry 5.0—Analysis and Identification of Current Research Trends," Applied System Innovation, vol. 5, no. 1, p. 27, 2022.[2] X. Xu, Y. Lu, B. Vogel-Heuser and L. Wang, "Industry 4.0 and Industry 5.0—Inception, conception and perception," Journal of Manufacturing Systems, vol. 61, no. 1, pp. 530-535, 2021.[3] M. R. e. al., "Industry 4.0: The future of productivity and growth in manufacturing industries.," Boston consulting group, vol. 9, no. 1, pp. 54-89, 2015.[4] M. Gadre and A. Deoskar, "Industry 4.0–digital transformation, challenges and benefits," International Journal of Future Generation Communication and Networking, vol. 13, no. 2, pp. 139-149, 2020.[5] G. Culot, G

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 11

Collection

2023 ASEE Annual Conference & Exposition

Authors

Margaret E.B. Webb, Virginia Tech ; Marie C. Paretti, Virginia Tech

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

Paper ID #37075Influences on Displaced Engineering Student Professional IdentityDevelopment: A Scoping Literature Review Across Forced Migration Con-textsMargaret E.B. Webb, Virginia Tech Margaret (Maggie) Webb is a master’s and Ph.D. student in sustainable land development (civil engi- neering) and engineering education, respectively, at Virginia Tech. She graduated with her mechanical engineering degree from Rice University and worked for ExxonMobil as a subsea engineer and as a high school STEM teacher in a Houston charter school before starting grad school. Her research interests in- clude supporting the needs of

Conference Session

Equity, Culture & Social Justice Technical Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Tomeka Carroll, University of Virginia; Diana Marcela Franco Duran, University of Virginia; Lindsay Ivey Burden

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

Researchin Science Teaching, vol. 52, no. 5, pp. 610–632, Feb. 2015, doi: 10.1002/tea.21203.[4]J. A. Leydens, K. E. Johnson, and B. M. Moskal, “Engineering student perceptions of socialjustice in a feedback control systems course,” Journal of Engineering Education, vol. 110, no. 3,pp. 718–749, Jul. 2021, doi: 10.1002/jee.20412.[5]D. Riley, Engineering and social justice. San Rafael, Calif.: Morgan & Claypool, 2008.[6]R. Bromley, “The Bronx County Historical Society,” Bronx County Historical SocietyJournal, vol. 35, no. 1, pp. 4–29, 1998 [Online]. Available: https://bronxhistoricalsociety.org/.[Accessed: Jun. 01, 2022][7]I. Villanueva et al., “What Does Hidden Curriculum in Engineering Look Like And How CanIt Be Explored,” in 2018 ASEE Annual

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 3

Collection

2023 ASEE Annual Conference & Exposition

Authors

Rachel Figard, Arizona State University; Sabina Anne Schill, Florida International University ; Medha Dalal, Arizona State University; Adam R Carberry, Arizona State University

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

, pp. 103-134, 2021. Available: https://doi.org/10.1080/19361653.2020.1727815[16] C.D. Xavier Hall, C.V. Wood, M. Hurtado, D.A. Moskowitz, C. Dyar, and B. Mustanski, “Identifying leaks in the STEM recruitment pipeline among sexual and gender minority US secondary students,” PLoS ONE, vol. 17, no. 6, pp. 1-16, 2022. Available: https://doi.org/10.1371/journal.pone.0268769[17] J. Maloy, M.B. Kwapisz, and B.E. Hughes, “Factors Influencing Retention of Transgender and Gender Nonconforming Students in Undergraduate STEM Majors,” CBE - Life Sciences Education, vol. 21, no. 1, 2022.[18] E. A. Cech and W.R. Rothwell, “LGBTQ Inequality in Engineering Education,” Journal of Engineering Education, vol. 107

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 3

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

empowering the next generation. Through her involvement in the Improving Girls’ Math Identity Through Problem Solving and Mentorship Bass Connections Research Team at Duke University, she became particularly interested in reducing student dependence upon supplemental organizations to compensate for unsupportive STEM classroom environ- ments.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 Assistant to the Vice Provosts. Prior to joining Duke, she was an associate professor with tenure at the University of Florida in the Department of Computer & Information

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 7

Collection

2023 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 #36934Tuition Equity: A Study of the Impact of Upper/Lower Division TuitionRatesDr. Nicholas A. Baine. P.E., Grand Valley State University Nicholas Baine, Ph.D., P.E., is an Associate Professor in the School of Engineering at Grand Valley State University. His expertise is in the design of electrical control systems and sensor data fusion. As an instructor, he specializes in teaching first-year courses, probability and signal modeling, and control sys- tems. He has also been active in ASEE, serving on the board of the North Central Section, and publishing papers on a variety of topics which include ABET

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 11

Collection

2023 ASEE Annual Conference & Exposition

Authors

Carol Elizabeth Marchetti, Rochester Institute of Technology ; Margaret B. Bailey, P.E., Rochester Institute of Technology ; Caroline Solomon; Elizabeth Litzler, University of Washington; Sara Schley, Rochester Institute of Technology ; Iris V. Rivero; Gloria L. Blackwell; Jessica Bennett

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

Paper ID #39099Improving Video-Conference Workshops through an Intersectionality LensDr. Carol Elizabeth Marchetti, Rochester Institute of Technology Dr. Carol Marchetti is a Professor of Statistics at Rochester Institute of Technology, where she teaches introductory and advanced statistics courses and conducts research in statistics education, deaf education, and gender equity in STEM.Prof. Margaret B. Bailey, P.E., Rochester Institute of Technology Professor Margaret Bailey, Ph.D., P.E. is a Professor of Mechanical Engineering within the Kate Gleason College of Engineering, Rochester Institute of Technology. Dr. Bailey

