Conference Session

Advancing Equity in Engineering Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Anya Work, Virginia Polytechnic Institute and State University

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Diversity

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Minorities in Engineering Division(MIND)

Paper ID #43423Increasing Sense of Belonging for Low-Income Engineering Students: A Reviewof Barriers, S-STEM Programs, and Future DirectionsMs. Anya Work, Virginia Polytechnic Institute and State University Anya Work is part-time doctoral student in Virginia Tech’s Higher Education program and currently serves as an assistant director in Virginia Tech’s Career and Professional Development office where she works with engineering and computing students. Her research primarily focuses on the role of institutional agents in supporting low-income engineering students. ©American Society for Engineering

Conference Session

Minorities in Engineering Division(MIND) Technical Session 14

Collection

2024 ASEE Annual Conference & Exposition

Authors

Mary S Jia, Duke University; Mostafa Elsaadany, University of Arkansas

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Minorities in Engineering Division(MIND)

Paper ID #43840Entrepreneurial-minded learning modules reveal differential learning characteristicsin historically marginalized groupsMary S Jia, Duke University B.S. in Biomedical Engineering at the University of ArkansasDr. Mostafa Elsaadany, University of Arkansas Dr. Mostafa Elsaadany is a Teaching Assistant Professor in the Department of Biomedical Engineering at the University of Arkansas. Dr. Elsaadany teaches Introduction to Biomedical Engineering, Biomechanical Engineering, Biomolecular Engineering, Senior Design, and Entrepreneurial Bioengineering. He is active in Engineering Education Research, where he studies

Conference Session

Advancing Diversity in Engineering Education: Insights and Perspectives from Underrepresented Communities

Collection

2024 ASEE Annual Conference & Exposition

Authors

Animesh Paul, University of Georgia; Racheida S Lewis, University of Georgia

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Minorities in Engineering Division(MIND)

strong commitment to equity and social justice. Through his research and advocacy efforts, he strives to remove barriers and create environments where every individual’s voice is respected. Actively involved in his community, Animesh recently took on the role of Vice President-Elect of Projects & Programs at Out in Science, Technology, Engineering, and Mathematics Incorporated (oSTEM), with a vision of fostering a future where diversity flourishes and opportunities are accessible to everyone.Dr. Racheida S Lewis, University of Georgia Racheida S. Lewis, Ph.D. is an Assistant Professor at the University of Georgia in the Engineering Education Transformations Institute (EETI) and the Department of Electrical and

Conference Session

Diverse Pathways: Exploring Inclusive Practices and Outreach in Engineering Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Amr Hassan, University of Pittsburgh; Mohamed A. S. Zaghloul; Irene Mena, University of Pittsburgh

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Minorities in Engineering Division(MIND)

Paper ID #43976WIP: Evaluating The Effectiveness of Diversity on Teams’ Performance inEngineering EducationProf. Amr Hassan, University of Pittsburgh Dr. Amr Hassan (also know as Amr Mahmoud) received his B.Sc. degree in Electronics and Electrical Communications Engineering and the M.Sc degree in Engineering Physics from Cairo University, Egypt, in 2011 and 2015, respectively. He earned his PhD in ComDr. Mohamed A. S. Zaghloul, Mohamed A. S. Zaghloul was born in Cairo, Egypt, in 1987. He received his B.Sc. degree in Electronics and Electrical Communications Engineering in 2009, and his M.Sc. degree in Engineering Physics

Conference Session

Advancing Equity in STEM Academia: Insights and Strategies

Collection

2024 ASEE Annual Conference & Exposition

Authors

Milagros Rivera, George Mason University; Supriya Baily, George Mason University; Patrick Willette Healey, George Mason University; Trish Wonch Hill, University of Nebraska, Lincoln; Tehama Lopez Bunyasi, George Mason University; Leigh S McCue, George Mason University; Girum Urgessa, George Mason University

