Conference Session

Action on Diversity - Disability Experiences & Empathy

Collection

2017 ASEE Annual Conference & Exposition

Authors

Yvette Pearson Weatherton, Rice University; Renae Danielle Mayes, Ball State University; Carol Villanueva-Perez, Ball State University

Tagged Topics

ASEE Diversity Committee, Diversity

categorized as student attitudes and actions, faculty attitudes and actions, accessibility,or other and are listed in Table 1 (Rule and Stefanich, 2012). Table 1. Factors that Impact Success of Students with Disabilities (from Rule and Stefanich, 2012) Categories Helpful Factors Non-helpful Factors Student attitudes and actions •   Healthy self-esteem, positive •   Failure to disclose need for attitude accommodations •   Strong motivation & task •   Poor self-esteem

Conference Session

Action on Diversity - Disability Experiences & Empathy

Collection

2017 ASEE Annual Conference & Exposition

Authors

Fernando Garcia Gonzalez, Florida Golf Coast University

Tagged Topics

ASEE Diversity Committee, Diversity

or modifications to certain active learningactivities are presented where possible. The author of this paper has a severe case of dyslexia andis an Assistant Professor of software engineering and can see the problem through both, the eyesof the student and the eyes of the instructor.1 IntroductionOne of the most important best practices in education is active learning. Last year, the WhiteHouse Office of Science and Technology Policy issued a national Call to Action aimed atimproving STEM education through the use of active learning. Active learning serves to clarify,and solidify the material presented in the lecture as well as to help the students retain theinformation presented in the class. It involves activities generally performed in

Conference Session

Action on Diversity - Institutional Change & Perspectives on Diversity

Collection

2017 ASEE Annual Conference & Exposition

Authors

Allison Godwin, Purdue University, West Lafayette (College of Engineering)

Tagged Topics

ASEE Diversity Committee, Diversity

diversity in engineeringstudents by focusing not on outward or non-visible social groups but students’ underlying attitudes,beliefs, and mindsets and then examine how demographic backgrounds might be an underlyingcause for the manifested attitudes and beliefs. Felder and Brent23 emphasize the need for this kindof understanding to support engineering students, “Students have different levels of motivation,different attitudes about teaching and learning, and different responses to classroom environmentsand instructional practices. The more thoroughly instructors understand the differences, the betterchance they have of meeting the diverse learning needs of all of their students” (p. 1).Latent diversity can provide a different way of examining how

Conference Session

Action on Diversity - Engineering Workforce & Faculty Training

Collection

2017 ASEE Annual Conference & Exposition

Authors

Sevinj Iskandarova, James Madison University; Oris Griffin, James Madison University

Tagged Topics

ASEE Diversity Committee, Diversity

employees in the team” (p.1, 2015)Rationale for the StudyIn educational settings, it is important to provide continuous diversity-related practices and tocreate a culture awareness workforce development plan. Some faculty may be apprehensive ofmoving from a familiar cultural environment to the new multicultural environment, or adaptingto a new work environment that may cause frustrations. Despite legislation and organizationalpolicies that attempt to manage and encourage successful engagement, and retain a diverseenvironment, faculty members are still challenged on how to deal with workplace diversityprofessionally. In order to address these challenges, the research addressed cultural awarenessprograms such as cultural

Conference Session

Action on Diversity - Institutional Change & Perspectives on Diversity

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jennifer Karlin, University of Southern Maine; Cheryl Allendoerfer, University of Washington; Ronald R Ulseth, Itasca Community College; Rebecca A Bates, Minnesota State University, Mankato

Tagged Topics

ASEE Diversity Committee

Professor in the Department of Integrated Engineering program at Minnesota State University, Mankato, home of the Iron Range and Twin Cities Engineering programs. c American Society for Engineering Education, 2017 Managing Transformation to Crack Open Engineering EducationRapid changes in the worldwide engineering ecosystem are creating a compelling rationale torethink engineering education. Tomorrow’s graduate will need to collaboratively contributeexpertise across multiple perspectives in an environment of rapid innovation and technologicalbreakthroughs [1]. Meeting these challenges requires a transformational change rather thanincremental improvements in how we recruit and educate engineering students

