Paper ID #40759stEm PEER Academy: the Power of Human CapitalDr. Jennifer Ocif Love, Northeastern University Dr. Jennifer Love is a full-time faculty member of Northeastern University’s College of Engineering, most recently in the First Year Engineering program. She is currently the Associate Director for the Center for STEM Education. She has a Bachelor of Science in Mechanical Engineering from Rensselaer Polytechnic Institute (1993), a Master of Science in Biomedical Engineering from The University of Iowa (1997) and a Doctorate in Education from Northeastern University (2022) where she recently completed her
artificial intelligence titled ”Generative Artificial Intelligence: A Double- Edged Sword,” which was given at the World Engineering Education Forum & Global Engineering Dean’s Council in October 2023. His work demonstrates his keen interest in cutting-edge technology, engineering solutions, and a passion for DEI topics. In addition to his academic pursuits, Kevin has gained valuable experience through various internships and work roles. He served as a Mechanical Engineering Intern at Jacobs, where he contributed to HVAC and MEP design projects, created energy models using HAP, and performed essential calculations for mechanical equipment selection. His involvement in report writing summarizing ultrasonic pipe testing
outcomes.“I think there's less than a 1,000 Black students on campus and I think in my class, like my year inchemical engineering, there's maybe five or six other Black students that at least I've seen or talked to inany way…I have never felt any malicious intent towards me at this institution purely because I amBlack, but I have had experiences where I’ve had to deal with ignorance from my white peers. And Iknow that it happened just because they have never met a Black person before. So, there's always thisfeeling that just knowing that the way I've maybe talked to someone in my family, I can't talk to a peerabout like a complex engineering process. I can't necessarily just talk how I would to anyone about that,like in the same way that I’d talk
? 12● Ask for people’s definition of Whiteness. Write answers on whiteboard. Then provide some/all of the definition below: ○ Whiteness: A false ideal, historical mechanism of power, and privileged social position that benefits white people (DuBois, 1999); a social concept that has “historically stratified and partitioned the world according to skin color” (Leonardo, 2002, p. 32); a (dominating) worldview and discourse; a racial category and socially constructed identity supported by hegemonic and flexible material practices and institutions (Leonardo, 2004); an epistemology (DuBois, 1999; hooks, 1992; Mills,1997; Leonardo, 2009) characterized by
preparation for engineering courseworkand help them to develop a community of peers that can support each otherboth socially and academically in their transition to college. You might also have afurther layer of DEI-focused intention built into your program. Because there’sfrequently a strong correlation between race and first gen status, it could be thatyou’re also intending to improve diversity in engineering by providing a strongstart for students from racially/ethnically minoritized groups. If that’s the case,racial equity in the effect of the program might also be identified as an importantoutcome. A logic model provides a quick reference for charting theseconnections between a program’s activities and its intended outcomes
at Dayton and WiE at Purdue have developed a collaborative relationship wherethey have shared tips and strategies to develop mentoring programs as they standtoday.We will start with a brief description of our programs and then talk about ourcollaboration and transferability of mentoring components.Research shows that mentoring works. In particular, longitudinal research is beingconducted by the Purdue team through and initial results indicate that students in thementoring program graduate at higher rates than their peers not in the program.Reviewer 1 stated: “Oftentimes, in academia especially, mentorship programs are usedas a superficial band-aid for systemic inequities and toxic cultural norms.”We acknowledge that there are systemic
identity that includes or supports both their engineering and LGBTQIA+ identity?• Group 3 - What student support and training/professional development do you have to minimize the devaluation and marginalization of LGBTQIA+ students?• Group 4 - How does your campus ensure equitable access to health and wellness resources? What about your classroom? Policy or advocacy work? 10Depending on early feedback (and the set up of the room) we may use differentmodels for working together and sharing out the responses. This may includedworking at each table or having large notepad across the room that people can get upand write on
addresses theseresearch gaps. We used critical collaborative ethnographic site visits to center TGNCpositionality and community-centered research ethics. The four-day site visits presented hereinvolved two mechanical engineering students at a prestigious private university on the EastCoast of the United States. Activities included formal semi-structured interviews as well as lessformal interactions with each participant, such as attending classes, visiting important campusand community spaces, and hanging out with the participants’ friend/peer groups. The visitingresearcher also explored the college campus and the broader community on his own to moredeeply understand the politics and context of the local environment. As predicted by
STEM enthusiasts, particularly those who may not traditionally have had access to such opportunities.Ms. Cynthia Hampton Ph.D., Virginia Polytechnic Institute and State University Cynthia Hampton (she/her) is a postdoctoral research fellow with the Center for the Enhancement of Engi- neering Diversity (CEED) at Virginia Tech. She has done work as a transformational change postdoctoral research associate with the University of Colorado at Boulder. Her research and practice spans student intervention programs, faculty agency, evaluation, grant-writing, and facilitation of change initiatives.Dr. Kim Lester, Virginia Polytechnic Institute and State University Dr.Lester serves as the Coordinator of Pre-College Programs at
(asphalt) - Technical -Lunch & Learn Activities Programming - High Voltage Lab Communication - International Paper - Bridge Recharge - Study Hall - Flight Research Lab - Practice Industry Tour - City tour - Supplemental -Center for Advanced Presentations - Student Spotlight - Service Training Instruction Vehicular Systems - Closing Ceremony - Group Presentation - Peer mentoring -Excel Workshop - Digital Media Center
by not only my Black peers, but myself included. This led me topivot to pursuing Engineering Education for my PhD, in hopes that it would be a betterexperience and I could make a change in the field.Immediately coming into graduate school, I soon realized that graduate engineering educationcan be incredibly isolating as a Black woman and full of multifaceted challenges, which can be abarrier for students who want to make changes in higher education. In my first year, I wasinvolved in writing a white paper that led to the restructuring of my department’s Equity andInclusion committee, and served as a graduate representative for the subsequent year. Afterserving on the Equity and Inclusion committee, I became involved in other roles that
Tech. She has done work as a transformational change postdoctoral research associate with the University of Colorado at Boulder. Her research and practice spans student intervention programs, faculty agency, evaluation, grant-writing, and facilitation of change initiatives. ©American Society for Engineering Education, 2024Stewardship of the Stories: Learning from Black Engineering Students’ Lived ExperiencesAbstractIn 2019 - 2021, during a research study involving 24 Black engineering student participants whowere currently or formerly enrolled at a predominantly White university in the United States,some participants answered interview questions, based on their lived experiences, in astorytelling manner
discussionsof the intersection between DEIJ and civil engineering projects [18] or the importance of DEIJin engineering as a whole through guest lectures and modules introduced at the beginning of acourse [19]; adopting liberatory pedagogical practices [20] or inclusive pedagogical practices[21] in the classroom; professional development for engineering faculty on DEIJ topics [22],[23]; placing greater significance on equity issues in relation to student admissions and facultyrecruitment [22]; encouraging students to engage with DEIJ concepts beyond their ownexperiences [24]; and developing co-curricular or peer mentor groups to foster student support,particularly for racially minoritized students in engineering [20] - [22]. In their study ofstudent
to attend monthly meetings that were led by community college faculty. The meeting agenda always included a portion on advising and transfer process and the remaining portion of the meeting were planned around student interests such as: study skills, resume writing, interviewing, choosing an engineering discipline and research opportunities. Every meeting also included a meal where students could catch up and socialize with each other.• University Visits. During the fall semester students in the program were invited to spend the weekend at VT for the University’s Open House. Students were introduced to the university and the surrounding area along with meeting other prospective transfer students as well has transfer students