Displaying all 16 results
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Poster Session
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- 2024 ASEE Annual Conference & Exposition
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- Michelle Choi Ausman, Virginia Polytechnic Institute and State University; Qin Zhu, Virginia Polytechnic Institute and State University
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
Paper ID #43443Board 118: Mixing it Up: A Pilot Study on the Experiences of Mixed-RaceAsian-American Students in EngineeringMs. Michelle Choi Ausman, Virginia Polytechnic Institute and State University Michelle Choi Ausman is a second-year PhD student in Engineering Education at Virginia Tech. She received a BS in Liberal Arts and Engineering Studies from Cal Poly, San Luis Obispo, and an MS in Science and Technology Studies from Rensselaer Polytechnic Institute. Her research interests include engineering identity; inclusion, diversity, equity, and accessibility; Asian American Studies; Critical Mixed Race Studies
- Conference Session
- Inclusive Horizons: Shaping Diverse Pathways in Engineering and Design Education
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- 2024 ASEE Annual Conference & Exposition
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- Brandon Bakka, University of Texas at Austin; Elisa Koolman, University of Texas at Austin
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
Student Peer Mentorship in Academia,” Mentor. Tutoring Partnersh. Learn., vol. 27, no. 5, pp. 549–576, 2019, doi: 10.1080/13611267.2019.1686694.[14] M. Jennings, “A Review of the State of LGBTQIA+ Student Research in STEM and Engineering Education,” p. 24.[15] N. Kalkunte, M. Nagbe, and M. Borrego, “Climate Survey Report,” Cockrell School of Engineering, Feb. 2022. [Online]. Available: https://cockrell.utexas.edu/images/pdfs/CockrellSchool-ClimateSurveyReport2022.pdf[16] N. H. Choe, M. Borrego, L. L. Martins, A. Patrick, and C. C. Seepersad, “A Quantitative Pilot Study of Engineering Graduate Student Identity,” in 2017 ASEE Annual Conference & Exposition Proceedings, Colum, 2017.[17] relating to diversity, equity
- Conference Session
- For Students to Know and Grow
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- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Kirsten Heikkinen Dodson, Lipscomb University; Courtney Deckard, Lipscomb University; Hannah Duke, Lipscomb University; Makenzie Cohn; Natalie Shaffer, Lipscomb University; Elizabeth Buchanan, Marshfield Clinic Research Institute
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- Diversity
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- Culture & Social Justice in Education, Equity
humanitarian engineering topics in research. Currently, she is investigating the connections between humanitarian engineering projects, professional formation, and views of diversity and inclusion.Courtney Deckard, Lipscomb UniversityHannah Duke, Lipscomb University Hannah Duke is an undergraduate student in the Raymond B. Jones College of Engineering at Lipscomb University. Hannah is studying mechanical engineering and plans to continue on to graduate school, following the completion of her undergraduate degree, to get a master’s degree in Architectural Design. She is currently researching the effects of humanitarian engineering projects on views of diversity and inclusion and professional development.Makenzie CohnNatalie
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 8
- Collection
- 2023 ASEE Annual Conference & Exposition
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- Mayari I. Serrano, Purdue University, West Lafayette ; Natalia M. Rodriguez; Daniel Guberman; Jacqueline Callihan Linnes, Purdue University, West Lafayette
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
population Research, pages 1–16.McGee Banks, C. A. and Banks, J. A. (1995). Equity pedagogy: An essential component of multicultural education. Theory into practice, 34(3):152–158.Oda, S., Yamazaki, A. K., and Inoue, M. (2018). A comparative study on perceptions of cultural diversity in engineering students. In EDULEARN18 Proceedings, pages 5224–5230. IATED.Office of Disease Prevention and Health Promotion (2022). Healthy people 2020: Disparities. US department of health and human services website.Pfeifer, J. H., Masten, C. L., Borofsky, L. A., Dapretto, M., Fuligni, A. J., and Lieberman, M. D. (2009). Neural correlates of direct and reflected self-appraisals in adolescents and adults: When social perspective-taking informs self-perception
- Conference Session
- For Students to Know and Grow
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- 2021 ASEE Virtual Annual Conference Content Access
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- Emily Lauber, Microsoft; Benjamin Emery Mertz, Rose-Hulman Institute of Technology
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- Diversity
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- Culture & Social Justice in Education, Equity
social sciences can and will directly impact their lives, bothas an engineering professional and in the ‘pure’ engineering design work.The last pillar of disengagement is the ideology of meritocracy. Meritocracy is “the belief thatsocial advancement structures in the United States are fair and just“ [11]. While several studieshave documented the impact of implicit bias contributing to a structural environment that is notfair or just, if engineering students are presented with these studies straight forth, the conflictbetween the structural impact of bias and engineering culture’s meritocracy can lead students toreject the studies based on identity-protective cognition [3]. Identity-protective cognition is whenan individual selectively interprets