Conference Session

Action on Diversity - Supporting Students at Multiple Levels

Collection

2017 ASEE Annual Conference & Exposition

Authors

Laura K Alford, University of Michigan; Mary Lou Dorf, University of Michigan; Valeria Bertacco, University of Michigan

Tagged Topics

ASEE Diversity Committee, Diversity

partially successful, although since we do not havepre-implicit bias activity data, we cannot be certain. While there is definite room for improvementin our classes, it is encouraging to note that the women’s responses are somewhat similar to themen’s responses.These introductory programming courses are some of the largest engineering classes offered atthis institution; therefore, an improved understanding of student experiences in these classes willprovide guidance on creating and sustaining a welcoming environment for all students.Introduction and MotivationOver the past 30 years, women completing computer science and computer engineeringundergraduate degrees have been a minority compared to their male counterparts 1 . The reasonsfor this gender

Conference Session

Action on Diversity - Supporting Students at Multiple Levels

Collection

2017 ASEE Annual Conference & Exposition

Authors

Stephanie Farrell, Rowan University; Tiago R Forin, Rowan University; Kauser Jahan P.E., Rowan University; Ralph Alan Dusseau P.E., Rowan University; Parth Bhavsar, Rowan University; Beena Sukumaran, Rowan University

Tagged Topics

ASEE Diversity Committee, Diversity

. c American Society for Engineering Education, 2017 Developing Multiple Strategies for an Inclusive Curriculum in Civil EngineeringIntroductionWhen students enter higher education, they are receiving more than an education in a givendiscipline. They are presented with a chance to align their identities as it relates to theirdiscipline. Acquiring knowledge from a higher education institution not only involves obtainingtechnical knowledge but also understanding how to navigate social and emotional elements ofhigher education [1]. Developing the social and emotional elements of higher education can helpstudents understand where they fall within their discipline by making positive relationships withone

Conference Session

Action on Diversity - Engineering Workforce & Faculty Training

Collection

2017 ASEE Annual Conference & Exposition

Authors

Kelly J Cross, University of Illinois, Urbana-Champaign; Stephanie Cutler, Pennsylvania State University, University Park

Tagged Topics

ASEE Diversity Committee, Diversity

classroom. Few studies have explored faculty perceptions of theirrole in promoting diversity and a single study identified factors that contribute to facultyapplying strategies to promote diversity concepts within the course content. Additionally,previous research has highlighted the need for departmental and institutional support for facultyinterested in adopting teaching practices that promote diversity and inclusion. Therefore, it isimportant that we understand the motivations and supports needed for STEM faculty to includediversity concepts in the classroom to promote inclusivity. The guiding research questions for thecurrent study are: 1) What perceptions do faculty hold about diversity and inclusion? 2) How dofaculty’s personal experience

Conference Session

Action on Diversity - Disability Experiences & Empathy

Collection

2017 ASEE Annual Conference & Exposition

Authors

Raja S Kushalnagar, Gallaudet University; Gary Walter Behm, RIT/NTID Center on Access Technology; Shareef Sayel Ali, NTID's ACE Innovaton Lab; Susie Michaela Harvey, REU-AMI; Karina G. Bercan, Simmons College

Tagged Topics

ASEE Diversity Committee, Diversity

speech using a laptop. Theperson using the captioning services watches this transcription on their own computer in order to followalong with a lab discussion or lab presentation. In contrast to hearing audiences who listen to speakerswhile watching for body language cues and reading presentation slides, deaf audiences must multitaskduring lectures and panels, regardless of which accommodation is provided. To follow a presentation,deaf participants shift their attention from the interpreter to the lab demonstration, resulting in eye fatigue,distraction, and decreased engagement.Deaf Student ChallengesFor captions, deaf participants juggle their attention from(1) the text to understand the content of the conversation,(2) the speaker to pick-up

Conference Session

Action on Diversity - Supporting Students at Multiple Levels

Collection

2017 ASEE Annual Conference & Exposition

Authors

Beverly Louie, University of Colorado, Boulder; Beth A Myers, University of Colorado Boulder; Janet Y Tsai, University of Colorado Boulder; Tanya D Ennis, University of Colorado Boulder

