Displaying results 1 - 30 of 83 in total
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 1
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- 2023 ASEE Annual Conference & Exposition
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- Danielle Vegas Lewis, SUNY Fredonia
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Paper ID #39355”We’re Learning like Everyone Else”: Best Practices from Men AlliesDanielle Vegas Lewis, SUNY Fredonia Danielle Vegas Lewis is a doctoral candidate in the University at Buffalo’s Higher Education program. She earned a B.A. in Political Science from SUNY Cortland in 2005 and a M.Ed. in Higher Education and Student Affairs from the University of South Carolina in 2007. She is currently the SUNY PRODiG Fellow at SUNY Fredonia where she teaches sociology and gender courses. She also serves as a Research Associate for Dr. Linda DeAngelo at the University of Pittsburgh. Her research agenda aims to under
- 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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- Claudia Mara Dias Wilson, New Mexico Institute of Mining and Technology; Thais Alves, San Diego State University; Corrie Walton-Macaulay, Saint Martin's University; Xiaomei Wang, Brigham Young University; Scott R Hamilton P.E., York College of Pennsylvania; Gloria Faraone; Nicholas Tymvios, Bucknell University; Moses Tefe, Norwich University
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. Walton-Macaulay has extensive experience in the geotechnical and materials industry prior to becoming an academician and is a licensed professional engineer. Dr. Walton-Macaulay’s has a passion to teach, to educate upcoming civil engineers in best practices and for them to look to alternative ways and new technology that will improve on current design methods. Dr. Walton-Macaulay believes that fostering diversity in teaching breeds innovation and is currently focused on engineering education research on socio-economic inequities in infrastructure.Xiaomei Wang, Brigham Young University Dr. Xiaomei Wang, a Civil Engineering Ph.D., specializes in environmental engineering. She conducts research on infrastructure
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 8
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- 2023 ASEE Annual Conference & Exposition
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- 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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content in a required course on engineering and research skills for first-year graduate studentsPOSITIONALITY STATEMENTWe acknowledge that the authors are all in varying positions of privilege. The university atwhich we are implementing this initiative is a primarily white, private institution in the UnitedStates. We are also located in a state in which such topics are relatively open for discussion ineducational settings. Although the authors hold different identities in gender identity, race,ethnicity, sexual orientation, socioeconomic status, and more, we are far from representative ofthe larger population and recognize the need for many more voices in this type of work.INTRODUCTIONEngineering and research have profound impacts on issues of
- 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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- Rachael E Cate, Oregon State University; Jacob Field, Oregon State University; Sierra Kai Sverdrup, Oregon State University
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communication instruction to students as they progress through the senior capstone project and develop relationships with project stakeholders in industry. She also supports engineering communication program development, research, and implementation. Her Ph.D. research interests include social justice pedagogies; promoting diversity, equity and inclusion in higher education; service learning; program design and leadership; and qualitative research.Jacob Field, Oregon State UniversitySierra Kai Sverdrup, Oregon State University ©American Society for Engineering Education, 2024Report on a Student Community of Practice Program's Impact on Career Preparednessand Sense of Belonging Among Underserved
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- 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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is passionate about understanding and dismantling the systems in engineering that marginalize students.Elisa Koolman, University of Texas at Austin Elisa is a Ph. D. student at the University of Texas at Austin. They are currently researching interactions in makerspaces, efficacy of a teaching software in an engineering design course, and disability in STEM. Elisa is passionate about continuing efforts to increase diversity, equity, and inclusion in STEM. ©American Society for Engineering Education, 2024 Queer Ties: A Work in Progress LGBTQ+ Graduate Student Mentorship Program The purpose of this work in progress paper is to share preliminary results and lessonslearned from a pilot scale
- Conference Session
- Breaking barriers, building futures: Narratives of equity and inclusion in STEM education
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- 2024 ASEE Annual Conference & Exposition