- Conference Session
- Transformative Learning in STEM: Accessibility, Social Impact, and Inclusivity in Higher Education
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- 2024 ASEE Annual Conference & Exposition
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- Motahareh Darvishpour Ahandani, Arizona State University, Polytechnic Campus; Jennifer M Bekki, Arizona State University
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
on graduatestudents who hold marginalized identities -- highlight the ongoing need to research the mentalhealth of STEM graduate students and how mental health influences various aspects of their livesand academic trajectories, aligning with the conclusion in the review conducted by Bork andMondisa focused on graduate student mental health in engineering (2021).Our findings reveal a significant shift in the focus on mental health publications during and afterthe COVID-19 pandemic. The observed shift in focus towards mental health publications duringand after the COVID-19 pandemic is indicative of an increased acknowledgment of the mentalhealth challenges that arose and the necessity for supportive measures and interventions toeffectively
- Conference Session
- Inclusive Dialogues and Adaptations in Engineering Education: Navigating Uncertainty and Leveraging AI for Student Success
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- 2024 ASEE Annual Conference & Exposition
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- Sourojit Ghosh, University of Washington
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- Culture & Social Justice in Education Division (EQUITY), Equity
]), I present an argument in this paper that ChatGPT is animportant tool for creating equitable access, especially for international students or students withtraditionally marginalized identities in engineering education. I present this from thepositionalities of student educators in engineering courses with reading and writing componentsand as international students in the US having relied on machine translation in their own studentexperiences. Using an approach similar to Coppola and Turns [11], I draw upon findingsgathered from interviewing other instructors of engineering courses within my department, aswell as a reflection of my own experiences as an instructor in engineering courses. I presentmicrocultures of student experiences of using
- Conference Session
- Inclusive Horizons: Shaping Diverse Pathways in Engineering and Design Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Rachael E Cate, Oregon State University; Jacob Field, Oregon State University; Sierra Kai Sverdrup, Oregon State University
- Tagged Topics
- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
Identity, and Affective AwarenessAfter this model was applied to program development, program developers completed amixed-methods study including a survey to collect qualitative and quantitative data to evaluateprogram effectiveness at creating a transformative educational experience for participants [3].The findings of this study included key impacts of the program and recommendations for futuredevelopment:Key Impacts of the EECS Design Student Communities of Practice Program [3]: 1. Instructors of engineering education seeking to facilitate transformative learning experiences for their students should create their own auto-ethnographic teaching narratives and engage in interdisciplinary dialogues to share values and understanding
- Conference Session
- Bridging Content and Context in the Classroom
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- 2021 ASEE Virtual Annual Conference Content Access
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- Heather Dillon, University of Washington Tacoma; Tammy VanDeGrift, University of Portland
- Tagged Topics
- Diversity
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- Culture & Social Justice in Education, Equity
the type of intervention. The study is not longitudinal, not all interventions wereimplemented for the same group of students.The first-year intervention occurred in the introduction to engineering course. All engineeringand computer science majors take an introduction to engineering course during their first fallsemester. In fall 2015, all sections of the course included a one-lecture workshop on diversity inSTEM. The workshop was designed and led by an academic advisor who works with at-riskengineering students. Goals of the first-year intervention: • Increase awareness of the lack of diversity among students and professionals in engineering. • Increase awareness of privilege as it relates to identity, majority and
- 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
, “Increasing learner engagement in online learning through use of interactive feedback: Results of a pilot study,” in Proceedings of the American Society for Engineering Education Conference, New Orleans, LA, USA, 2016.[21] S. Fatehiboroujeni, A. Qattaw, and S. Goyal, “Assessing and improving student engagement and motivation in mechanical engineering online courses,” in Proceedings of the American Society for Engineering Education Conference, Tampa, FL, USA, 2019.[22] J. M. Little-Wiles, P. Fox, C. Feldhaus, S. Hundley, and B. Sorge, “Student engagement strategies in one online engineering and technology course,” in Proceedings of the American Society for Engineering Education Conference, Atlanta, GA, USA
- Conference Session
- Special Topics: Conscious Considerations