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Cole Hatfield Joslyn, Northern Arizona University; Peter Golding, University of Texas, El Paso

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

research includes exploring a) how integrating holistic, socio-culturally responsive practices and His- panic/Latine cultural assets and values into educational success strategies influences Hispanic/Latine stu- dents’ sense of belonging in engineering and b) how Hispanics/Latines experience values conflicts in engineering and then navigate/reconcile those conflicts, as students or professionals.Dr. Peter Golding, University of Texas, El Paso Professor in the Department of Engineering and Leadership at UTEP. ©American Society for Engineering Education, 2023Piloting a socio-culturally responsive peer-mentoring program to promote HLX+ students’ sense of belonging in engineering education: Lessons

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 7

Collection

2023 ASEE Annual Conference & Exposition

Authors

Mariana A. Alvidrez; Elsa Q. Villa, University of Texas, El Paso; Elaine Hampton; Mary K. Roy; Tomas Sandoval; Andrea Villagomez

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

) 5. Synthesize and Integrate the Best Evidence into a Joint Position: The four members of the group drop all advocacy to synthesize and integrate what they learned. Each group creates a synthesis of what is now known; our experience is that they do not have difficulty with this, possibly because of the dual perspectives they have taken. They summarize a joint position to which both sides agreed. Subsequently, they (a) prepare a cooperative report with each member of the group selecting a topic supporting the synthesis and writing a paragraph supported by the research; (b) combine their paragraphs into a single paper and refine the flow of the paper; (c) present their conclusions to the class

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 8

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kavitha Chintam, Northwestern University; Alexis N. Prybutok, University of Washington; Chloé M. Archuleta; Adrien Deberghes; Beth DiBiase; Ruihan Li; Jeffrey Richards; Linsey Seitz; Jennifer Cole, Northwestern University

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

“verycomfortable”. B) Number of students at each time point who indicated the degree to which theyagreed “the course will increase (pre-course)/increased (mid-course and end-of-course) mycomfort in discussing ARDEI concepts”. Course impact survey questions at each time point wereconducted using a 4-point Likert scale ranging from “strongly disagree” to “strongly agree”.The course increased student confidence in connecting social justice topics to their researchand daily lives but confidence level plateaus at the mid-course pointIncreasing student confidence in connecting social justice topics to their research and daily lives,from the lab to implementation, will facilitate willingness and ability to engineer consideringsocial justice. This increased

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

mobilization and social and political movements," inHandbook of political citizenship and social movements, H. van der Heijden, Ed. MA: EdwardElgar Publishing, 2014, pp. 205-232.[3] R. Tarlau, “From a Language to a Theory of Resistance: Critical Pedagogy, the Limits of“Framing,” and Social Change,” Educational Theory, vol. 64, no. 4, pp. 369-392, Aug. 2014.[4] N. Slate, ““The Answers Come from The People”: The Highlander Folk School and thePedagogies of the Civil Rights Movement,” History of Education Quarterly, vol. 62, no. 2, pp.191-210, May 2022.[5] D. B. Cornfield, J. S. Coley, L. W. Isaac, and D. C. Dickerson, “The Making of a Movement:An Intergenerational Mobilization Model of the Nonviolent Nashville Civil Rights Movement,”Social Science

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Meagan Eleanor Ita, Arvinas; Monica Farmer Cox, The Ohio State University

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

, not white, that experience the fullest brunt of sexism in Black and white spaces. [6, p. 170].Beddoes and Borrego define the “intersectional branch” of feminist theory succinctly as onewhere “gender must be understood in relation to other identities or hierarchies that form complexintertwining of identity and oppression” [12, p. 285]. At the same time, intersectional feminismis a complex set of ideas that are difficult to define in a sentence. Moradi and authors [10]summarize these complex ideas from the voices of Black women and WOC as: key ideas that (a) race, class, gender, sexualities, and other axes are systems of power; (b) these systems of power are interconnected and function together to result in inequalities

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sara E. Lego, Pennsylvania State University

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Diversity

Tagged Divisions

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

,” American Sociological Review, April 2009.[3] Hunt, V.; Layton, D.; and Prince, S., Diversity Matters [Public Report, McKinsey & Company, Online], Feb. 2, 2015. Available: https://www.mckinsey.com/~/media/mckinsey/business functions/people and organizational performance/our insights/why diversity matters/diversity matters.pdf. [Accessed Aug. 5 2021].[4] Noland, M.; Moran, T.; and Kotschwar, B., “Is Gender Diversity Profitable? Evidence from a Global Survey,” [Peterson Institute for International Economics, Working Paper Series, WP 16-3], February, 2016. Available: https://www.piie.com/sites/default/files/documents/wp16-3.pdf. [Accessed Aug. 5, 2021.][5] Watson, W.E. ; Johnson, L.; Zgourides, G.D., “The

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 10

Collection

2023 ASEE Annual Conference & Exposition

Authors

Arielle Marie Rainey, Colorado School of Mines; Heather Renee Houlton, Colorado School of Mines

Tagged Topics

Diversity

Tagged Divisions

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

space toshare their stories through open-ended questions, and through survey items relating to senseof belonging and mental health. Through identifying different or similar patterns betweenpopulations, we will pinpoint what structures within the institution would be most effectivefor implementing retention strategies, and how those may differ between BIPOC and whitestudent populations.References1. D. R. Johnson, T. H. Wasserman, , N. Yildirim & B. A. Yonai (2013). “Examining the effects of stress and campus climate on the persistence of students of color and white students: An application of Bean and Eaton’s psychological model of retention.” Research in Higher Education, 55(1), 75–100. https://doi.org/10.1007/s11162-013