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Minorities in Engineering Division(MIND)

pathways for yoTehama Lopez Bunyasi, George Mason UniversityDr. Leigh S McCue, George Mason University Leigh McCue is a Professor and Chair of George Mason University’s Department of Mechanical Engineering.Dr. Girum Urgessa, George Mason University Dr. Girum Urgessa is an Associate Professor of Civil Engineering at George Mason University. ©American Society for Engineering Education, 2024 Work-in-progress: A data gathering effort on STEM versus non- STEM faculty for assessing equity in recruitment, retention, and promotion at a large R1 institutionAbstractThis work-in-progress submission is a follow-on to a work-in-progress paper presented at ASEE2023 [1], supported under a

Conference Session

Fostering Diversity and Inclusion in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ivet Parra-Gaete, Arizona State University; Abimelec Mercado Rivera, Arizona State University; Mayra S Artiles, Arizona State University; Stephanie G. Adams, The University of Texas at Dallas; Juan M Cruz, Rowan University; Holly M Matusovich, Virginia Polytechnic Institute and State University; Gwen Lee-Thomas, Quality Measures

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University. Abimelec received his Bachelor of Science in Mechanical Engineering at the University of Puerto Rico at Mayaguez (UPRM) in 2016. After working in the aerospace industry, he returned to the UPRM for his MS in Mechanical Engineering in 2017, where he pursued ways to tailor ideation methods to interdisciplinary teams as part of his thesis work, and had the opportunity to teach undergraduate ME courses. His previous efforts and experiences in engineering education helped shape his overall goal of fostering human-centered education systems, which led him to pursue his PhD at ASU.Dr. Mayra S Artiles, Arizona State University Mayra S. Artiles is an assistant professor in engineering at the Polytechnic School of the

Conference Session

Fostering Diversity and Inclusion in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Bahaa Ansaf, Colorado State University, Pueblo; Nebojsa I Jaksic P.E., Colorado State University, Pueblo; Abby Davidson, Colorado State University, Pueblo; Jim S Carsella Ph.D, Colorado State University, Pueblo; Sanaa Sh. Al-Samahi, University of Baghdad; Mohammed Al-Shammaa

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. (M.S.) degree in electrical engineering from Belgrade University (1984), the M.S. in electrical engineering (1988), the M.S. in industrial engineering (1992), and the Ph.D. in industrial engineering from The Ohio State University (2000). Currently, he is a Professor at Colorado State University Pueblo. Dr. Jaksic has over 100 publications and holds two patents. His interests include robotics, automation, and nanotechnology. He is a licensed PE in the State of Colorado, a member of ASEE, and a senior member of IEEE and SME.Abby Davidson, Colorado State University, PuebloJim S Carsella Ph.D, Colorado State University, Pueblo Director of MAPS Foundry - The MAPS foundry is an area of the Mentoring Access and Platforms

Conference Session

Diverse Pathways in Engineering Education: Exploring Experiences and Opportunities

Collection

2024 ASEE Annual Conference & Exposition

Authors

Julie M. Smith, CSEdResearch.org; Jordan Williamson

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Minorities in Engineering Division(MIND)

included adoption of contextualculturally relevant teaching practices, recognizing indigenous worldviews, respecting communityand family, and supporting indigenous knowledge systems.MethodologyKhan et al. established a process for conducting a systematic literature review: [6] (1) frame thequestion, (2) identify relevant work, (3) assess study quality, (4) create a summary, and (5)interpret findings. We have framed the question in the previous section. Khan et al.’s final twosteps, summary and interpretation, are found in the Results and Discussion sections below.In addition to following the Khan et al. methodology, we also observed the guidelines found inthe PRISMA 2020 statement, [7] specifically the paper and abstract checklists. Figure 1 is

Conference Session

Navigating Diversity and Equity in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Amani Qasrawi, The University of Texas at San Antonio; Tulio Sulbaran, The University of Texas at San Antonio; Sandeep Langar, The University of Texas at San Antonio

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Minorities in Engineering Division(MIND)