Tagged Topics

ASEE Diversity Committee, Diversity

students,and both had been in place for over two to three decades. See Figure 1 for historical enrollmentof first-year students by demographic. 35% 32%32% 30% 28%27% 25% 26% 25%24% 23% 23% 21% 22% 22%22% 21% 20% 20% 20% 20% 19% 20

Conference Session

Action on Diversity - Disability Experiences & Empathy

Collection

2017 ASEE Annual Conference & Exposition

Authors

Henriette D Burns, Washington State University, Vancouver; Kristin Lesseig, Washington State University Vancouver

Tagged Topics

ASEE Diversity Committee, Diversity

, which specifically require teaching children the engineering designprocess.1 Besides creating a better product, the standards say the design process is relevantbecause the process begins with defining the “human problem” (empathizing) to connect to thereal lives of all. The assumption is if students can connect with the “human problem,” they willidentify with and have interest in STEM. But no instructional methodology on how to teachempathy is stated. Will inserting a “human problem” in instruction instill empathy and connect toa student’s real-life? Would doing so improve student interest in STEM? What are the hurdleswe would face? The focus of this paper is how infusing empathy into the design of lessons wouldinfluence student interest in

Conference Session

Action on Diversity - Institutional Change & Perspectives on Diversity

Collection

2017 ASEE Annual Conference & Exposition

Authors

Susan M Lord, University of San Diego; Michelle M. Camacho, University of San Diego; Nadia N. Kellam, Arizona State University; Julia M. Williams, Rose-Hulman Institute of Technology

Tagged Topics

ASEE Diversity Committee, Diversity

RED program. As shown in Table 1, in the firsttwo cohorts, thirteen institutions have been funded—all of these institutions are researchintensive; one is private, only two are undergraduate-focused, and two are Hispanic ServingInstitutions (HSIs). Students obtain engineering degrees from a variety of institution types (Ellis,2008). In order for the RED program to achieve its ambitious goals, it is important to include avariety of institution types. Thus, there is a need to reach out to a wider community and tomentor people at other institutions who are interested in developing competitive RED proposals. Table 1 Institutions in NSF RED Cohorts 1 and 2. Cohort 1 (2015) Cohort 2

Conference Session

Understanding Diversity, Equity, and Inclusion from Students' Perspectives

Collection

2018 ASEE Annual Conference & Exposition

Authors

Amy Trauth, University of Delaware; Tia Navelene Barnes, University of Delaware; Jenni Buckley, University of Delaware; Joshua A. Enszer, University of Delaware; Sarah Ilkhanipour Rooney, University of Delaware; Rachel Davidson, University of Delaware; Xiaoxue 'Vera' Zhang, University of Delaware

Tagged Topics

ASEE Diversity Committee, Diversity

Engineering Education, 2018 HOW GRANULAR IS THE PROBLEM? A DISCIPLINE-SPECIFIC FOCUS GROUPSTUDY OF FACTORS AFFECTING UNDERREPRESENTATION IN ENGINEERING UNDERGRADUATE PROGRAMS Tia N. Barnes, PhD1; Amy E. Trauth, PhD1; Xiaoxue Zhang, MS.Ed1; Joshua Enszer, PhD2; Sarah Rooney, PhD1; Rachel Davidson, PhD2; Jenni M. Buckley, PhD2 1 University of Delaware, College of Education and Human Development 2University of Delaware, College of Engineering INTRODUCTION The underrepresentation of women and several racial minority groups (i.e., Black, Latino, Native American) students in engineering undergraduate programs can be attributed to a multitude of factors, including, but not limited to

Conference Session

Understanding Diversity, Equity, and Inclusion from Students' Perspectives

Collection

2018 ASEE Annual Conference & Exposition

Authors

Ashley R. Taylor, Virginia Tech; Walter C. Lee, Virginia Tech; Benjamin David Lutz, Oregon State University; Holly M. Matusovich, Virginia Tech; Cynthia Hampton, Virginia Tech

Tagged Topics

ASEE Diversity Committee, Diversity

theseinsights, we offer pragmatic suggestions for refinement of the instrument. In these suggestions,we aim to enlighten future efforts to engage students in the diversification and inclusivity of theengineering field, and prevent future researchers from making similar methodological mistakes. INTRODUCTIONSince the U.S. Congress passed the Science and Technology Equal Opportunities Act in 1980,diversifying the engineering workforce has remained a national priority [1]. This act underscoredthe desire to reach equal representation of genders, races, ethnicities, and economic statuses inthe engineering profession [2], and emphasized the support of groups that are traditionallyunderrepresented in engineering, such as

