Conference Session

New Research & Trends for Minorities in Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

K.L. Jordan, Michigan Technological University; Susan Amato-Henderson, Michigan Technological University; Sheryl A. Sorby, Michigan Technological University; Tammy L Haut Donahue, Michigan Technological University

Tagged Divisions

Minorities in Engineering

explored.IntroductionA degree in Science, Technology, Engineering, or Mathematics (STEM) allows studentsan open door to a wide variety of successful career opportunities7. Students majoring inSTEM during their undergraduate tenure can go on to pursue graduate school, medicalschool, law school or work for top engineering companies and even the government. Thiscareer path would seem to be very attractive, yet the number of underrepresentedminorities who major in and graduate from these fields remains stagnant. According tothe National Science Foundation's Science Resources Statistics the number of bachelor ofscience degrees awarded in science and engineering to American Indian/Alaska Natives,Black (non-Hispanic), and Hispanic students in 1997 was 0.6%, 7.7% and

Conference Session

Track 2 - Session II - Curriculum Development

Collection

2013 ASEE International Forum

Authors

Cheryl Matherly, The University of Tulsa; Sarah R. Phillips, Rice University ; Junichiro Kono, Rice University

Tagged Topics

Curriculum Development

a ‘product’ at the conclusion of their summerinternships. Page 21.55.54Re-entry and career education program: The re-entry program is designed specific to the needsof young career scientists. In addition to examining issues associated with re-entry to the US,students participate in career decision making activities that help them evaluate their experiencein Japan as preparation for graduate school and identify next academic, international, or otherexperiential programs that can advance their personal and professional goals.Cross-cultural training: Throughout the summer, students engage in activities that are promptintentional reflections on

Collection

2004 ASEE North Midwest Section Conference

Authors

Joseph W. Hurst

tobe engaged in technology, work in a teaming environment and take responsibilityfor quality control throughout all aspects of their job.Workers in the “new economy” must possess the ability to learn and to re-toolcontinually throughout a career. The traditional, vertically integrated institutionswhich used to provide training for employees within internal labor markets havenow eroded and are no longer functional. Alternative career pathways have to bebuilt outside of individual organizations, and establish across whole economicsectors and external labor markets, to help the workers of today and tomorrowmaster the new creative and technological challenge they will constantly face. Consequently, the way these knowledge and skill

Collection

2025 ASEE North Central Section (NCS) Annual Conference

Authors

Leslie Hopkinson, West Virginia University; Lynette Michaluk, West Virginia University; Lizzie Santiago, West Virginia University

-interactionsupport, iii) extra-curricular support, iv) peer-interaction support, v) professional developmentsupport, and vi) additional support. Lee et al. [3] then developed the STEM Student Perspectivesof Support Instrument (STEM-SPSI) to measure the perceptions of a student population inSTEM. The instrument includes twelve factors of student support (academic advising support,academic peer support, faculty support, STEM faculty connections, student affairs support, out-of-class engagement, STEM peer connections, general career development, cost-of-attendancesupport and planning, and diversity and inclusion).This work-in-progress paper describes the development of a survey to examine the connectionsbetween engineering identity and engineering student

Collection

2023 IL-IN Section Conference

Authors

Hsinju Chen; Mayura Kulkarni; Alyssa Huang; Mei-Yun Lin; Roland D. Cusick; Holly M. Golecki

, devaluation, andexclusion [7, 8]. A large number of students of minoritized genders also have healthchallenges and lack of psychological safety which makes them more likely to leave the field[7, 9].Oftentimes, studies on gender representations in STEM are focused on cisgender people,excluding nonbinary and transgender individuals [10, 11]. In this paper, we aim to ©American Society for Engineering Education, 2023 2023 ASEE Illinois–Indiana Section Conference Proceedingsunderstand and address the issues gender minority groups—including nonbinary andtransgender people—face while pursuing research careers in engineering, specifically, thefollowing research questions: • What are the obstacles for undergraduate students in

Conference Session

Biomedical Engineering Division (BED) Technical Session 2: Experiential Learning in Biomedical Engineering