]. Available: https://www.mass.edu/stem/documents/student%20interest%20summary%20report.pdf[6] S. Bhattacharyya, T. P. Mead, and R. Nathaniel, “The Influence of Science Summer Camp on African-American High School Students’ Career Choices: Influence of Science Summer Camp,” Sch. Sci. Math., vol. 111, no. 7, pp. 345–353, Nov. 2011, doi: 10.1111/j.1949- 8594.2011.00097.x.[7] K. A. Henderson, L. S. Whitaker, M. D. Bialeschki, M. M. Scanlin, and C. Thurber, “Summer Camp Experiences: Parental Perceptions of Youth Development Outcomes,” J. Fam. Issues, vol. 28, no. 8, pp. 987–1007, Aug. 2007, doi: 10.1177/0192513X07301428.[8] D. E. Chubin, G. S. May, and E. L. Babco, “Diversifying the Engineering Workforce,” J. Eng. Educ., vol. 94, no. 1

Conference Session

Advancing Equity in STEM Academia: Insights and Strategies

Collection

2024 ASEE Annual Conference & Exposition

Authors

Amani Qasrawi, The University of Texas at San Antonio; Tulio Sulbaran, The University of Texas at San Antonio; Sandeep Langar, The University of Texas at San Antonio

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Minorities in Engineering Division(MIND)

thecamp.AcknowledgmentThe research team is very thankful for the support of the Texas Education Service Center ofRegion 20, the Charlotte Independent School District, and the USS Department of Agriculture.This research was supported by the intramural research program of the USS Department ofAgriculture, National Institute of Food and Agriculture, Women and Minorities in STEMProgram, award #: 2022-38503-37903. The findings and conclusions in this preliminarypublication have not been formally disseminated by the U. S. Department of Agriculture, andshould not be construed to represent any agency determination or policy.Reference[1] E. J. Haller and S. J. Virkler, "Another Look at Rural-Nonrural Differences in Students' Educational Aspirations," 1993.[2] M. S

Conference Session

Fostering Diversity and Innovation in Engineering Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Bianca Estella Salazar, University of California, Merced; Melissa Almeida, University of California, Merced; Zenaida Aguirre Munoz Ph.D., University of California, Merced; Maribel Viveros, University of California, Merced

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. Ballen, C. Wieman, S. Salehi, J. B. Searle, and K. R. Zamudio, “Enhancing Diversity inUndergraduate Science: Self-Efficacy Drives Performance Gains with Active Learning,” LSE,vol. 16, no. 4, p. ar56, Dec. 2017, doi: 10.1187/cbe.16-12-0344.[3] K. Ellis, “The impact of perceived teacher confirmation on receiver apprehension,motivation, and learning,” Communication Education, vol. 53, no. 1, p. 2, Jan. 2004, doi:10.1080/0363452032000135742.[4] S. Freeman et al., “Active learning increases student performance in science, engineering,and mathematics,” Proc. Natl. Acad. Sci. U.S.A., vol. 111, no. 23, pp. 8410–8415, Jun. 2014, doi:10.1073/pnas.1319030111.[5] A. Skulmowski and G. D. Rey, “Embodied learning: introducing a taxonomy based on

Conference Session

Empowering Marginalized Voices in STEM: Perspectives and Initiatives

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ulises Juan Trujillo Garcia, Arizona State University

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Minorities in Engineering Division(MIND)

. For example, “The experiences I gained in my free time havehelped me in my STEM coursework” or “Friend(s) from my neighborhood have given me advicethat helped me in my STEM coursework.”B. Sample and Data CollectionApproval was obtained to conduct this study as per Institutional Review Board (IRB) guidelines.The survey instrument was distributed to directors of the College Assistance Migrant Program(CAMP) across the nation, who supported the distribution of the survey to students with MSFWbackgrounds in STEM fields, which yielded a total of 108 participants (n=108). Participants had amonth to complete the survey, and to boost their participation, a random drawing of five e-giftcards from the pool of participants was offered as an incentive

Conference Session

Empowering Diversity in Engineering Education: Strategies and Impacts

Collection

2024 ASEE Annual Conference & Exposition

Authors

Julie M. Smith, CSEdResearch.org

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Minorities in Engineering Division(MIND)

, undergraduate,and/or graduate students (where specified).Table 2 shows the number of studies with participants from each country (where specified).Table 3 shows the count of studies by their method(s) of data gathering. 4.2 Descriptive DataStudies in this dataset describe CSt and their experiences across several dimensions. First,multiple studies have found that CSt are more likely than average to be students of color. [9, 10]Second, one study explored CSt’s time use in depth, finding that CSt with children younger than 6 Figure 2: Number of Articles per Year (note that not all years before 2015 are represented) Figure 3: Student Area of Study Where Specified (note that 33 studies did not specify area) Student Classification

