Displaying all 16 results
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 13
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Bridget M. Smyser, Northeastern University; Susan F. Freeman, Northeastern University
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
consistent, engaging and hands-on experience for first-year students, hoping to excite and inspire them in the first step of their journey. There is a strong team, continuously improving on project-based curriculum for the first-year and beyond. Sudan Freeman is also the Associate Dean, Undergraduate Education. ©American Society for Engineering Education, 2023 Student Definitions of DEI in First-Year Engineering and Capstone DesignLike many universities, Northeastern University has several initiatives to improve diversity,equity, and inclusion (DEI) in its various programs. The authors have received an internal grantto develop the “New Engineering Toolbox”, which will be a resource to help
- 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
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- Culture & Social Justice in Education Division (EQUITY), Equity
had been violated. Adherence to this plan was then assessed three times throughouteach semester through self- and team peer evaluation surveys that included questions specificallyaddressing behaviors that promote inclusivity, psychological safety, respectful communication,and conflict resolution. This integration of the DEI skills into an experiential learningenvironment is a critical component of the Learn-Practice-Assess model’s implementation, andrepresents a potential paradigm shift in the way that DEI concepts and capstone projects can bewoven together.Conclusion & Next StepsOver the last two years, ~250 Penn State aerospace engineering senior undergraduate studentshave participated in the DEI Module as part of their capstone design
- Conference Session
- Working Against Unjust Social Forces
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Lauren Anne Cooper, California Polytechnic State University, San Luis Obispo ; Jennifer Mott, California Polytechnic State University, San Luis Obispo
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- Diversity
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- Culture & Social Justice in Education, Equity
Paper ID #32638Implementing Social Justice Projects in Thermal System and MechanicalDesign CoursesDr. Lauren Anne Cooper, California Polytechnic State University, San Luis Obispo Lauren Cooper earned her Ph.D. in Mechanical Engineering with a research emphasis in Engineering Education from University of Colorado Boulder. She is currently an Assistant Professor in Mechanical Engineering at California Polytechnic State University in San Luis Obispo. Her research interests include project-based learning, student motivation, human-centered design, and the role of empathy in engineering teaching and learning.Dr. Jennifer Mott
- Conference Session
- Changing How We Pursue Change
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
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- Marissa H. Forbes, University of San Diego; Odesma Onika Dalrymple, University of San Diego; Susan M. Lord, University of San Diego; Caroline Baillie, University of San Diego; Gordon D. Hoople, University of San Diego; Joel Alejandro Mejia, University of San Diego
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- Diversity
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- Culture & Social Justice in Education, Equity
professional network, courses, capstone design projects, and research. We describe thesemechanisms and respective activities to date in Table 1. Table 1: Engineering Exchange for Social Justice (ExSJ) Mechanisms and Activities.Mechanism Description Activities to Date Thematic gatherings on a specified issue like Hosted 2 community forums to bringCommunity “waste”, where community groups, non- various community and universityForums profits, engineers and other professionals, stakeholders together around the theme of faculty, and students are brought together to waste reduction. One was held on campus exchange
- 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
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
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
- Conference Session
- Breaking barriers, building futures: Narratives of equity and inclusion in STEM education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Alan Cheville, Bucknell University; Stewart Thomas, Bucknell University; Rebecca Thomas, Bucknell University
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
most consequential changes to shifting students perceptions towards justice. Figure 2: The timeline above illustrates changes in the 3rd-year design course over the period of the action research project. Grey represents the element of the course was not present, and colors when the element was included.Shift in Focus: The first modification was to shift the course from ‘capstone in miniature’ tofocus it more on choosing appropriate problems. We observed that covering all eightperspectives of Figure 1 introduced too many representations. Students reflected they had littleopportunity to engage with the various representations in-depth as evidenced by reports beingunfocused and rambling. Classroom observations showed that most students saw