Collection

2023 ASEE Annual Conference & Exposition

Authors

Marla Hilderbrand-Chae, University of Massachusetts, Lowell ; Shalain Iqbal Siddiqui; Chiara E. Ghezzi; Bryan Black, University of Massachusetts, Lowell; Janna Jobel, University of Massachusetts, Lowell; Yanfen Li, University of Massachusetts, Lowell

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering Division (BED)

extensive experience in engineering education focusing on recruitment and retention of underrepresented and under resourced students and engineering pedagogy. Her work spans the areas of curriculum instruction and design, program design and evaluation, and the first-year college experience. ©American Society for Engineering Education, 2023 A Case Study: Exploring the Influence of Home Environments on Tissue Engineering Summer Research Experiences for High School StudentsAbstractHigh school summer research internships assist in the development of STEM identity andinfluence the pursuit of STEM majors and careers, both important in the development of theUnited States STEM

Conference Session

First-Year Programs Division (FYP) - Technical Session 10: Identity & Belonging 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Syahrul Amin, Texas A&M University; Miriam Marie Sanders, Texas A&M University; Aaron E. Kidd, Texas A&M University; Karen E. Rambo-Hernandez, Texas A&M University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

behaviors into their own teaching.Dr. Karen E. Rambo-Hernandez, Texas A&M University Karen E. Rambo-Hernandez is an associate professor at Texas A & M University in the College of Edu- cation and Human Development in the department of Teaching, Learning, and Culture. In her research, she is interested in assessing the effect of curricular interventions on student career development. ©American Society for Engineering Education, 2023 How much does readiness matter? An examination of student persistence intention and engineering identity Syahrul Amin, Miriam Sanders, Aaron Kidd, Karen Rambo-Hernandez Texas A&M UniversityAbstractThis

Conference Session

Faculty Development Division (FDD) Technical Session 6

Collection

2023 ASEE Annual Conference & Exposition

Authors

Lindy Hamilton Mayled, Arizona State University; Ann F. McKenna, Arizona State University; Adam R. Carberry, Arizona State University; Jennifer M. Bekki, Arizona State University; Julianne L. Holloway, Arizona State University; Samantha Ruth Brunhaver, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

mid and late-career periods with little guidance [5]. Compounding thisscenario is the fact that these same tenured faculty are often tasked with mentoringjunior faculty and graduate students with little training on how to do so effectively.These dynamics underscore the importance of universities providing meaningfulmentorship opportunities rooted in mentorship research and best practicesthroughout the faculty life cycle.This paper describes the formation of the Mentorship 360 (M360) facultymentorship initiative, which aims to address the challenges associated with faculty-to-faculty mentorship. M360 provides funding and support to launch or expandfaculty mentorship programs across the country. This work-in-progress papershares initial

Conference Session

Biomedical Engineering Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Thea Pepperl

process andtheir reflection of the experience. Evidence of the design process included observation notes, flowcharts,and design sketches. Students were provided the following prompts to guide their reflection:  What did you learn from the module? How does this relate to the course learning goals?  How does the module affect how you will conduct clinical observations in the future?  What was your biggest accomplishment during the module?  What would you do differently?  Is there anything you wish that the module covered that we did not discuss?  How does the module relate to your career and professional goals?  How does the module relate to your civic and community engagement?Teams documented their design process using

Conference Session

LEAD Technical Session 1: Fostering Leadership Identity Development and DEI in Engineering Students and Professionals

Collection

2022 ASEE Annual Conference & Exposition

Authors

John Park, Pennsylvania State University; Dena Lang, Pennsylvania State University; Meg Handley, Pennsylvania State University; Mihee Park, Pennsylvania State University

Development in Homogeneous Women GroupsBackgroundGender diversity in management within engineering companies not only yields positiveperformance outcomes but also improves corporate social responsibility [1]. For women’s careeradvancement to upper leadership positions in engineering firms, they must be prepared with keyleadership competencies. In many engineering organizations, success in leadership andmanagement roles is described in masculine terms and associated with stereotypical malecharacteristics [2]. Engineering leadership and one’s engineering leadership identity are oftenportrayed as a masculine practice so that success in leadership in an engineering career oftenmeans that women should learn to lead through a socialized masculine

