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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Diversity

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Minorities in Engineering Division(MIND)

2022,[17] Cohan, C.; Bandyopadhyay, P.; Hassler, R.; Johnson, M.; Kagan, M.; Schmiedekamp, A.; Shull, P.; Butler, P.; Edson, H. Sustainable bridges from campus to campus: Outcomes for two cohorts of Jump Start second-year bridge participants (1525367). ASEE Annual Conference and Exposition, Conference Proceedings 2019,[18] Espiritu, D.; Todorovic, R. Building Bridges into Engineering and Computer Science: Outcomes, Impacts and Lessons Learned. ASEE Annual Conference and Exposition, Conference Proceedings 2022,[19] Fogg, L.; Gros, A.; Evans, K.; Orr, M.; Belk, C.; Hilton, E.; Desselles, M. Fast-Forward Program: PSVT:R Test Results and Analysis. ASEE Annual Conference and Exposition, Conference Proceedings 2022,[20] Griggs, L

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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Minorities in Engineering Division(MIND)

; Exposition Proceedings, Salt LakeCity, Utah: ASEE Conferences, Jun. 2018, p. 30052. doi: 10.18260/1-2--30052.[8] C. Groen-McCall, L. McNair, M. Paretti, A. Shew, and D. Simmons, “Board 102: ExploringProfessional Identity Formation in Undergraduate Civil Engineering Students Who ExperienceDisabilities: Establishing Definitions of Self,” in 2019 ASEE Annual Conference &Exposition Proceedings, Tampa, Florida: ASEE Conferences, Jun. 2019, p. 32170. doi:10.18260/1-2--32170.[9] S. Lezotte, H. Hartman, S. Farrell, and T. Forin, “Disability and Engineering: A Case of‘Othering’?,” in 2020 ASEE Virtual Annual Conference Content Access Proceedings, Virtual Online: ASEE Conferences, Jun. 2020, p. 34467. doi: 10.18260/1-2--34467.[10] T. D. Martin, V

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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Minorities in Engineering Division(MIND)

. Benson is an American Society for Engineering Education (ASEE) Fellow, and a member of the European Society for Engineering Education (SEFI), American Educational Research Association (AERA) and Tau Beta Pi. She earned a B.S. in Bioengineering (1978) from the University of Vermont, and M.S. (1986) and Ph.D. (2002) in Bioengineering from Clemson University. ©American Society for Engineering Education, 2024 A Review of the Literature on Students’ Experiences in Historically Black Colleges and Universities Dual-Degree Engineering ProgramsAbstractHistorically Black Colleges and Universities (HBCUs) have faced challenges in developing andmaintaining engineering programs due to the lack of

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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Diversity

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Minorities in Engineering Division(MIND)

their advisors can lead to disparities intraining because the supervisor is mainly responsible for individual experiences, workplaceculture, and overall job satisfaction (Burt, 2019; Clement et al., 2020; Pyhältö, 2018; Scaffidi &Berman, 2011; Van Benthem et al., 2020; van der Weijden et al., 2016; Yadav et al., 2020).Postdoctoral scholars are exposed to high levels of stress due to significant scholarly outputexpectations, limited supervisory support, and low institutional oversight (Burke et al., 2019;Leshner, 2012; Small, 2012). To support the career advancement, wellness, and mentorship ofpostdoctoral scholars, institutions must enact policies and practices that ensure effectivepostdoctoral care, notably when advisor guidance and

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)

: https://doi.org/10.1080/00918360802551365.[18] R. F. Baumeister and M. R. Leary, “The need to belong: Desire for interpersonal attachments as a fundamental human motivation,” Psychological Bulletin, vol. 117, no. 3, pp. 497–529, 1995, doi: https://doi.org/10.1037/0033-2909.117.3.497.[19]T.L. Strayhorn, “Sentido de Pertenencia,” Journal of Hispanic Higher Education, vol. 7, no. 4, pp. 301–320, Oct. 2008, doi: https://doi.org/10.1177/1538192708320474.[20] L.H. Anderman, T.M. Freeman, “Students’ sense of belonging in school,” Advances in motivation and achievement, 2004.[21] C.S. Gattis et al., “ Work in Progress: A path to graduation: Helping first-year low income, rural STEM students succeed,” in 2019 ASEE

Conference Session

Navigating Diversity and Equity in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Nandika D'souza, University of North Texas; Hector R. Siller, University of North Texas; Hyun Kyoung Kyoung Ro, University of North Texas; Debbie Huffman, North Central Texas College