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- Bailey Bond-Trittipo, Florida International University; Stephen Secules, Florida International University; Jocelyn Garcia; Maria Oralia Tinoco Alegre, Florida International University; Malak Elaouinate, Florida International University; Andrew Green, Florida International University; Andres TREMANTE
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awayfrom this dynamic and empower students to name and challenge the oppression they face, theauthors of this paper collaborated to create and carry out the Justice, Equity, Diversity, andInclusion (JEDI) Ambassador Program (or "JEDI" for short). JEDI is a co-curricular programthat employs undergraduate engineering students, called "JEDIs", to engage in diversity, equity,and inclusion (DEI) projects across the domains of education research, K-12 outreach, andstudent programming with the guidance of a graduate student or university support staff mentor.JEDI was designed as a liberatory space for participants to bring their whole selves,collaboratively explore ideas, and take action against inequities they observed or experienced.The attempted
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- Equity in Engineering: Uncovering Challenges and Championing Change in STEM Education
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- 2024 ASEE Annual Conference & Exposition
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- Qualla Jo Ketchum, Cal Poly Humboldt
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Paper ID #42724WIP: ”This is What We Learned”: Sharing the Stories of Experiences ofIndigenous-Centered, Engineering & Community Practice Graduate Programat Cal Poly HumboldtDr. Qualla Jo Ketchum, Cal Poly Humboldt Qualla Jo Ketchum (she/her/) is an Assistant Professor in the School of Engineering at Cal Poly Humboldt. She is a citizen of the Cherokee Nation and her Indigeneity impacts all she does from her technical research in water resources to her pedagogical practices and educational research around identity, indigenizing engineering practice and teaching, and the structural issues impacting Indigenous engineers. Dr
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- Institutional inclusion: Advancing equity and belongingness in engineering education
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- 2024 ASEE Annual Conference & Exposition
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- 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
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Experimental University of T´achira in Venezuela. In addition, she has several years of experience in research and practice at graduate education level in the engineering field, with special focus on assess based perspectives, minoritized students’ socialization, and agency in graduate education. Her strengths include qualitative research study design and implementation. Her dissertation examined Latinx motivation to pursue Ph.D. in engineering, minoritized engineering doctoral students’ socialization and the impact of the engineering context in their experiences. Her research expertise lies in diversity and inclusion in graduate education, with a particular interest in minoritized students’ socialization, the engineering
Accommodations for Disabled Students in STEM Fields: Research Considerations and a Literature Review
- Conference Session
- Breaking barriers, building futures: Narratives of equity and inclusion in STEM education
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- 2024 ASEE Annual Conference & Exposition
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- Sage Maul, Purdue University; Kirsten A. Davis, Purdue University; Senay Purzer, Purdue University; Ruth Wertz, Purdue University
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in postsecondary STEM courses,” J. Postsecond. Educ. Disabil., vol. 24, no. 4, pp. 317–330, 2011.[41] K. Terras, J. Leggio, and A. Phillips, “Disability accommodations in online courses: The graduate student experience,” J. Postsecond. Educ. Disabil., vol. 28, no. 3, pp. 329–340, 2015.[42] K. Reardon, K. W. Bromley, and D. Unruh, “The promise of Universal Design in postsecondary education: A literature review,” J. Postsecond. Educ. Disabil., vol. 34, no. 3, pp. 209–221, 2021.[43] “The Center for Universal Design,” NC State University College of Design Center for Universal Design. [Online]. Available: https://design.ncsu.edu/research/center-for- universal-design/. [Accessed: 23-Apr-2023].[44] B. Chen, K. Bastedo
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- Engineering a Just Future: Cultivating Equity, Voice, and Community in Technical Education
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- 2024 ASEE Annual Conference & Exposition
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- 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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courses. H´ector has taught various engineering courses and is invested in showing learners he cares about them and their future success. He creates a space where learners can feel safe to experiment, iterate, and try different problem-solving approaches while encouraging learners to be critical of their professional practice so they create effective, holistic solutions that work for a broader range of individuals.Sage Maul, Purdue University Sage Maul (they/them) is a third year PhD student in Purdue University’s School of Engineering Education. Sage’s research explores structural factors on student experiences for disabled students and in electrical and computer engineering courses. Sage graduated with a Bachelor’s