Conference Session

PCEE Technical Session 6: Engineering Design in High School

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sherri Youssef, The Ohio State University; J. Hylton, Ohio Northern University; Todd France, Ohio Northern University; Patrick Herak, The Ohio State University; Bruce Wellman, Olathe Northwest High School

betweenengineering self-efficacy and value-expectancy for students on a pre-engineering track versusthose who are not. Building off this recognition, educators can also dynamically develop acurriculum that ensures all students understand how to apply engineering design and why it isapplicable in a range of situations, even if they don’t find much value in it or intend to pursueengineering.To begin achieving this end, the Engineering Design Value Expectancy Scale (EDVES) wascreated and resulted from the analysis of several tools already in existence: the Value-ExpectancySTEM Assessment Scale (VESAS), the Value-Expectancy Model of Motivation, Carberry’sDesign Self-Efficacy Instrument, and the STEM Career Interest Survey (STEM-CIS) [3-6]. Thiswork builds upon

Conference Session

LEAD Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Robert Nagel, James Madison University; Kyle Gipson, James Madison University; Matthew Caulfield, James Madison University

desired mentorship programoutcomes. This mapping process is demonstrated with two case studies: one a mentoringprogram for incoming first-year students and a second for faculty at career transitions.1 IntroductionMentorship is grounded in the connection and relationship between individuals. Mentorship canprovide an individual with the basic understanding and learning outside of their own perspective.Through mentoring, individuals working with others may be able to increase their success andsatisfaction in themselves, their work, and their career. Beyond themselves, an individual mayalso develop an understanding of others by gaining insight into other’s different perspectives.Through the growth potential in mentoring, an individual may identify

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Marisa Orr, Clemson University; Baker Martin, Clemson University; Haleh Brotherton, Clemson University; Jessica Manning, Clemson University; Katherine Ehlert, Clemson University

Paper ID #38369Empowering Students to be Adaptive Decision-Makers:Bringing it All TogetherMarisa K. Orr Marisa K. Orr is an Associate Professor in Engineering and Science Education with a joint appointment in the Department of Mechanical Engineering at Clemson University. Her research interests include student persistence and pathways in engineering, gender equity, diversity, and academic policy. Dr. Orr is a recipient of the NSF CAREER Award for her research entitled, ”Empowering Students to be Adaptive Decision-Makers.”Haleh Brotherton Haleh Barmaki Brotherton is a PhD student in the Department of Engineering

Conference Session

Joint Session: Entrepreneurially-Minded Learning in the Classroom

Collection

2022 ASEE Annual Conference & Exposition

Authors

Anna Howard, North Carolina State University at Raleigh

our students. Thispaper will present the process we took to initiate this program, the next steps we plan for it, and adescription of the changes made to the courses. More information about the projects will bepublished on Engineering Unleashed in the coming year.Introduction:Some mid-career faculty become “burned out” with low levels of motivation and resources toexplore new areas as they are simultaneously overwhelmed with their academic responsibilitiesin teaching, research, and service in their institution. This two-year subcontract of theMentorship 360 program at Arizona State University sought to instill a new level ofentrepreneurial mindset (EM) into their career journey. Previous schools who have adopted EMinto their curriculum have

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Chi-ning Chang, The University of Kansas; Guan Saw; Laura Malagon-Palacios

students. The study underscores theimportance of mentoring support during the crisis of a pandemic.IntroductionThe pandemic of coronavirus disease 2019 (COVID-19) has severely affected the highereducation system since Spring 2020. In engineering fields, the outbreak disrupted faculty andstudents’ daily school routine, which typically includes in-person classes, laboratory research,and mentoring activities. Funded by the National Science Foundation (DGE-2031069; DGE-2051263), this research project investigated the life and educational challenges faculty andstudents in engineering fields encountered during the pandemic, and examined how mentoringactivities supported students’ academic, career, and mental health outcomes.We appreciate the invitation