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Minorities in Engineering Division(MIND)

Technical Educators Board of Directors and currently serves on the Texoma Workforce Board of Directors. ©American Society for Engineering Education, 2024 Effect of organizational changes on student retention and engagementAbstractEngineering and computer science disciplines remain substantially under-represented inHispanic, African American and women students. Relative to the population demographicsreflecting approximately 50% women, 60% white non Hispanic/Latinx, 13% African American,19% Hispanic and 1.3% Native American, engineering demographics reflect under-representation. While recent trends reflect significant gains, women remain under-represented inengineering. Based on the ASEE EDMS system, in

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Delu Louis Zhao; Meghana Gopannagari, University of Illinois Urbana-Champaign; Xiuhao Ding, University of Illinois Urbana-Champaign; Alan Tao, University of Illinois Urbana-Champaign; Sujit Varadhan, University of Illinois Urbana-Champaign; Chrysafis Vogiatzis, University of Illinois Urbana-Champaign; David Dalpiaz, University of Illinois Urbana-Champaign; Yun Huang; Jennifer R Amos, University of Illinois Urbana-Champaign; Robert Dignan, University of Illinois Urbana-Champaign; Bobbi Lee Battleson Hardy, University of Illinois Urbana-Champaign; Lawrence Angrave, University of Illinois Urbana-Champaign; Hongye Liu, University of Illinois Urbana-Champaign

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Minorities in Engineering Division(MIND)

-Champaign Dr. Chrysafis Vogiatzis is a teaching associate professor for the Department of Industrial and Enterprise Systems Engineering at the University of Illinois Urbana-Champaign. Prior to that, Dr. Vogiatzis was an assistant professor at North Carolina Agricultural and Technical State University. His current research interests lie in network optimization and combinatorial optimization, along with their vast applications in modern socio-technical and biological systems. He is serving as the faculty advisor of the Institute of Industrial and Systems Engineers, and was awarded the 2019 and 2023 Faculty Advisor award for the North-Central region of IISE. Dr. Vogiatzis was awarded ASEE IL/IN Teacher of the Year in 2023

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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Diversity

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Minorities in Engineering Division(MIND)

). Essentially, one in every four 4-year HBCU institutionsexperienced a resignation or termination at the highest level. Presidents at HBCUs have asignificantly shorter tenure, with an average of 3.3 years, than those of other four-yearinstitutions, with an average tenure of 7 years (Kimbrough, 2017; Gagliardi et al., 2017;Washington Lockett, 2019). These changes have been deemed a “crisis” and an added challengeto the ongoing recovery efforts of many HBCUs that are disproportionately impacted by theglobal pandemic. Particular examples highlighting the extent of this crisis include the state ofMississippi, which saw four presidents leave their eight public institutions within one year(Moody, 2023). Two of the four were Jackson State University and

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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Minorities in Engineering Division(MIND)

book chapters, 34 journal publications, and more than 80 conference papers. She is recognized for her research and teaching, including Dean’s Awards for Outstanding New Faculty, Outstanding Teacher Award, and a Faculty Fellow. Dr. Matusovich has served the Educational Research and Methods (ERM) division of ASEE in many capacities over the past 10+ years including serving as Chair from 2017-2019. Dr. Matusovich is currently the Editor-in-Chief of the journal, Advances in Engineering Education and she serves on the ASEE committee for Scholarly Publications.Dr. Gwen Lee-Thomas, Quality Measures Dr. Gwen Lee-Thomas is the CEO of Quality Measures, LLC, a Virginia-based consulting firm specializing in program and

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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Diversity

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Minorities in Engineering Division(MIND)

2010 he has been a Visiting Associate Professor at the Electrical and Computer Engineering Department, Michigan State University. From 2014 to 2016, he has been a Visiting Professor with the Mechanical and Aerospace Engineering Department, University of Missouri. Currently, he is Associate Professor with the Engineering Department, Colorado State University-Pueblo. He is the author of two book chapters, more than 73 articles. His research interests include artificial intelligence systems and applications, smart material applications, robotics motion, and planning. Also, He is a member of ASME, ASEE, and ASME-ABET PEV.Dr. Nebojsa I Jaksic P.E., Colorado State University, Pueblo NEBOJSA I. JAKSIC earned the Dipl. Ing

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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Diversity

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Minorities in Engineering Division(MIND)