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- Engineering Equity: Challenging Paradigms and Cultivating Inclusion in Technical Education
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- 2024 ASEE Annual Conference & Exposition
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- Nyna Jaye DeWitt, University of Georgia; Animesh Paul, University of Georgia; Racheida S. Lewis, University of Georgia
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Paper ID #41260Not for the Poor: Impacts of COVID-19 on Engineering Students from LowerSocioeconomic BackgroundsMs. Nyna Jaye DeWitt, University of Georgia Nyna, born and raised in Durham, North Carolina, obtained her Bachelor’s degree in General Engineering with a concentration in Biomedical Engineering in 2022 from Wake Forest University. Following her undergraduate degree, she received her Master’s degree in Biomedical Engineering with a focus in Immunoengineering from Johns Hopkins University. Nyna has a strong interest in increasing diversity in biomedical engineering spaces and she intends to research this by
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 13
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- 2023 ASEE Annual Conference & Exposition
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- Mohammad Moin Uddin, P.E., East Tennessee State University; Keith V. Johnson, East Tennessee State University; M. Leah Adinolfi, East Tennessee State University; Deidra A. Rogers, East Tennessee State University
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construction decision mak- ing, sustainable design and construction, applications of machine learning and AI in construction, and engineering education. Dr. Uddin is also dedicated to serve his profession and the community. He is a member of ASEE, ASCE, TRB and CRC, and serves as the VP of the ASCE Tennessee Section and Sec- retary for the ASCE Holston branch. Dr. Uddin is active with ASEE engineering technology division and served as ETD program chair for CIEC in 2017 and 2018. Dr. Uddin also served as the Editor-in-Chief for Journal of Engineering Technology from 2019 to 2021. Dr. Uddin received outstanding researcher award, outstanding service award and sustainability leadership award from his college.Dr. Keith V
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- Engineering a Just Future: Cultivating Equity, Voice, and Community in Technical Education
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- 2024 ASEE Annual Conference & Exposition
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- 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
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both equity-centered content and pedagogy (e.g., [20], [24]) in a range of courses. We describe the first phase of research to build a curricular and instructional changeframework to support educators who seek to revise or develop engineering courses to centerequity. Our emerging framework acknowledges that instructors – including tenure-track, contractfaculty, and graduate teaching assistants – will typically require professional development tosupport them as they design and teach these courses. We also acknowledge that for engineeringto move beyond siloed discussions of equity, academic programs need to revise multiple requiredcourses, including technical/ engineering science courses. In the following sections, we provide aproject
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- Engineering Futures: Navigating the Pathways of Education, Inclusion, and Professional Growth
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- 2024 ASEE Annual Conference & Exposition
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- Rajita Singh, University of Oklahoma; Javeed Kittur, University of Oklahoma
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Education (ASEE), Computer Applications in Engineering Education (CAEE), International Journal of Engineering Education (IJEE), Journal of Engineering Education Transformations (JEET), and IEEE Transactions on Education. He is also serving as a reviewer for a number of conferences and journals focused on engineering education research. ©American Society for Engineering Education, 2024Inclusive Teaching Practices in Engineering: A Systematic Review of Articles from 2018 to 2023AbstractInclusive pedagogies have been used in education in different areas and times; however, theiradoption in engineering has been relatively new. Due to their effectiveness for all students and tothe
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- Asset Sourcing for Remaking Engineering Learning
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- 2021 ASEE Virtual Annual Conference Content Access
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- Chelsea Haines Lyles, Virginia Polytechnic Institute and State University; Lisa D. McNair, Virginia Polytechnic Institute and State University; David Reeping, University of Michigan