Conference Session

Diverse Pathways: Exploring Inclusive Practices and Outreach in Engineering Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Maimuna Begum Kali, Florida International University; Gabriel Van Dyke, Utah State University; Stephen Secules, Florida International University; Cassandra J McCall, Utah State University; Bruk T Berhane, Florida International University; Vanessa Tran, Utah State University; Agustina Dotta Ceriani, Florida International University

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Minorities in Engineering Division(MIND)

Services at Utah State University. Her research centers the intersection identity formation, engineering culture, and disability studies. Her work has received several awards including best paper awards from the Journal of Engineering Education and the Australasian Journal of Engineering Education. She holds a Ph.D. in Engineering Education from Virginia Tech as well as M.S. and B.S. degrees in civil engineering from the South Dakota School of Mines and Technology.Dr. Bruk T Berhane, Florida International University Dr. Bruk T. Berhane received his bachelorˆa C™s degree in electrical engineering from the University of Maryland in 2003. He then completed a masterˆa C™s degree in engineering management at George

Conference Session

Empowering Diversity in Engineering Education: Strategies and Impacts

Collection

2024 ASEE Annual Conference & Exposition

Authors

Gabriella Coloyan Fleming; Christine Julien, University of Texas at Austin; Kiersten Elyse Fernandez, University of Texas at Austin

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Minorities in Engineering Division(MIND)

who might not have had other chances to learn aboutengineering. One female counselor noticed that girl campers were less confident speaking if boycampers were present and worked with another female counselor to “all show each other girlscan do it”. Two counselors were interested in applying for the job as a means of challenginginjustice by providing the camp opportunity to “students like them”. Participants spoke about nothaving such camps available when they were in middle and high school, and how they wouldhave benefited from such programs. One shared that she chose to be a counselor to be a “spark ofinspiration” for “underrepresented kids” because she “really like[s] the message”. Anothershared what it meant to him to be able to be a

Conference Session

Advancing Diversity in Engineering Education: Insights and Perspectives from Underrepresented Communities

Collection

2024 ASEE Annual Conference & Exposition

Authors

Makayla Headley, Clemson University; Trina L. Fletcher, Florida International University; Lisa Benson, Clemson University

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Diversity

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Minorities in Engineering Division(MIND)

within science, technology, engineeringand mathematics (STEM). For HBCUs, their success in graduating Black students in STEM washighlighted along with the missed opportunity of advancing their efforts to assist the U. S. goalof staying competitive within the STEM workforce (National Academies of Sciences,Engineering, and Medicine, 2019). For example, scholars found that HBCUs, while onlyaccounting for 3% of all post-secondary institutions in the United States, graduated 17% of allBlack students (Gasman & Nguyen, 2016). Additionally, as of 2019, 14.5% of Black graduateswere from HBCUs even though they made up less than 1% of all ABET-accredited programs(ABET, 2019; Deen, 2019; Fletcher et al., 2023). For Black women, a group representing

Conference Session

Voices of Diversity: Perspectives and Experiences in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Nagash Clarke; Joi-Lynn Mondisa, University of Michigan

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Diversity

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Minorities in Engineering Division(MIND)

feelings offailure, and redirect their energies to a positive outcome (even if it involves a change in direction).Mentors whether minoritized or otherwise must recognize, acknowledge and attempt to mitigate racialstress endured by minoritized mentees. This study can inform STEM departments how to effectivelyguide and encourage minoritized students, which can help increase their persistence and completion. ReferencesAchat, H., Kawachi, I., Levine, S., Berkey, C., Coakley, E., & Colditz, G. (1998). Social networks, stress and health-related quality of life. Quality of life research, 7, 735-750.Blake‐Beard, S., Bayne, M. L., Crosby, F. J., & Muller, C. B. (2011). Matching by race and gender in

Conference Session

Advancing Equity in STEM Academia: Insights and Strategies

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sylvia L. Mendez, University of Colorado, Colorado Springs; Jennifer Tygret