National Science Foundation (NSF) ADVANCE Catalyst grant. OurCatalyst grant team is comprised of a multi-disciplinary group of researchers leveraging expertisein quantitative and qualitative assessment in the social sciences, engineering, policy, and academicleadership. Our comprehensive data gathering effort seeks to assess equity in recruitment, hiring,renewal, promotion, and tenure activities at a large R1 public institution for both tenure-line andterm (contingent) faculty. We place an intersectional emphasis on this analysis, examining whetherinstitutional practices yield disparate outcomes on faculty not just along lines of gender and race,but also unique combinations thereof.The prior ASEE paper [1] focused on the data gathering effort for

Conference Session

Diverse Pathways: Exploring Inclusive Practices and Outreach in Engineering Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Aref Majdara, Washington State University, Vancouver; Dave Kim, Washington State University, Vancouver

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Diversity

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Minorities in Engineering Division(MIND)

effectively improve underrepresented students’ engagement and attention to theelectrical engineering discipline.1. IntroductionIn today’s rapidly evolving technological landscape, STEM education is the foundation forfuture advancements, economic growth, and societal progress. It prepares students for careers infields like engineering and computer science. It equips them with the skills necessary to thrive ina technology-driven world. It also fosters innovation and problem-solving abilities to addressglobal challenges like the energy crisis, climate change, and healthcare. According to the Bureauof Labor Statistics, employment in STEM areas in the United States is projected to grow by 9.5%from 2019 to 2029, which is a much faster growth compared to

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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Diversity

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Minorities in Engineering Division(MIND)

Summer Camps canalleviate this concern by exposing participants from diverse backgrounds to the topical areas,encouraging participating students to pursue STEM-based careers, and helping the nation meet theneed for a STEM-focused workforce. Thus, given the need to ensure a diverse set of studentparticipants in summer camps, including women and underrepresented minorities, and the ability ofSummer Camps to alleviate the problem, this research determines the diversity of STEM summercamp attendees in the US over two decades. The three-staged research included sample selection,parameter development, and descriptive statistical analysis. Sample selection was dictated byfactors such as the ASEE article and publication date (in twenty years). Parameter

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)

courses. These teaching-focused faculty (TFF henceforth), while having different responsibilities across disciplines andinstitution types, are united by their devotion to teaching and serving. At Hispanic-ServingInstitutions (HSI’s henceforth), institutions of higher education in which at least 25% of theenrolled students are Latine or Hispanic, the work of Latine and Hispanic TFF becomes anintegral part of meeting the mission of serving these traditionally underrepresented students.Servingness (Garcia et al., 2019; Garcia, 2020) 4 According to data from ASEE (2018), Latine and Hispanic assistant engineeringprofessors only accounted for 5.4

Conference Session

Empowering Diversity in Engineering Education: Strategies and Impacts

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jordan Williamson, CSEdResearch; Julie M. Smith, CSEdResearch.org; Monica McGill, Institute for Advanced Engineering

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Diversity

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Minorities in Engineering Division(MIND)

minoritizedgroups (e.g., students from rural communities, students with disabilities, Hispanic, Black, and 1Williamson, McGill ASEE 2024Indigenous students), the new landscape is particularly troubling to efforts to rectify pastadmissions bias [2, 3] and provide sufficient support for minoritized student populations. At thesame time, the United States is witnessing a shift in demographics among K-12 students, withstudents from minoritized groups comprising greater than 57% of the elementary school studentpopulation across the U.S. [4].This case follows a trend of first creating (in the latter part of the 20th century) and thendismantling

Conference Session

Voices of Diversity: Perspectives and Experiences in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Najme Kishani, University of Toronto; Jason Bazylak, University of Toronto; Aimy Bazylak, University of Toronto

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Diversity

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Minorities in Engineering Division(MIND)

, University of Toronto Prof. Aimy Bazylak is the Canada Research Chair (Tier 1) in Clean Energy and Professor in the Department of Mechanical and Industrial Engineering at the U of T. In 2011, she was awarded the I.W. Smith Award from the Canadian Society for Mechanical Engineering, and she received the Ontario Early Researcher Award in 2012. From 2015-2018, she served as the Director of the U of T Institute for Sustainable Energy. In 2015 she was named an Alexander Von Humboldt Fellow (Germany), and in 2019 she was named a Fellow of the American Society of Mechanical Engineers. In 2020 she was awarded the U of T McLean Award and was elected to the Royal Society of Canada College of New Scholars, Artists and Scientists