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Paper ID #33726Sense of Belonging in Large Online Engineering Classes: A Scoping ReviewDr. Chelsea Haines Lyles, Virginia Polytechnic Institute and State University Dr. Chelsea H. Lyles (she, her, hers) is a Postdoctoral Associate for Outreach, Engagement, and Evalua- tion at the Center for Educational Networks and Impacts (CENI) at Virginia Tech. Her research interests include P-12 and higher education policy and finance, academic labor, graduate education, and assessment of student learning. By critically examining these areas, she aims to illuminate adverse, systemic impacts of policies and practices on historically
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 7
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- 2023 ASEE Annual Conference & Exposition
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- Sourojit Ghosh, University of Washington, Seattle; Sarah Marie Coppola, University of Washington, Seattle
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classes. In this paper, wedemonstrate that such a modality in design studio courses achieves learning outcomes whileproviding flexibility and accommodating individual accessibility needs that strive towardsequitable access to education. We contribute towards growing scholarship towards moreequitable practices in our classrooms (e.g. [4], [5], [16], [17], [30]) by advocating for thecontinuation of HyFlex learning as an offered mode of instruction for design studio courses, andhope that the engineering education community continues to recognize its valuable contributions. 10References[1] C.-Y. A. Liu and R. C. Rodriguez, “Evaluation of the impact of the
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 13
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- 2023 ASEE Annual Conference & Exposition
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- Amy Slaton, Drexel University; Kayla R. Maxey, Purdue University, West Lafayette ; Monica McGill, CSEdResearch.org; Jordan Williamson
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experiences on diverse studentsˆa C™ atti- tudes, beliefs, and perceptions of engineering, aDr. Monica McGill, CSEdResearch.org Monica McGill is Founder and CEO of CSEdResearch.org. Her area of scholarship is computer science education research with a current focus on diversity and improving the quality of research to examine effective practices on a large scale. She oversaw the recent development of the robust K-12 CS Education Research Resource Center with manually curated data from over 1,000 article summaries and a list of over 180 instruments for evaluating STEM education.Jordan Williamson ©American Society for Engineering Education, 2023 A Critical Examination of ASEE’s
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- 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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- Seth Polsley, University of Nebraska, Lincoln; Amanda Kate Lacy; Samantha Ray, Texas A&M University; Tracy Anne Hammond, Texas A&M University
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interface design, many of which are visual concepts. In order to adapt the curriculum, weused a high-resolution tactile display capable of mirroring imagery from a video display into adepth map that could be felt. This enabled the dual presentation of visual content as tactilesurface maps. Through this process, we learned several best practices in terms of how to createcontent that transfers well from one modality to another, and we also developed a number ofguidelines for creation of teaching materials like notes and assignments in a way that is morescreen-reader friendly.This paper shares key takeaways while also communicating student and teacher perspectives ondeveloping, teaching, and using more accessible materials. Our goal is to encourage
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 3
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- 2023 ASEE Annual Conference & Exposition
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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
- 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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- Ingrid Scheel, Oregon State University; Rachael E Cate, Oregon State University; Natasha Mallette, Oregon State University; Ean H Ng, Oregon State University; Stella Collier, Oregon State University; Christina Bianca Southwick, Oregon State University; Carly Hudson
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Paper ID #41866Teaching Strategies that Incorporate Social Impacts in Technical Courses andEase Accreditation Metric CreationMs. Ingrid Scheel, Oregon State University Ingrid Scheel is a Project Instructor at Oregon State University in Electrical Engineering and Computer Science. She teaches Electrical and Computer Engineering fundamentals and design courses, and as a graduate student in Education is focused on curriculum design. Scheel’s industry experience includes prototype development, test article instrumentation, data acquisition, data analysis, and reporting. She contributes to the International Society for Optics
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- Engineering Futures: Navigating the Pathways of Education, Inclusion, and Professional Growth
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- 2024 ASEE Annual Conference & Exposition
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- Shannon Katherine Gilmartin, Stanford University; Sara Jordan-Bloch, Stanford University