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and commitment.Funding AcknowledgmentThis research is sponsored by the NSF Alliance for Graduate Education and the Professoriate(AGEP; award #1821008). Any opinions, findings, conclusions, and recommendations belongsolely to the authors and do not necessarily reflect the views of the NSF.ReferencesÅkerlind, G. S. (2005). Postdoctoral researchers: Roles, functions and career prospects. Higher Education Research & Development, 24(1), 21–40. https://doi.org/10.1080/0729436052000318550Ålund, M., Emery, N., Jarrett, B. J. M., MacLeod, K. J., McCreery, H. F., Mamoozadeh, N., Phillips, J. G., Schoussau, J., Thompson, A. W., Warwick, A. R., Yule, K. M., Zylstra, E. R., & Gering, E. (2020). Academic ecosystems must

Conference Session

Minorities in Engineering Division(MIND) Technical Session 14

Collection

2024 ASEE Annual Conference & Exposition

Authors

Joseph Ronald Sturgess, Florida International University; Bruk T Berhane, Florida International University; Stephen Secules, Florida International University; Haiying Long; Daniel Ifeoluwa Adeniranye, Florida International University; Jingjing Liu, Florida International University

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Minorities in Engineering Division(MIND)

-traditional students, and broadening participation in engineering education. He received his B.S. in electrical engineering from Tuskegee University, an M.S in journalism from the University of Illinois-Urbana Champaign, an M.S. in physics from Fisk University, an M.S. in industrial engineering from the University of Central Florida and an M.Ed. in educational leadership from Texas Christian University.Dr. Bruk T Berhane, Florida International University Dr. Bruk T. Berhane received his bachelorˆa C™s degree in electrical engineering from the University of Maryland in 2003. He then completed a masterˆa C™s degree in engineering management at George Washington University in 2007. In 2016, he earned a PhDr. Stephen Secules

Conference Session

Advancing Diversity in Engineering Education: Insights and Perspectives from Underrepresented Communities

Collection

2024 ASEE Annual Conference & Exposition

Authors

Denzel Caldwell, The Ohio State University; Dira Melissa Delpech, The Ohio State University; Nia Johnson, The Ohio State University; Ann D. Christy P.E., The Ohio State University

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Minorities in Engineering Division(MIND)

climate, including norms, values, and prac�ces,the study suggests that the experiences of Black engineers are shaped by the prevailing a�tudes withintheir workplace. This includes the extent to which diversity and inclusion are embraced, the degree ofsupport provided by leadership, and the presence of inclusive policies that consider the uniquechallenges faced by Black professionals (Lukas, Goodman, 2015; Ray, 2019).S�ll, Black wellness is not priori�zed. Research by Dobbin and Kalev (2016) sheds light on the persistentchallenges related to diversity ini�a�ves within organiza�onal structures, par�cularly regarding Blackwellness. The study iden�fies systemic shortcomings that contribute to the neglect of Black well-being,exacerba�ng challenges

Conference Session

Fostering Diversity and Innovation in Engineering Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Trina L. Fletcher, Florida International University; Madiha Qasim, North Carolina State University; Destiny M Washington, Florida International University; Lesia Crumpton-Young, Texas Southern University

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Minorities in Engineering Division(MIND)

). Impact of COVID-19 on Sense of Belonging: Experiences of engineering students, faculty and staff at Historically Black Colleges and Universities (HBCUs). Journal of Engineering Education, 112 (2), pp. 488-520. http://doi.org/10.1002/jee.20512Fletcher, T. L., & Strong, A. C., & Jefferson, J. P., & Moten, J., & Park, S. E., & Adams, D. J. (2021, July), Exploring the Excellence of HBCU Scientists and Engineers: The Development of an Alumni Success Instrument Linking Undergraduate Experiences to Graduate Pathways Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. https://peer.asee.org/37152Freeman Jr, S., & Palmer, R. (2020). Exploring