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Mohammad Uddin, East Tennessee State University; BEVERLY SMITH, East Tennessee State University

the period of mandatory serviceto repay scholarships. This paper is mainly focused on the summer teaching internship and itsefficacy to motive students to pursue teaching career.Summer Teaching Internships To recruit high-performing STEM undergraduates into the MAT program, we havestarted a summer internship program in which students are employed as Teaching Interns atlocaland regional science museums, science institutes, and local STEM camps. The internsreceive training to lead group exercises, run classroom activities, and lead group tours. Theseexperiences help the students gain confidence in their abilities to teach, which we believe willencourage them to consider teaching as a career. Research shows that early

Conference Session

Cooperative and Experiential Education Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Dennis Rogalsky, Minnesota State University, Mankato; Bart Johnson, Itasca Community College; Ronald Ulseth

includes literature review, dataacquisition, analysis, evaluation, and findings in this study. Out of the findings comerecommendations for continuous improvement in the program design.In this paper, the new model and the research method are described, and results are presented forthe first three improvement cycles of the program. The data analysis shows improvement trendsand identifies findings for the program regarding student attainment of the co-op. It identifiesthat successful position acquisition is closely aligned with career-fair contacts and connectionsthrough students’ personal, professional, or Bell program networking. More findings arepresented, and future steps for the program design and the research study are recommended. Theresults

Conference Session

Minorities in Engineering Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sylvia Mendez, University of Colorado at Colorado Springs; Jennifer Tygret; Jasmine White; Valerie Conley, University of Colorado at Colorado Springs; Comas Haynes, Georgia Tech Research Institute; Rosario Gerhardt, Georgia Institute of Technology; Kinnis Gosha

Paper ID #37113Developing Deeper Student Mentoring Relationships: BlackEngineering Faculty Translating their Mentee Experiences toStudents (Research)Sylvia L. Mendez (Professor/Chair) Dr. Sylvia Mendez is a Professor and Chair of the Department of Leadership, Research, and Foundations at the University of Colorado Colorado Springs. She is engaged in several National Science Foundation-sponsored collaborative research projects focused on broadening participation in STEM academia. Dr. Mendez’s research centers on the creation of optimal higher education policies and practices that advance faculty careers and student

Conference Session

First-Year Programs Division Technical Session 13: Work-in-Progress Postcard Session #2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sophia Santillan, Duke University; Lupita TeMiquel-McMillian, Duke University; Jennifer Ganley; Stacy Tantum, Duke University

Paper ID #37680WIP - 360 Coaching to Support Whole-Student Advising inthe First-YearStacy Tantum (Associate Professor of the Practice)Sophia T Santillan (Associate Professor of the Practice) (Duke University)Lupita Temiquel-McMillian (Assistant Dean) (Duke University)Jennifer Ganley © American Society for Engineering Education, 2022 Powered by www.slayte.com Work in Progress: 360 Coaching to Support Whole-Student Advising in the First-YearThis Work in Progress paper will describe efforts to integrate wellness and career advising intothe academic advising model for first-year

Conference Session

Engineering Technology Division (ETD) Technical Session 7

Collection

2023 ASEE Annual Conference & Exposition

Authors

Troy Curtis Tonner, Purdue University Fort Wayne

Tagged Divisions

Engineering Technology Division (ETD)

will havefundamentals presented in a prerecorded lecture, and problems with experiments will be assignedto further develop engineering tools in class. This will give the students the next set of tools theyneed to solve the project for that given module. In addition, the first weeks of the semester willserve as onboarding to college, with freshman success workshops and career developmentactivities continually being incorporated.The hypothesis is that this approach will take the course from a refresher course to a trueintroduction to engineering technology. It is anticipated that a higher-level math student will stayengaged through the projects, and the application of teams will enable them to assist lower-levelmath students in learning

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Noe Vargas Hernandez, The University of Texas, Rio Grande Valley; Arturo A Fuentes, The University of Texas, Rio Grande Valley; Karen Lozano, The University of Texas, Rio Grande Valley; Javier A. Ortega; Eleazar Marquez, The University of Texas, Rio Grande Valley