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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Diversity

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Minorities in Engineering Division(MIND)

do more’: A qualitative meta-analysis of early career engineers’ perceptions of agency in their workplaces,” in American Society for Engineering Education, 2019.[4] J. Glass, K. Takasaki, S. Sassler, and E. Parker, “Finding a job: An intersectional analysis of search strategies and outcomes among U.S. STEM graduates,” Res Soc Stratif Mobil, vol. 83, p. 100758, Feb. 2023, doi: 10.1016/J.RSSM.2023.100758.[5] K. Boudreau, M. P. Quinn, Z. Reidinger, D. Dibiasio, and P. Quinn, “Exploring Inclusive Spaces for LGBTQ Engineering Students,” in CoNECD - American Society of Engineering Education, 2018. [Online]. Available: https://www.asee.org/about-us/the- organization/our-board-of-directors/asee-board

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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Diversity

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Minorities in Engineering Division(MIND)

the Hope Center for College,Community, and Justice, which added questions about caregiving status to its survey in 2019.[3]In the Hope Center’s survey, about 16% of the 23,000 respondents identified as CSt. The majorityhad significant financial challenges: 53% were food insecure and 68% were housing insecure;they also found that CSt were more likely to be female-identifying and from racially minoritizedbackgrounds. While CSt face many challenges, they also have, on average, higher GPAs thanother students. [2] This data suggests both the challenges and the assets of CSt. Serving thispopulation well requires a better understanding of how these and other factors contribute to theiracademic experience. This paper seeks to help fill that gap by

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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Diversity

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Minorities in Engineering Division(MIND)

. L. Li, "Effects of Summer Transportation Institute on Minority High School Students’ Perception on STEM Learning," Journal of STEM Education, vol. 20, no. 2, p. 58, 2019.[3] W. Gaskins, P. D. Lampley, and K. L. Cabrera-Toro, "Leveling the playing field: A virtual summer camp for women of color," in 2021 ASEE Virtual Annual Conference Content Access, 2021.[4] T. Robinson, A. Kirn, J. Amos, and I. Chatterjee, "The Effects of Engineering Summer Camps on Middle and High School Students’ Engineering Interest and Identity Formation: A Multi-methods Study," Journal of Pre-College Engineering Education Research (J-PEER), vol. 13, no. 2, p. 6, 2023, doi: 10.7771/2157-9288.1351.[5] T. J. Yosso

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)

in 2012, both from the Faculty of Engineering at Cairo University. In 2019, he received his PhD from the Department of Electrical and Computer Engineering at the University of Pittsburgh, where he is currently working as an Assistant Professor. His research interests are engineering education, and in the area of optics; he specializes in developing optical fiber-based sensors for monitoring harsh environments.Dr. Irene Mena, University of Pittsburgh Irene B. Mena has a B.S. and M.S. in industrial engineering, and a Ph.D. in engineering education. She has experience teaching programming, design, entrepreneurship, and sustainability topics, and is the Director of the First-Year Engineering Program at the University

Conference Session

Minorities in Engineering Division(MIND) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Christian Glandorf, New Mexico State University; Sandra M. Way, New Mexico State University; Catherine Brewer, New Mexico State University; Wendy Chi, ABC Research & Evaluation ; Paulette Vincent-Ruz, New Mexico State University

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Minorities in Engineering Division(MIND)

University(NMSU), all of its students, e3 Initiative staff & personnel, e3 Initiative participants, and allmentors interviewed. This material is based upon work supported by the National ScienceFoundation under Grant (IUSE: HSI Award #1953466).References[1] Excelencia in Education, “Hispanic-Serving Insitutions (HSIs): 2019-20 Fact Sheet,” [Online]. Available: https://files.eric.ed.gov/fulltext/ED614622.pdf. [Accessed April 26, 2024].[2] G. A. Garcia, "Hispanic serving institutions (hsis) in practice: defining 'servingness' at hsis," Information Age Publishing, 2020. [Online]. Available: https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk& AN=2376781. [Accessed: Jan. 23

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)

demands (assignment, projects, internships, etc.), and the social pressures of engaging withpeers, and faculty. The microcosm of the college campus can be challenging for students, where some areleaving the familiarity of home and family to join spaces where they can be isolated. Prior researchsuggests that being socially connected can help to alleviate stress (Achat et al., 1998). Research alsoshows that minoritized student populations experience more barriers to persistence in STEM highereducation compared to white students and certain Asian populations due to the added stress of racismfaced by these populations (Harper, 2010; Pawley, 2019). Racial stress can manifest due to phenomenalike isolation, stereotype threat and microaggressions at