Conference Session

Creating Equity Through Structure and Pedagogy

Collection

2018 ASEE Annual Conference & Exposition

Authors

Raja S. Kushalnagar, Gallaudet University; Gary W Behm, Rochester Institute of Technology (CET)

Tagged Topics

ASEE Diversity Committee, Diversity

expectations ofcollege level classes and specifically introductory mathematics courses. As a result, withoutappropriate support, most DHH students fail to succeed in introductory mathematics courses intheir first year.For this group of underprepared students, a transitional community and transitional engineeringcourse has been shown to significantly improve their academic success. This paper describes 1)how the establishment of a community of peers with an appropriate academic support structureimproves graduation persistence, 2) how a transition engineering program with an appropriatesupport structure improves success in succeeding in engineering and 3) resources available forinstructors who have DHH students in the classroom.IntroductionPhysical

Conference Session

Building and Engaging Communities for Scholarship, Advocacy, and Action for Diversity, Equity, and Inclusion

Collection

2018 ASEE Annual Conference & Exposition

Authors

Rebecca A. Bates, Minnesota State University, Mankato; Eric Specking, University of Arkansas; Adrienne Minerick, Michigan Technological University; Stephanie Farrell, Rowan University; Rocio C. Chavela Guerra, American Society for Engineering Education

Tagged Topics

ASEE Diversity Committee, Diversity

Tagged Divisions

International, Minorities in Engineering

for posterity and toencourage engagement within other academic institutions and professional societies. Some of ourexamples and strategies can be scaled and adapted to address institutional or regional challengesor to increase awareness and engagement in other national societies. Outcomes seen throughinitiatives have resulted in increased connections with previously disenfranchised members tothe ASEE community, engagement across divisions, and expanded programming in support ofdiversity, equity, and inclusion practices.1. Importance of Diversity, Equity, and InclusionEngineers have a significant impact on society. Their actions shape future technology,infrastructure, and innovation. Improving workforce diversity has been shown to

Conference Session

Creating Equity Through Structure and Pedagogy

Collection

2018 ASEE Annual Conference & Exposition

Authors

Chelsea Nneka Onyeador, Stanford University; Shannon Katherine Gilmartin, Stanford University; Sheri Sheppard, Stanford University; Gloriana Trujillo, Stanford University; Carol B. Muller, Stanford University

Tagged Topics

ASEE Diversity Committee, Diversity

both industry and collegiate levels.Defined for this paper as individual qualities divergent from historical characteristics (or evenstereotypes) of engineers, diversity, at times, seems to be at odds with the culture of engineeringitself. Lack of diversity in engineering manifests in a decreased retention rate ofunderrepresented minorities and women pursuing engineering degrees and engineering careers, aculture of homogeneity in engineering education and professional practice, and ensuinglimitations to engineering design and product development. A more diverse engineeringenterprise, by contrast, increases inclusivity and can provide a competitive advantage in industry[1].One potential solution to this problem is the integration of diversity

Conference Session

Creating Equity Through Structure and Pedagogy

Collection

2018 ASEE Annual Conference & Exposition

Authors

Peter Golding, University of Texas, El Paso; Celena Arreola, American Society for Engineering Education; Crystal Fernandez-Pena, University of Texas, El Paso; Mike Thomas Pitcher, University of Texas, El Paso; Cory Brozina, Youngstown State University; Helen Elizabeth Geller, University of Texas, El Paso; Carolina Favela, University of Texas, El Paso; Melissa Stearns

Tagged Topics

ASEE Diversity Committee, Diversity

, and Mathematics(STEM) Ability Awareness program. This work in progress is part of a STEMGROW program [1]that is informed by a theory-to-practice model [2] and uses a funds of knowledge framework [3].The goal is to bring together students already studying STEM fields and learn more about howthey can serve as an an inspiration not only for future students with disabilities, but for all allstudents at EPCC, UTEP, in STEM-fields and beyond. Our work centers on our students’ self-efficacy development and growth pathways. Therefore, we ground our project in the Model of Co-Curricular Support (MCCS) [4], whereby it is posited that there exist four main areas in whichstudents become integrated and educationally engaged within the university. The MCCS