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. ©American Society for Engineering Education, 2024 Exploring early-career professionals’ conceptions of “stretch assignments”: A qualitative study of recent graduates from engineering and non-engineering fields1.0 IntroductionEarly-career engineers often enter workplaces that have not been designed with equity in mind.Beliefs about techno-meritocracies reign, blurring experiences of negative stereotypes, bias, anddiscrimination. Many new engineers learn largely opaque organizational practices and unwrittenrules of advancement as they go—with some having more informational advantage than others.One such practice is a developmental, or “stretch”, assignment. We define stretch assignments asinformally allocated work
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- Engineering a Just Future: Cultivating Equity, Voice, and Community in Technical Education
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- 2024 ASEE Annual Conference & Exposition
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- 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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their instructional practices. The proposed toolkitwill promote potential shifts in educational enacted practices grounded in evidence-basedstrategies and student narratives.Faculty classroom teaching preparation in STEM fields, particularly within engineering, is oftenseverely lacking [1]. Due to the research-emphasis within many doctoral programs, faculty havelimited training as it relates to high impact teaching practices and fostering inclusive learningenvironments [2]. Once in the professoriate, faculty reward structures often prioritize researchproductivity over teaching, leaving little incentive for faculty to hone their instructional skills[3]. While a lack of effective teaching practices is problematic for all undergraduates, there
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- Empowering Change: Cultivating Inclusive and Sustainable Futures in STEM Education
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- 2024 ASEE Annual Conference & Exposition
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- Mina Zavary, University of Washington; Sourojit Ghosh, University of Washington
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- Culture & Social Justice in Education Division (EQUITY), Equity
., ‘Adding diversity and culture to the engineer’s toolkit: Evaluating a unique course option for engineering students’, in 2018 ASEE Annual Conference & Exposition, 2018.[4] E. Volpe et al., ‘Building a Leadership Toolkit: Underrepresented Students’ Development of Leadership-Enabling Competencies through a Summer Research Experience for Undergraduates (REU) in Engineering Education’, in 2023 ASEE Annual Conference & Exposition, 2023.[5] S. Burgstahler, Creating inclusive learning opportunities in higher education: A universal design toolkit. Harvard Education Press Cambridge, MA, 2020.[6] S. Herbert, The inclusion toolkit. Sage, 2011.[7] M. McLaughlin and M. Press, ‘Transitionary Teaching Toolkit: Best Practices for
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- 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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].Identifying and overriding our unconscious biases can have a positive impact on interpersonalcommunication and reduce the barriers for others’ success.Why engineering education?Each profession has its own culture, and engineering education culture specifically can beresistant to learning about and addressing unconscious bias. Cech’s research identifies threepillars of engineering education culture that decrease a student’s level of engagement with publicwelfare over time [11]. The three pillars: depoliticization, social/technical dualism, andmeritocracy; affect how engineers engage with public welfare, which can be extended to apply toother social issues such as unconscious bias. To effectively raise awareness of unconscious biasand encourage
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- For Students to Know and Grow
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- 2021 ASEE Virtual Annual Conference Content Access
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- Candice W. Bolding, Clemson University; Jennifer Harper Ogle, Clemson University; Luke J. Rapa, Clemson University
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student ambassadors. She currently sits on the department’s Diversity and Outreach Committee and is a liaison for the department to the Office of the Associate Dean of Undergraduate Studies for the college. In addition to her role as Undergraduate Student Services Manager, Candice is a doctoral student in the Learning Sciences program in the College of Education at Clemson University.Dr. Jennifer Harper Ogle, Clemson University Dr. Jennifer Ogle is a Professor in the Glenn Department of Civil Engineering at Clemson University and a 2005 graduate of the Department of Civil and Environmental Engineering at Georgia Tech. Her research focuses on transportation infrastructure design, safety, accessibility, and management
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- Innovating Inclusivity: Rethinking Access and Empowerment in STEM Education
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- 2024 ASEE Annual Conference & Exposition