Conference Session

Empowering Diversity in Engineering Education: Strategies and Impacts

Collection

2024 ASEE Annual Conference & Exposition

Authors

Anne E. Leak, University of California, Santa Barbara

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engineering students through community building (Evaluation) AbstractOver the past twelve years, the ESTEEM program, funded by the NSF S-STEM, at University ofCalifornia Santa Barbara (UCSB) has supported 161 low-income undergraduate students inengineering. This paper emphasizes the students’ changing needs and what they foundsupportive over time with a special focus on the shifting needs for community building before,during, and after COVID-19 pandemic remote learning. Without additional support, low-incomeengineering students, who often reflect additional intersecting minoritized identities and are morelikely to be the first in their family to attend college, leave the field at

Conference Session

Diverse Pathways: Exploring Inclusive Practices and Outreach in Engineering Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lexy Chiwete Arinze, Purdue University at West Lafayette; Jacqueline E McDermott, Purdue University at West Lafayette; Janet M Beagle

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of future engineering faculty and developing a more diverse, equitable and inclusive Purdue Engineering.Dr. Janet M Beagle Dr. Janet Beagle is the Director of Graduate Programs for Purdue Universityˆa C™s College of Engineering. Formerly the Director of Graduate Admissions over five campuses and more than 100 graduate programs, she has worked with graduate recruitment and admis ©American Society for Engineering Education, 2024 Evaluation of current graduate student preparation after completing the GradTrack Scholars Virtual Mentoring Program as an undergraduate student Lexy C. Arinze, Jackie E. McDermott, Janet M. BeagleAbstractMentorship

Conference Session

Fostering Diversity and Innovation in Engineering Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

ERIKA JUDITH RIVERA PE. , Florida International University; Claudia Calle Müller, Florida International University; Rubaya Rahat, Florida International University; Mohamed ElZomor P.E., Florida International University

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Minorities in Engineering Division(MIND)

. Woods, “Four concepts for resilience and the implications for the future of resilience engineering,” Reliab Eng Syst Saf, vol. 141, pp. 5–9, Jul. 2015, doi: 10.1016/j.ress.2015.03.018.[13] Institute of Electrical and Electronics Engineers, AI in Engineering and Computer Science Education in Preparation for the 4th Industrial Revolution: A South African Perspective. Albuquerque, 2018.[14] J. Beck, M. Stern, and E. Haugsjaa, “Applications of AI in Education,” The ACM Magazine for Students 3, vol. 1, pp. 11–15, 1996.[15] S. Wandahl, W. Olsen, and L. F. Ussing, “Relevance of Academic Internship to the Quality in Construction Management Education*,” Great Britain , 2011.[16] P. Arroyo, A. Schöttle, and R

Conference Session

Diverse Pathways in Engineering Education: Exploring Experiences and Opportunities

Collection

2024 ASEE Annual Conference & Exposition

Authors

Julian Rodrigo Sosa-Molano, Florida International University; Alexandra Coso Strong, Florida International University

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-Scale Study onthe Needs of Students with Disabilities in Engineering Courses,” in 2021 ASEE Virtual AnnualConference Content Access Proceedings, Virtual Conference: ASEE Conferences, Jul. 2021, p.36627. doi: 10.18260/1-2--36627.[2] S. Bellman, Sheryl Burgstahler, and Penny Hinke, “Academic Coaching: Outcomes from aPilot Group of Postsecondary STEM Students with Disabilities.” Journal of PostsecondaryEducation and Disability, 2015. [Online]. Available: https://eric.ed.gov/?id=EJ1066319[3] E. da S. Cardoso, Brian N. Phillips, Kerry Thompson, Derek Ruiz, Timothy N. Tansey, andFong Chan, “Experiences of Minority College Students with Disabilities in STEM.” Journal ofPostsecondary Education and Disability, 2016. [Online]. Available:https

Conference Session

Fostering Diversity and Inclusion in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Amani Qasrawi, The University of Texas at San Antonio; Tulio Sulbaran, The University of Texas at San Antonio; Sandeep Langar, The University of Texas at San Antonio

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the U.S. Department ofAgriculture, National Institute of Food and Agriculture, Women and Minorities in STEMProgram, award #: 2022-38503-37903. The findings and conclusions in this preliminarypublication have not been formally disseminated by the U. S. Department of Agriculture, andshould not be construed to represent any agency determination or policy.Reference[1] M. V. Alfred, S. M. Ray, and M. A. Johnson, “Advancing Women of Color in STEM: An Imperative for U.S. Global Competitiveness,” Advances in Developing Human Resources, vol. 21, no. 1, pp. 114–132, Feb. 2019, doi: 10.1177/1523422318814551.[2] M. T. V. Taningco, A. B. Mathew, and H. P. Pachon, “STEM Professions: Opportunities and Challenges for Latinos in Science, Technology