Conference Session

Action on Diversity - Engineering Workforce & Faculty Training

Collection

2017 ASEE Annual Conference & Exposition

Authors

Rebecca A Bates, Minnesota State University, Mankato; Erick C Jones, University of Texas, Arlington; Alan A. Arnold, AAAS Science and Technology Fellow at the National Science Foundation

Tagged Topics

ASEE Diversity Committee, Diversity

, compared toboth national demographics and the pool of engineers with PhDs.1 Additionally, this model of afaculty career has not kept pace with changing labor force realities, even though career pathsacross the nation and in many domains see multiple transitions and have very low expectationsof retiring from a single company after 30 years. This faculty career model contradicts careerhappiness based on reasonable life choices, particularly those described by the Life CareerRainbow2,3 which defines an arc of life as moving through growth, exploration, establishment,maintenance and disengagement phases of life (see Figure 1). This mismatch means thatacademia is not able to adapt to shifting demographics, expectations of Millennials, and desiresfor

Conference Session

Action on Diversity - Engineering Workforce & Faculty Training

Collection

2017 ASEE Annual Conference & Exposition

Authors

Su Li, U. C. Hastings, College of the Law; Roberta Rincon, Society of Women Engineers; joan Chalmers Williams, University of California, Hastings College of the Law

Tagged Topics

ASEE Diversity Committee, Diversity

racialgroup. Table 3 showed the percentage agreement on the Maternal Wall questions by gender.Table 4 showed the percentage agreement on the Tug of War questions by gender. Table 3 andTable 4 showed that women suffered more Tug of War and Maternal Wall bias than menregardless of their racial background.Regression analysis: Models 1 and 2 in Table 1A4 show that women, African Americans andAsian Americans reported higher level of Prove-It-Again bias compared to their male or whitecounterparts while controlling for other demographic variables such as, age, education, seniorityas engineers, and if working in the academia. Interestingly the difference on reporting Prove-It-Again and Tightrope bias is not statistically significant between Latino/Latina and

Conference Session

Action on Diversity - Supporting Students at Multiple Levels

Collection

2017 ASEE Annual Conference & Exposition

Authors

Autumn Turpin, Stanford University; Kai Jun Chew, Stanford University; Helen L. Chen, Stanford University; Beth Rieken, Stanford University; Sheri Sheppard, Stanford University

Tagged Topics

ASEE Diversity Committee, Diversity

organizing preparation for the next general review. Previously, he has worked in promoting reflection in courses within Stanford University.Dr. Helen L. Chen, Stanford University Helen L. Chen is a research scientist in the Designing Education Lab in the Department of Mechanical Engineering and the Director of ePortfolio Initiatives in the Office of the Registrar at Stanford University. She is also a member of the research team in the National Center for Engineering Pathways to Innovation (Epicenter). Chen earned her undergraduate degree from UCLA and her Ph.D. in Communication with a minor in Psychology from Stanford University in 1998. Her current research interests include: 1) engineering and entrepreneurship education

Conference Session

Action on Diversity - Supporting Students at Multiple Levels

Collection

2017 ASEE Annual Conference & Exposition

Authors

Paula Holmes Jensen, South Dakota School of Mines and Technology; Michael West, South Dakota School of Mines and Technology; Jon J Kellar, South Dakota School of Mines and Technology; Stuart D. Kellogg, South Dakota School of Mines and Technology; Jennifer Karlin, University of Southern Maine; Cassandra M Birrenkott, South Dakota School of Mines and Technology

Tagged Topics

ASEE Diversity Committee, Diversity

service learning components as well as curricularchanges for a broader institutionalization of the C&A program on campus.IntroductionThe number of female engineers has greatly increased since the 1980s, when less than 6% ofengineers in the U.S. were women. However, female persistence in engineering has lagged behindthat of their male counterparts. According to Joanne McGrath Cohoon, Associate Professor in theDepartment of Science, Technology, and Society at the University of Virginia, only 18-20 percentof engineering students in the U.S. are now women [1]. According to the Society of WomenEngineers, women make up only 11 percent of practicing engineers. Furthermore, one in fourfemales leave the engineering field after age 30, compared to only