Conference Session

Voices of Diversity: Perspectives and Experiences in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Claire MacDonald, The University of Texas at El Paso; Palvi Aggarwal, The University of Texas at El Paso; Xiwei Wang, Northeastern Illinois University; Yun Wan; Shebuti Rayana, The State University of New York at Old Westbury; Rudy Caraballo; Sherrene Bogle, Cal Poly Humboldt

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Minorities in Engineering Division(MIND)

, and R. F. Frey, “Relationship between course-level social belonging (sense of belonging and belonging uncertainty) and academic performance in gen- eral chemistry 1,” Journal of Chemical Education, vol. 99, pp. 71–82, 2022. [5] E. Höhne and L. Zander, “Belonging uncertainty as predictor of dropout intentions among first-semester students of the computer sciences,” Zeitschrift für Erziehungswissenschaft, vol. 22, pp. 1099–1119, 2019. [6] O. Almatrafi, A. Johri, H. Rangwala, and J. Lester, “Retention and persistence among stem students: A comparison of direct admit and transfer students across engineering and science,” in American Society for Engineering Education Annual Meeting, Columbus, OH

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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Diversity

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Minorities in Engineering Division(MIND)

. Evaluation data included Scholardemographic information, degree completion, career pathways, and feedback on programmaticsupports and impact.ParticipantsESTEEM Scholars were recruited from all engineering majors at UCSB and applied toparticipate in the program. Because ESTEEM is an NSF-funded S-STEM program, all studentshad to have demonstrated financial need as determined by the FAFSA and thus are considered tobe from low-income backgrounds. Table 1 below shows the demographic information fromUCSB Scholar participants.Table 1ESTEEM Scholars and Demographics Scholars by Group 2011-16 2016-17 2017-18 2018-19 2019-20 2020-21 2021-22 2022-23 All All Undergraduate 48 18 62 77 41 33 69

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)

sensation of trauma [1]. Many of the diaspora community incorporate there intotheir new living areas, participating in several industries, including construction [4]. An exampleof a diaspora community that has been severely affected by natural disasters is the Puerto RicanDiaspora. In the United States, approximately five million residents are of Puerto Rican descent,accounting for 1.8 percent of the overall population in 2019 [5]. The phenomenon of labormigration of different diasporas in the construction sector may be traced back to the migrationsthat occurred during the colonial era. The transatlantic slave trade stands as one of the mostsignificant instances of mass human migration in history, including the coerced transportation ofaround 15

Conference Session

Navigating Diversity and Equity in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Julie M. Smith, CSEdResearch.org

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Diversity

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Minorities in Engineering Division(MIND)

and Social Studies, 4(4):17, October 2022. ISSN 2642-2328. doi: 10.22158/jetss.v4n4p17. URL http://www.scholink.org/ojs/index.php/jetss/article/view/5298. Number: 4. [9] Kaitlyn Thomas, Derrick Satterfield, Jeanne Sanders, Adam Kirn, and Kelly Cross. Call without Response: Faculty Perceptions about Diversity, Equity, and Inclusion. In 2022 ASEE Annual Conference & Exposition, 2022. URL https://peer.asee.org/call-without-response-faculty-perceptions-about-diversity-equity-[10] John Kania, Mark Kramer, and Peter Senge. The Water of Systems Change, May 2018. URL http://tinyurl.com/2p92c7sk.[11] Alisa Cunningham, Eunkyoung Park, and Jennifer Engle. Minority-serving institutions: Doing more with less. 2014. URL

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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Diversity

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Minorities in Engineering Division(MIND)

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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Diversity

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Minorities in Engineering Division(MIND)

context of MSFW students in STEM fields?A. Construct GenerationThe survey instrument in this study was a combination of two existing validated instruments onCommunity Cultural Wealth (CCW) and Funds of Knowledge (FofK). One of the instruments isfrom a conference proceeding on ASEE titled Critically Quantitative: Measuring CommunityCultural Wealth on Surveys [33], which was developed by looking at underrepresented groups inSTEM fields. While the instrument in the study is consistent with Yosso’s [15] framework andgoes deeper in detail about the type of constructs for CCW. For this study, only the social construct(10 items) was used and renamed as social networks. The second instrument comes from a journalpaper titled Recognizing the funds of