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Doris J. Espiritu, Wilbur Wright College; Bridget Eileen O'Connell, Wilbur Wright College; David Potash, Wilbur Wright College
- Tagged Topics
- Diversity
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- Culture & Social Justice in Education, Equity
Illinois.Wright College’s student success rates measured by completion have been strong and improvingrelative to other national urban community colleges, but are below state and national averages.In 2015 the college piloted a selective guaranteed admission program, Engineering Pathways (EP),to one of the nation’s top engineering schools (The Grainger College of Engineering at theUniversity of Illinois Urbana Champaign, UIUC). Initial results for the small first-year cohort werevery positive: 89% transfer rate and all students who transferred to UIUC graduated. Theprogram’s initial success rested on a) cohort model with a small number of students and strongcontrols; b) co-branding that attracted local students interested in pursuing engineering at UIUCwho
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 12
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Jemal Bedane Halkiyo, Arizona State University, Polytechnic Campus; Madeleine Jennings, Arizona State University, Polytechnic Campus; Sultan Bedane Halkiyu, Bule Hora University, Ethiopia; Nadia N. Kellam, Arizona State University, Polytechnic Campus
- Tagged Topics
- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
college inEthiopia. In those capacities, and their experiences as instructors, researchers, and departmentheads, they had an opportunity to learn about some challenges women in Ethiopia face inuniversities, especially in engineering.The two Black men research team members also have a sister who studied engineering(bachelor’s degree) and is pursuing a master’s degree in engineering. As siblings, who have closecontact with their sister to support her in her academic pursuit, they learned some of the struggleswomen in Ethiopia might face in higher education, especially in engineering departments.Further, both men know they haven't experienced the many challenges women students gothrough in engineering in Ethiopia. While some of their identities
- 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
- Tagged Topics
- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
selecting one classification over another, and the impact that decision can haveon their research and the populations being researched. They highlight the importance of askingparticipants to choose how they prefer to identify. Hence, we considered that this study cancontinue this conversation by providing an overview of how engineering students identify andreflect on the use of the different terminology.MethodsAs the purpose of this work is to explore the perspectives of engineering students that identify ashaving Latin American origin, regarding the ways in which they identify themselves and howothers seek to label them, this pilot study analyzed both quantitative and qualitative data toimplement the beginnings of a case study. A pilot study
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 11
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Jerry Austin Yang, Stanford University
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
Education, vol. 110, no. 1, pp. 19–43, 2021, doi: 10.1002/jee.20377.[28] K. Moore, N. R. Johnson, F. Sánchez, and W. R. Hargrove, “The Politics of Citation Practices in Engineering Education: A Citation Analysis of Intersectionality,” presented at the 2021 American Society of Engineering Education Annual Conference & Exposition, 2021.Appendix A Rubric Item Notes What population(s), institutions, or organizations are analyzed through the article? What identity markers are explored? Are the above identity markers privileged? Historically oppressed? How and who is credited when describing intersectionality? How is the history of the concept studied? Is intersectionality given a cursory
- 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
mentoring program for faculty mentoring American Indian and Alaska Native graduate students in STEM: A qualitative study,” Mentor. Tutoring Partnersh. Learn., vol. 26, no. 5, pp. 503–523, 2018, doi: 10.1080/13611267.2018.1561001.[28] L. A. Marchiondo, S. P. Verney, and K. L. Venner, “Academic leaders’ diversity attitudes: Their role in predicting faculty support for institutional diversity,” J. Divers. High. Educ., vol. 16, no. 3, pp. 323–332, Jun. 2023, doi: 10.1037/dhe0000333.[29] C. Hampton, “Agency to Change: A Narrative Inquiry of White Men Faculty in Engineering Engaged in Broadening Participation Work,” Jan. 2021, Accessed: Feb. 06, 2024. [Online]. Available: http://hdl.handle.net/10919/115860[30] S. Secules, S. E
- 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
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
undergraduate studies, including computer science. Some 90% of thestudents in this project were Hispanic. The course was piloted over four semesters, whichallowed the instructional team to perfect the approaches that were most successful for studentsuccess. The leadership course integrated two primary approaches: 1) a relational model ofleadership used to examine complexities that arise when technology professionals encountermultiple perspectives and diverse ideas; and 2) cooperative learning approaches, includingconstructive academic controversy model, used to develop leadership skills whilecontextualizing the role of ethics in computing. The course culminated in an academiccontroversy exercise where student teams examined the Facebook /Whistleblower