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- Hilda Cecilia Contreras Aguirre, New Mexico State University; Patricia Nicole Delgado, New Mexico State University; Luis Rodolfo Garcia Carrillo, New Mexico State University
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Paper ID #43184Asset-Based Approaches to Transformative Learning: Community and Culturein an Undergraduate Engineering Research Program at a Hispanic ServingInstitutionDr. Hilda Cecilia Contreras Aguirre, New Mexico State University Hilda Cecilia Contreras Aguirre, EdD is a STEM education researcher at New Mexico State University. She focuses her research on qualitative/mixed methods studies addressing minority and underrepresented student college performance and persistence through high-impact practices, particularly in STEM disciplines. Her main lines of inquiry examine best practices in mentoring and promotion of
Creating Inclusive Classrooms: Work Developed during the ASEE Year of Impact on Racial Equity (YIRE)
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 3
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- 2023 ASEE Annual Conference & Exposition
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- Shannon D. Barker, University of Virginia; Kenya Crosson, University of Dayton; Victoria E Goodrich, University of Notre Dame; Jordan Jarrett, P.E., Colorado State University
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beenpreviously documented in ASEE Prism [1], which is quoted below. “ASEE President Sheryl Sorby’s speech at the 2020 Annual Conference outlined a vision for both the organization and engineering education that reflects more diversity and equity. In light of this vision, as well as the societal momentum toward dismantling White supremacy and racism, ASEE has launched a Year of Impact on Racial Equity. Many aspects of engineering culture have origins and practices that center Whiteness and exclusivity. However, we are all caretakers of this culture and can either protect exclusionary traditions or strategically design models that better meet the diverse challenges and needs of our society. In order to
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- Equity in Engineering: Uncovering Challenges and Championing Change in STEM Education
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- 2024 ASEE Annual Conference & Exposition
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- Lindsay Harley, Dartmouth College; Vicki V. May P.E., Dartmouth College; Rebecca Holcombe
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Persistence in STEM. CBE Life Sci Educ;15(3). doi: 10.1187/cbe.16-01-0038. PMID:27543633; PMCID: PMC5008901.[24] Jordan, K. & Sorby, S. (2014). Intervention to Improve Self-Efficacy and Sense ofBelonging of First-Year Underrepresented Engineering Students. ASEE Annual Conference &Exposition, 24(803),1-34. https://doi.org/10.18260/1-2--20695.[25] Strauss, A. L., & Corbin, J. M. (Eds.). (1997). Grounded theory in practice. SagePublications, Inc.[26] Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methodsapproaches (3rd ed.). Sage Publications, Inc.Appendix - Interview Protocol Appendix A - Interview ProtocolInterviewInterview length : 30 - 60 mins. length :- FOR STUDENTS
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 4
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- 2023 ASEE Annual Conference & Exposition
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- Rebecca Zarch, SageFox Consulting Group; Monica McGill, CSEdResearch.org
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talent. Or, provide sharedshares “to translate some of those best or promising practices over so folks can use that to evaluatewhat they’re doing, make corrections, adjustments and changes and see if we can see some changein the numbers moving forward.” Finally, the varied way shared measures were discussed in theinterviews regarding previous experiences is supported by research that states shared measures areone of the most challenging of the CI conditions because of varied programmatic goals [19].4.1.4 Mutually Reinforcing Activities (MRA)We examined MRAs for mission alignment and coordination of services. Successfully definingthese MRAs means understanding the value proposition for both sides of a partnership. Manyof the members bring a
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- Transformative Learning in STEM: Accessibility, Social Impact, and Inclusivity in Higher Education
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- 2024 ASEE Annual Conference & Exposition
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- D. C. Beardmore, University of Colorado Boulder; Angela R Bielefeldt, University of Colorado Boulder
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, Nov. 2018, doi: 10.1002/sce.21477.[37] D. L. Hosking, “Critical Disability Theory,” presented at the 4th Biennial Disability Studies Conference, Lancaster University, UK: Lancaster University, 2008. [Online]. Available: https://www.lancaster.ac.uk/fass/events/disabilityconference_archive/2008/papers/hosking2 008.pdf[38] D. C. Beardmore, R. Sandekian, and A. Bielefeldt, “Supporting STEM graduate students with dis/abilities: Opportunities for Universal Design for Learning,” presented at the 2022 ASEE Annual Conference & Exposition, Minneapolis, MN, Aug. 2022. [Online]. Available: https://peer.asee.org/41796