- Conference Session
- Redefining Inclusivity: Embracing Neurodiversity in Engineering and Computing Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Monica Lynn Miles, University at Buffalo, The State University of New York; Corey T Schimpf, University at Buffalo, The State University of New York; Nicole Lowman, University at Buffalo, The State University of New York; Kate Haq, University at Buffalo, The State University of New York
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- Culture & Social Justice in Education Division (EQUITY), Equity
Engineering Education.Dr. Nicole Lowman, University at Buffalo, The State University of New York Nicole Lowman is an Assistant Professor of Teaching in the Department of Engineering Education at the University at Buffalo, where they primarily teach technical communication to engineering and computer science undergraduates. Their courses center community-engagement and local justice by grounding writing and communication projects in non-profit organizations in the city of Buffalo. Their research is primarily concerned with rhetorics of race and critical race theory, and their scholarship has been published by Journal of Contemporary Rhetoric and The New Americanist.Kate Haq, University at Buffalo, The State University of New
- 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
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
civil engineering in a real-world setting. Students are able to assess the importanceof stakeholder input within each project. Capstone and community projects bring solutions toissues local communities face, while removing the students from the center and putting the focuson how they can make the lives of others better. The primary skill set is not just technical, but theability to listen and consider the perspectives of others. Additionally, ethics and social impact co-curricular activities such as NSBE (National Society of Black Engineers), or Society of WomenEngineers (SWE) and Engineers Without Borders (EWB) help students view socialresponsibility in a more impactful way as a young professional [22].Self-SelectionIn some instances, students
- Conference Session
- For Students to Know and Grow
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Robin Fowler, University of Michigan; Laura K. Alford, University of Michigan; Stephanie Sheffield, University of Michigan; Caitlin Hayward, University of Michigan; Trevion S. Henderson, University of Michigan; Rebecca L. Matz, University of Michigan
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education, Equity
Paper ID #34275Supporting Equitable Team Experiences Using Tandem, an Online Assess-mentand Learning ToolDr. Robin Fowler, University of Michigan Robin Fowler is a lecturer in the Program in Technical Communication at the University of Michigan. She enjoys serving as a ”communication coach” to students throughout the curriculum, and she’s especially excited to work with first year and senior students, as well as engineering project teams, as they navigate the more open-ended communication decisions involved in describing the products of open-ended design scenarios. She is one of the faculty co-innovators behind Tandem.Dr
- Conference Session
- Transformative Learning in STEM: Accessibility, Social Impact, and Inclusivity in Higher Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- 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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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
capstone projects. Curricula in thisnovel first-year program utilizes the Crick model of deep engagement [6] that demonstrates thelayered contexts of engaging students. The personal, social, and global contexts within whichlearning takes place may be a roadmap for implementation of micro-insertions using rhetoricalstrategies, since “representations of reality [that] are constructed through articulation” willcombat the discursive construction of engineering ethics and social impacts as separate fromrather than integral to and imperative for productive society, [17, pp. 47], [23].RecruitmentIn this study the authors approached faculty who teach the novel first-year engineering programsequence, and general and electrical engineering courses. Faculty
- Conference Session
- Critical Conversations on Being Valued
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Qualla Jo Ketchum, Virginia Polytechnic Institute and State University; Marie C. Paretti, Virginia Polytechnic Institute and State University; Homero Murzi, Virginia Polytechnic Institute and State University; Andrew Katz, Virginia Polytechnic Institute and State University
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- Diversity
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- Culture & Social Justice in Education, Equity
National Science Foundation to study expert teaching in capstone design courses, and is co-PI on numerous NSF grants exploring communication, design, and identity in engineering. Drawing on theories of situated learning and identity development, her work includes studies on the teaching and learning of communication, effective teaching practices in design education, the effects of differing design pedagogies on retention and motivation, the dynamics of cross-disciplinary collaboration in both academic and industry design environments, and gender and identity in engineering.Dr. Homero Murzi, Virginia Polytechnic Institute and State University Homero Murzi is an Assistant Professor in the Department of Engineering