Conference Session

Understanding Diversity, Equity, and Inclusion from Students' Perspectives

Collection

2018 ASEE Annual Conference & Exposition

Authors

Shannon Massie Chance, University College London & Dublin Institute of Technology; Bill Williams, Instituto Politécnico de Setúbal

Tagged Topics

ASEE Diversity Committee, Diversity

education (n=6). Table 1 provides information aboutall participants. The eight participants whose interviews were analysed for this study areshown in boldface. Table 1: Participants in overall sample (participants in this study designated in bold) Studying International with International Interview in home schooling in host without schooling Total Number location country country in host country Ireland 10 6 8 24 Poland 12 0 0 12 Portugal 10 0 1 11 Total 32

Conference Session

Expanding Diversity, Equity, and Inclusion in Engineering Cultures from a Theoretical Perspective

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jeff Dusek, Franklin W. Olin College of Engineering; Daniela Faas, Franklin W. Olin College of Engineering; Emily Ferrier, Franklin W. Olin College of Engineering; Robyn Goodner, Franklin W. Olin College of Engineering; Alisha L. Sarang-Sieminski, Franklin W. Olin College of Engineering; Adva Waranyuwat, Franklin W. Olin College of Engineering; Alison Wood, Franklin W. Olin College of Engineering

Tagged Topics

ASEE Diversity Committee, Diversity

proposed solutions, which are a departure from traditional accommodations focused primarily on lectures and exams, and to motivate a call for action to develop more resources for all students.   Introduction The average number of college students reporting a disability has continued to increase, with 11.1% in the most recent data available from the Department of Education [1]. Notably, a more recent report on mental health in higher education found up to 35% of students have met the criteria for at least one mental disorder in the prior 12 months, which suggests that the total number of students with disabilities in our classrooms is higher than the reported figures [2]. This increase in reporting has led to many much-needed discussions regarding

Conference Session

Revealing the Invisible: Engineering Course Activities that Address Privilege, -Isms, and Power Relations (Interactive Session)

Collection

2018 ASEE Annual Conference & Exposition

Authors

Joel Alejandro Mejia, University of San Diego; Diana A. Chen, University of San Diego; Odesma Onika Dalrymple, University of San Diego; Susan M Lord, University of San Diego

Tagged Topics

ASEE Diversity Committee, Diversity, Faculty Development Constituency Committee

Tagged Divisions

Design in Engineering Education, International, Liberal Education/Engineering & Society, Minorities in Engineering

PhD in Civil Engineering from Clemson University in South Carolina, and her BS in Engineering from Harvey Mudd College.Dr. Odesma Onika Dalrymple, University of San Diego Dr. Odesma Dalrymple is an Assistant Professor in the Shiley Marcos School of Engineering at University of San Diego. She conducts research on tools and techniques that can be readily applied in real engineer- ing learning environments to improve student learning and teaching. In this respect her two prominent research contributions are with: 1) artefact-inspired discovery–based pedagogy, i.e., learning activities where students’ exploration of STEM knowledge is self-directed and motivated by interactions or manip- ulations of artefacts; and 2

Conference Session

Creating Equity Through Structure and Pedagogy

Collection

2018 ASEE Annual Conference & Exposition

Authors

Canek Moises Luna Phillips, Rice University; Ann Patrice Gulley, Auburn University at Montgomery; Yvette E. Pearson P.E., Rice University; Logan C. Prickett, Auburn University at Montgomery; Luke A. Smith, Auburn University at Montgomery; Joshua Eyler, Rice University; Steve Noble, University of Louisville; Matthew F. Ragland, Auburn University at Montgomery; Jordan Allen Price, Auburn University at Montgomery; Anila K. Shethia M.B.A., Rice University; Luis Perez Ph.D., National AEM Center; Caroline Dunn, Auburn University at Montgomery

Tagged Topics

ASEE Diversity Committee, Diversity

. As former president of the National Academy ofEngineers, William Wulf, wrote two decades ago, the “profession is diminished andimpoverished by a lack of diversity” [1]. Many problems requiring engineering solutions remainunaddressed because the problems themselves are not clearly understood by the engineeringcommunity. The people who possess that knowledge are from groups that are underrepresented.Until those groups find representation within the engineering profession, opportunities toadvance society with engineering solutions will continue to be lost.In 2015, a research project with great implications for improving the representation of peoplewith disabilities in engineering started [2]. The goal of the project's current phase is to test

