| Title |
Session |
|
| “I can’t see race here”: Pragmatic, theoretical, epistemological, and communicative challenges researchers and instructors have with observing race in engineering classrooms |
Interrogating Race, Caste, and Power (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 4)
|
[view paper] |
| On meaningfulness and performativity in engineering education methods practices: The “honest” methods section |
ERM Technical Session: Evolution of Engineering Education Research Methods
|
[view paper] |
| BOARD # 332: CAREER BPE: A Critical Collaborative Ethnography to Center Racial Equity in Engineering Education Research and Practice |
NSF Grantees Poster Session II
|
[view paper] |
| “It’s just a name tag”: The Persistence of Caste Through Caste-Blind Discourses in U.S. STEM Education |
Interrogating Race, Caste, and Power (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 4)
|
[view paper] |
| BOARD # 240: First and Final Year of NSF IUSE Funding: The Justice Equity Diversity & Inclusion (JEDI) Ambassador Initiative – A (Terminated) HSI Implementation and Evaluation Project |
NSF Grantees Poster Session I
|
[view paper] |
| Resetting the Default: Welcoming New Engineering Faculty to Inclusive Teaching |
Institutional Support and Training (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 12)
|
[view paper] |
| Examining Academic Success and Retention of Post-Traditional Students in Engineering Undergraduate Programs |
Minorities in Engineering Division(MIND) Technical Session 6
|
[view paper] |
| Navigating Intersecting Identities of Historically Excluded Groups and Post-Traditional Students in Engineering |
Marginalization, Identity, and Student Development (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 9)
|
[view paper] |
| From Good Pedagogy to Racial Equity: Experimenting with what works in Engineering Classrooms |
Faculty Development: Broad Impact
|
[view paper] |
| Considering the Whole Learner: A Theoretical Examination of
Learning and Individual Identity using Cognitive Load Theory |
Liberal Education/Engineering & Society Division (LEES) Technical Session 3: Identity, Professionalization, and Belonging II
|
[view paper] |