Tagged Topics

Diversity, NSF Grantees Poster Session

successfully face academic and professional challenges, recently exacerbated by theCOVID-19 pandemic. The Freshman Year Innovator Experience proposes the development ofself-transformation skills in freshman mechanical engineering students to successfully faceacademic and professional challenges exacerbated by the COVID-19 pandemic while workingon two parallel projects of technical design innovation and academic career pathways. Theauthors will present the work in progress and preliminary results from a pilot implementation ofthe Freshman Year Innovator Experience. This project is funded by NSF award 2225247.IntroductionFreshman engineering students can have a hard time transitioning to college. The freshman yearis critical to the students’ academic

Conference Session

Promoting Well-Being in Engineering Education: Strategies and Perspectives

Collection

2023 ASEE Annual Conference & Exposition

Authors

Haleh Barmaki Brotherton, Clemson University; Marisa K. Orr, Clemson University

Tagged Divisions

Educational Research and Methods Division (ERM)

(Godwin, Potvin, Hazari, & Lock, 2016) on worksatisfaction. From the interest and personality aspect, Holland’s Theory of Careers has beenreferred to and extended to the academic domain (Schmitt, Oswald, Friede, Imus, & Merritt,2008). Holland’s theory (Holland, 1985) is based on six basic vocational interests (Realistic,Investigative, Artistic, Social, Enterprising, and Conventional) that connect the individuals’personalities and the environment they work in.From the identity approach, Godwin et al., (Godwin, Potvin, Hazari, & Lock, 2016) havehighlighted the importance of students’ self-beliefs when they choose any Engineering disciplineat the beginning of college. Such beliefs can help students to explain such complex decisionswhich

Conference Session

Aerospace Division Technical Session: Pedagogy and Curriculum

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kali Morgan, Georgia Institute of Technology; Kelly Griendling, Georgia Institute of Technology; Stephen Ruffin, Georgia Institute of Technology; Jakob Kinney, Georgia Institute of Technology

, some engineering instructors have used such assignments to help students understandreal-world applications of course concepts [8] and engage in hands-on learning [9].The unique component of our scavenger hunt assignment is its story-driven learning basis (i.e., thereflection and projection components): by having students tell the story of their path into AE andprojecting what a future story of their college and professional career may look like, students mustconsider who they are as engineers and what they want out of their college experience, particularly theparts related to AE. Authors of a prior story-driven learning study found that such reflecting andstorytelling, along with instructor and peer feedback, helped students develop clarity in

Collection

2022 ASEE Illinois-Indiana Section Conference

Authors

Rashmi Deodeshmukh, Purdue University at West Lafayette (COE)

Tagged Topics

Diversity

andmentors, seeing women that look like them is a significant factor in both recruitment and retention [2, 3].Data showed that in the U.S. only 6% of 15-year old young women are interested in engineering careers[1]. Researchers believe that the low level of interest in young women is due to lack of exposure and thebelief that it is too hard and by engaging young women with university faculty and women engineers inthe industry as early as middle school could result in a higher interest to pursue engineering education inthe future [2]. A program at Worcester Polytechnic Institute showed that early intervention was associatedwith better engineering and university recruitment outcomes [4]. Another study showed that a sustainedintervention led to

Conference Session

Pre-College Engineering Education Division Technical Session 5

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Marialice Mastronardi, University of Texas at Austin; Maura J. Borrego, University of Texas at Austin; Risa D. Hartman, University of Texas at Austin

Tagged Divisions

Pre-College Engineering Education

Engineering. She previously served as Deputy Edi- tor for Journal of Engineering Education, a Program Director at the National Science Foundation, on the board of the American Society for Engineering Education, and as an associate dean and director of in- terdisciplinary graduate programs. Her research awards include U.S. Presidential Early Career Award for Scientists and Engineers (PECASE), a National Science Foundation CAREER award, and two outstand- ing publication awards from the American Educational Research Association for her journal articles. All of Dr. Borrego’s degrees are in Materials Science and Engineering. Her M.S. and Ph.D. are from Stanford University, and her B.S. is from University of Wisconsin

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Adrianne J. Wheeler, Project SYNCERE; Jason Coleman, Project SYNCERE