Conference Session

Building and Engaging Communities for Scholarship, Advocacy, and Action for Diversity, Equity, and Inclusion

Collection

2018 ASEE Annual Conference & Exposition

Authors

Janet Callahan, Boise State University; Stephanie Farrell, Rowan University; Adrienne Robyn Minerick, Michigan Technological University

Tagged Topics

ASEE Diversity Committee, Diversity

Tagged Divisions

International, Minorities in Engineering

Student Divisions in2017.IntroductionThe ASEE Diversity Committee (ADC) is one of twelve Advisory Committees to the AmericanSociety of Engineering Education. Established in 2011 with the goal to increase diversity andinclusiveness in the engineering profession, in 2017 it is comprised of 15 members acrossvarious divisions. An excerpt from the ADC's broad Statement on Diversity [1] expresses that“ASEE believes that diversity and inclusiveness enriches and is essential to educationalexperiences and innovations that drive the development of creative solutions in addressing theworld’s challenges.” With the goal of increasing diversity and inclusiveness in the engineeringprofession, the committee organizes several types of diversity-related conference

Conference Session

Perspectives on Diversity, Equity, and Inclusion Beyond the Undergraduate Years

Collection

2018 ASEE Annual Conference & Exposition

Authors

Canek Moises Luna Phillips, Rice University; Yvette E. Pearson P.E., Rice University; Lisa M. Black, American Society of Civil Engineers; Quincy G. Alexander, American Society of Civil Engineers

Tagged Topics

ASEE Diversity Committee, Diversity

gender identity, race, national origin, ethnicity, religion, age, sexual orientation, disability, political affiliation, or family, marital, or economic status. a. Engineers shall conduct themselves in a manner in which all persons are treated with dignity, respect, and fairness. b. Engineers shall not engage in discrimination or harassment in connection with their professional activities. c. Engineers shall consider the diversity of the community, and shall endeavor in good faith to include diverse perspectives, in the planning and performance of their professional services [1].Prior to Canon 8's adoption

Conference Session

Perspectives on Diversity, Equity, and Inclusion Beyond the Undergraduate Years

Collection

2018 ASEE Annual Conference & Exposition

Authors

Cliff Fitzmorris, University of Oklahoma; Deborah A. Trytten, University of Oklahoma; Randa L. Shehab, University of Oklahoma

Tagged Topics

ASEE Diversity Committee, Diversity

Accounting Office (GAO) estimates that in 2015 the percentage of all faculty membersteaching at four-year institutions in the U.S., including part-time, in non-tenure-track appointments was61% [1]. Considering only full-time positions at four-year universities, the percentage of non-tenure-trackappointments was 34%. Data from the 2014 ASEE survey of engineering programs in the United Statesshows that the percentage of non-tenure-track appointments in engineering departments is 8.9%.Non-tenure-track appointments are growing much faster than tenure-track appointments. From 1995 to2011, the number of tenure-track positions increased by 9.6% while the number of non-tenure-track full-time positions increased by 109.2% [1]. The reasons for this increase

Conference Session

Expanding Diversity, Equity, and Inclusion in Engineering Cultures from a Theoretical Perspective

Collection

2018 ASEE Annual Conference & Exposition

Authors

Andrea Haverkamp, Oregon State University

Tagged Topics

ASEE Diversity Committee, Diversity

cultural change surrounding gender.Gender in EngineeringEngineering has been described as a hegemonic, masculine culture [1]. Societal and interpersonalgender dynamics, a lack of role models, and lack of community in the field can cause women toalter their gender presentation and sense of self or to leave ‘feminine traits’ at the door in order tofit in [2]. It has also been documented that women in engineering experience a slowerdevelopment of engineering identity and a diminished sense of belonging [3]. LGBTQ+ peoplein STEM have reported similar experiences, including a rate of closeting that is double thenational average for all LGBTQ+ persons, and report higher levels of harassment anddiscrimination than their ‘straight’ peers [4]. While the