Conference Session

Empowering Marginalized Voices in STEM: Perspectives and Initiatives

Collection

2024 ASEE Annual Conference & Exposition

Authors

Tryphenia B. Peele-Eady Ph.D., University of New Mexico; Tahira Reid, Penn State University; Lizandra C. Godwin, University of New Mexico

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Minorities in Engineering Division(MIND)

minoritizedcommunities, SIRI offers a unique opportunity to explore how greater intentionality in programrecruitment and ensuring diversity across all aspects of programming supports the graduatementoring experience.Acknowledgements:The SIRI program and this material are based upon work supported by the National ScienceFoundation under NSF Grant Numbers CNS-1836900 and CNS-1836952. Any opinions,findings, conclusions, or recommendations expressed in this material are those of the authors anddo not necessarily reflect the views of the National Science Foundation. We thank all of theundergraduates, graduate mentors, and faculty mentors for participating in the SIRI program andlead PI Meeko Oishi for her leadership on the project.References[1] L. S. Behar

Conference Session

Advancing Equity in STEM Academia: Insights and Strategies

Collection

2024 ASEE Annual Conference & Exposition

Authors

Joseph Leon Henry, University of California, Irvine; Natascha Trellinger Buswell, University of California, Irvine; Eva Fuentes-Lopez, University of California, San Diego

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Diversity

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Minorities in Engineering Division(MIND)

Conference Session

Navigating Diversity and Equity in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Dessaray M Gorbett, University of Texas at El Paso; Benjamin C. Flores, University of Texas at El Paso; Ariana (Ari) Arciero, University of Texas at El Paso; Sara E. Rodriguez, University of Texas at El Paso; Helmut Knaust, University of Texas at El Paso

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: https://doi.org/10.1177/1053825914531920.[6] National Center for Education Statistics. (2019, February). Indicator 23: Postsecondary graduation rates. https://nces.ed.gov/programs/raceindicators/indicator_red.asp[7] N. J. Gozik and Heather Barclay Hamir, Promoting Inclusion in Education Abroad. Taylor & Francis, 2023.[8] Institute of International Education. (2023). Open Doors: 2023 Fast Facts on International Educational Exchange. https://opendoorsdata.org/fast_facts/fast-facts-2023/[9] Institute of International Education. (2023). Open Doors: Report on international educational exchange. https://opendoorsdata.org/annual-release/u-s-study-abroad/#key-findings[10] Gorbett, D. M., Shenberger-Trujillo, J. M

Conference Session

Minorities in Engineering Division(MIND) Technical Session 14

Collection

2024 ASEE Annual Conference & Exposition

Authors

Daniel Tillman, University of Texas at El Paso; Diane Elisa Golding, University of Texas at El Paso; Song An, University of Texas at El Paso; Marianne Katherine Steele; Alice Carron, Navajo Technical University; Karime H Smith, University of Texas at El Paso; Thomas Joseph Soto, University of Texas at El Paso

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Diversity

Tagged Divisions

Minorities in Engineering Division(MIND)

.[9] D. A. Tillman and S. A. An. Guitarmakers on the border: Bilingual elementary students learning math by designing and building guitars. In Hunter-Doniger, T. (Ed.), STEAM Education: Transdisciplinarity of Art in the Curriculum. NY, NY: National Art Education Association, 2020.[10] A. Riegler. “Constructivism,” in Paradigms in Theory Construction, Springer, 2012, pp. 235-255.[11] J. M. Applefield, R. Huber, and M. Moallem. "Constructivism in theory and practice: Toward a better understanding." The High School Journal, vol. 84, no. 2, pp. 35-53, 2000.[12] S. M. Jones and E. J. Doolittle. "Social and emotional learning: Introducing the issue." The Future of Children, pp. 3-11, 2017.[13] J. Sweller