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

Paper ID #34128Developing a Pathway to Post-Secondary Study of Engineering forUnderrepresented Secondary Students (Work in Progress, Diversity)Miss Adrianne J. Wheeler, Project SYNCERE Adrianne is currently the Director of Programs at Project SYNCERE, a Chicago-based engineering ed- ucation nonprofit devoted to creating pathways of opportunity for underrepresented students to pursue STEM careers. She received her Bachelors of Science in Civil and Environmental Engineering from the University of Illinois at Urbana-Champaign and is currently working towards her Doctor of Educa- tion at DePaul University. Her interests are in

Collection

2010 North Midwest Section

Authors

Deborah Nykanen; Rebecca Bates; Marilyn Hart; Mezbahur Rahman

Developing Academic, Professional and Life Skills in Undergraduate Engineers through an Interdisciplinary Peer-Mentoring Support System Deborah Nykanen, Rebecca Bates, Marilyn Hart, Mezbahur Rahman Minnesota State University, Mankato Civil Engineering / Computer Science / Biological Sciences / Mathematics1. IntroductionUndergraduate engineering programs prepare students for a career in engineering by buildingknowledge of fundamental engineering concepts and developing skills in engineering design.Due to limitations on program credits, broadening the student’s education beyond the requiredengineering coursework is typically limited to mandatory humanity and social science electives.Developing

Conference Session

Research! Research! Research! in Faculty Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Julie Aldridge, Ohio State University; So Yoon Yoon, University of Cincinnati; Ebony Omotola McGee, Vanderbilt University; Joyce B. Main, Purdue University at West Lafayette (COE); Monica Farmer Cox, Ohio State University

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

-funded projects.Dr. Ebony Omotola McGee, Vanderbilt University Ebony McGee, associate professor of diversity and STEM education at Vanderbilt University’s Peabody College, investigates what it means to be racially marginalized in the context of learning and achiev- ing in STEM higher education and industry. In particular, she studies the racialized experiences and racial stereotypes affecting the education and career trajectories of underrepresented groups of color by exploring the costs of academic achievement and problematizing traditional forms of success in higher education, with an unapologetic focus on Black folx in these places and spaces. McGee’s NSF CAREER grant investigates how marginalization undercuts

Conference Session

Minorities in Engineering Division Technical Session 4

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kyle F. Trenshaw, University of Rochester; Elif Miskioğlu, Bucknell University; Derek Rushton, University of Rochester; Philip Asare, Bucknell University

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

emphasis on les- bian, gay, bisexual, transgender, queer, and questioning (LGBTQ+) students; and using the Myers-Briggs Type Indicator (MBTI) to improve students’ communication skills during group work.Dr. Elif Miskioglu, Bucknell University Dr. Elif Miskio˘glu is an early-career engineering education scholar and educator. She holds a B.S. in Chemical Engineering (with Genetics minor) from Iowa State University, and an M.S. and Ph.D. in Chemical Engineering from Ohio State University. Her early Ph.D. work focused on the development of bacterial biosensors capable of screening pesticides for specifically targeting the malaria vector mosquito, Anopheles gambiae. As a result, her diverse background also includes experience

Conference Session

CoNECD Session : Day 3 Slot 6 Technical Session 3

Collection

2021 CoNECD

Authors

Sophie Schuyler, University of Massachusetts Boston; Jonathan S. Briseno, University of Massachusetts Boston; Madison Natarajan, University of Massachusetts Boston; Anushka Sista; Kerrie G. Wilkins-Yel, University of Massachusetts Boston; Amanda Arnold, Arizona State University; Jennifer M. Bekki, Arizona State University; Bianca L. Bernstein, Arizona State University; Ashley K. Randall, Arizona State University

Tagged Topics

CoNECD Paper Submissions, Diversity

at the University of Mas- sachusetts at Boston. Her research interests lie at the nexus of vocational psychology, social justice advo- cacy, and addressing inequity in the world of work. Specifically, Dr. Wilkins-Yel takes an intersectional approach to understanding the systemic agents that influence STEM persistence, academic achievement, and career development among women and girls from diverse racial/ethnic backgrounds. She founded and co-directs the NSF-funded multi-institutional I CAN PERSIST STEM Initiative, a culturally respon- sive program designed to advance STEM persistence among women and girls of color through a multi- generational mentorship framework. She also co-directs the NSF-funded CareerWISE