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 5
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Bahar Memarian, University at Buffalo, The State University of New York
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
Paper ID #38699Indigenizing the Artificial Intelligence (AI) Programmed EngineeringEducation Curriculum, Challenges and Future PotentialsDr. Bahar Memarian, University at Buffalo, The State University of New York Dr. Bahar Memarian is an interdisciplinary researcher and educator with more than 10 years of research and teaching experience at the intersection of applied and social sciences. She has designed and executed research projects as both a team leader and a member. She has also developed and delivered learning modules and courses in the areas of STEM, design, and engineering education at the secondary 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
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
), engineering education has seen a shift to the importance of design andproblem solving. The approach has been to educate by specific engineering field [24].Largely, students have relied on internships and coop programs to gain experience in the field.Capstone design projects with external clients are also common in engineering curricula,providing students opportunities to work on real problems with external clients. It is verycommon for students to reflect on these experiences highlighting a greater sense of clarity aboutengineering and its application. Indeed, when asked about their favorite or most impactfulexperience at the time of graduation, it is common that students highlight internship, coop andcapstone design experiences. Outside of capstone
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 4
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- John L. Irwin, Michigan Technological University; Martin E. Gordon DFE P.E., Rochester Institute of Technology ; Clay Gloster Jr., North Carolina Agricultural and Technical State University; Barbara L. Christe, State University of New York, College of Technology at Farmingdale; Ronald E. Land, Pennsylvania State University, New Kensington; Lara L. Sharp, Springfield Technical Community College
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
machinery, basic electrical circuits, and linear electronics. He was also one of three faculty responsible for organizing and conducting the capstone design course for the EMET program. Ron received a baccalaureate degree in Electrical Engineering from the Georgia Institute of Technology in 1971 and an M.S. degree in Electrical Engineering from the California Institute of Technology in 1973.Ms. Lara L. Sharp, Springfield Technical Community College Ms. Sharp has a BS in chemical engineering, an MBA, and is currently working on a MS in Industrial engineering. She has worked in both secondary and higher education teaching and developing curriculum and is currently Program Director of Engineering Tech
- Conference Session
- Equity, Culture & Social Justice Technical Session
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Ingrid Scheel, Oregon State University; Rachael E. Cate, Oregon State University; Devlin Montfort, Oregon State University
- Tagged Topics
- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
programmaticintegration as vital to addressing the differences in student reception of sociotechnical problemsolving.Cote and Branzan Albu [9] performed a case study of full integration of socio-cultural impactswhich they define as student-identified topics related to technical projects in a capstone coursefor computer vision technology. The definition of socio-cultural in this context includes but isnot limited to the environment, ethics, social relations, personal development, economics,health/medicine, law, elderly, and politics [9, pg. 697]. The authors describe how both theCanadian accreditation body (CEAB) and the European Network for Accreditation ofEngineering Education (ENAEE, which serves Germany, France, UK, Ireland, Portugal, Russia,Turkey, Romania
- Conference Session
- Working Against Unjust Social Forces
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Desen Sevi Ozkan, Tufts University; Avneet Hira, Boston College
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- Diversity
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- Culture & Social Justice in Education, Equity
courses that explored technical and societal integration,and more design courses and projects that included themes of human-centered design andsystems thinking (Wisnioski, 2012). Paul B. Daitch at Rochester Polytechnic Instituteemphasized design as "the major vehicle which relates technique and society" (Daitch, 1970, p.21).PurposeFirst-Year Engineering (FYE) courses have received attention from practitioners and scholarsalike in the past couple of decades (Pendergrass et al., 2001; Kilgore et al., 2007). The First-Year Programs division of ASEE had 28 papers associated with it in the 2020 Annualconference alone. There is some agreement on the content that is taught in these courses,which comprises concepts such as design, mathematical modeling