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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Diversity

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Minorities in Engineering Division(MIND)

, 2024Strengthening Disaster Resilience Through Diaspora Engagement: A Study on Integrating Diaspora Communities into Engineering Education AbstractsIntegrating resilience into disaster management and harnessing the potential of diasporacommunities in engineering education curriculum is pivotal in equipping future engineers totackle the intricate challenges posed by disasters and their ramifications on diaspora populations.The construction industry has long grappled with a scarcity of skilled labor, which becomesespecially pronounced in the aftermath of disasters during the reconstruction phase. In theaftermath of a natural disaster, the active engagement of diaspora communities within socialnetworks can serve

Conference Session

Advancing Equity in Engineering Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Benjamin C. Flores, University of Texas at El Paso; Audrey Boklage, University of Texas at Austin; Maura Borrego, University of Texas at Austin; Emily Violet Landgren, University of Texas at Austin; Karina Ivette Vielma, The University of Texas at San Antonio; Ernest Chavez, Colorado State University

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Diversity

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Minorities in Engineering Division(MIND)

missions are much more focused on providing educational opportunities tolocal students who wish to pursue an education beyond high school. With a few exceptions,community college faculty seek external funding to develop new academic programs, improvecurricula and teaching, or implement student-centered professional development programs, oftenin partnerships with four-year institutions. Community college faculty's two main responsibilitiesare teaching and advising students. In this context, mentoring takes shape (Hensel, 2021). Forinstance, mentoring may occur in the classroom, the laboratory, and the office. In theirclassrooms, faculty uncover the hidden curriculum, introduce academic language, and promotethe notion of students becoming scholars

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

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Minorities in Engineering Division(MIND)

the advanced educational technologies now available for serving bilingual learners [8][9]. The current paper will describe our project design, technical operationalization, andpredicted outcomes for the web module, which is presently at an early stage of development.Planned future publications pertaining to this project will describe selection and development ofproject content, and the strategy for involving students and faculty as users of this system duringimplementation. As this project becomes further developed, mixed methods assessment willdetermine the impacts from providing this learning experience to students and interestedcommunity members, and in particular the effectiveness of integration of the project resources

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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Diversity

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Minorities in Engineering Division(MIND)

consisted of 7questions evaluating the students’ self-efficacy or their belief in their own abilities. Self-efficacyin this context was determined in terms of the ability to act as an engineer and entrepreneur or tosolve problems intelligently and creatively. The second bock of 5 questions determined theunderlying motivation of the student and whether their motivations were related to their owndemographics. For instance, whether a student feels that nationality or gender group is integral totheir motivation to pursue biomedical engineering. The third block of 4 questions focused ondetermining why students selected the BME major: e.g. whether the interest in BME is related tothe economic benefits or a particular enjoyment of BME concepts. The next

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)

an integrated modeling and testing environment.National Research 1 This is a book on the Panel on Undergraduate Engineering Education performed by the National Research Council. In Chapter 4 TheCouncil (1986) Curriculum, 3+2 curriculum is mentioned as a recent proposal for the engineering curriculum. The report considers 3+2 programs as experimental approaches to the professional model.Payton et al. (2012) 1, 2 Supported by statistical data, the study applies the Involvement, Regimen, Self-Management, and Social Networks (IRSS) theory to an early college program at Clark Atlanta University.Rockward (2002) 1 This document is a

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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Diversity

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Minorities in Engineering Division(MIND)

isachieved through building of knowledge and skills. This is accomplished in curriculum as wellas in a formal peer mentoring program which encourages all students who enter the college ofengineering to work with a student who is a junior or senior student with a 3.4 and above gradepoint average with a matching race/ethnicity/gender. The third step is validation of competencethrough performance of activity to showcase their knowledge revealing abilities to themselvesand others. The final stage of identity development is validation of engineering ability throughrecognition which is provided by either an instructor or through dissemination opportunities orawards.Our efforts began with a grassroots program called Diversity and Excellence in

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

Tagged Divisions

Minorities in Engineering Division(MIND)

,socioeconomic status is frequently absent in conversations on access and success in engineering[10]. Engineering serves as an opportunity for upward mobility for low-income engineeringstudents, as well as an opportunity for LIS to bring diverse perspectives to solve engineeringproblems [11][12]. However, in the pursuit of an engineering degree, high-income students arefive times more likely than LIS to graduate within six years [13].Within education, researchers link sense of belonging to a variety of significant student outcomesincluding retention, persistence, major choice, and career path [14][15][16]. Sense of belonginghas previously been defined as the “experience of personal involvement and integration within asystem or environment to the extent

Conference Session

Minorities in Engineering Division(MIND) Technical Session 14

Collection

2024 ASEE Annual Conference & Exposition

Authors

Deana Delp, Arizona State University; Maria Dixon, Arizona State University; Crislana Rafael, Arizona State University; Jacob Underwood, Arizona State University

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Diversity

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Minorities in Engineering Division(MIND)

often express that belonging to a supportive community positivelyinfluences their mental well-being [8,9]. Recognizing and addressing the unique needs ofstudents with ASD is integral to creating an environment conducive to their academic successand overall well-being [8,10]. In particular, improving self-advocacy skills are linked to positiveretention rates in college for students with disabilities [11]. Implementing targeted supportmechanisms, such as assistance with executive functioning skills and promoting community-building initiatives not only facilitates academic success but also enhances the overall collegeexperience for individuals with ASD.EASE ProgramASU has developed a free program, Employment Assistance and Social Engagement (EASE

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

Tagged Divisions

Minorities in Engineering Division(MIND)

(n = 22). As described above, academic goals usually focus on math skills. Affective goalsoften focus on confidence, social integration, motivation, and similar constructs. Figure 7: Summer bridge program goals. Study ResultsThe most commonly reported result was an improvement in student retention. Studies also foundpositive effective results, including high levels of satisfaction with the program, intent to persist inSTEM studies, improved self-efficacy, sense of belonging, confidence, motivation, sense ofpreparedness for future studies, and understanding of the engineering profession. There were alsoreports of improved academic skills, including spatial reasoning, metacognition, and math. Nullor negative

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)

Mentored Research Experiences to Engage Underrepresented Minority Students,” AIDS Behav, vol. 20, no. S2, pp. 249–257, Sep. 2016, doi: 10.1007/s10461-016-1392-z.[4] M. R. Mackiewicz, K. N. Hosbein, D. Mason, and R. Ajjarapu, “Integrating Scientific Growth and Professional Development Skills in Research Environments to Aid in the Persistence of Marginalized Students,” J Chem Educ, vol. 100, no. 1, pp. 199–208, Jan. 2023, doi: 10.1021/acs.jchemed.2c00633.[5] L. Kingsford, R. Mendoza, J. Dillon, C.-A. Chun, and K.-P. Vu, “Broadening and Diversifying the Behavioral and Biomedical Research Workforce through Early Access to an Undergraduate Research Training Program.,” UI J, vol. 13, no. 2, pp. 1–24, 2022.[6] A

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)

). Essentiallyservingness is a metric of the efforts to support student inclusion and thriving, a metric in whichthe role and work of Latine and Hispanic TFF are integral. We derive this question and ourprojects broader motivation from Garcia (2019, p. 4) who argues that, “Moving from servignessas a theory to an actual practice requires learning with and from HSIs that are currently 10implementing these practices.”. We see this work as looking to those who are contributing mostto servingness within the classroom to explore how and how much they contribute to highereducation institutions' servigness, as well as to how these institutions can best support them

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

Tagged Divisions

Minorities in Engineering Division(MIND)

and engineering identities. Many other universities host engineering summer camps formiddle and high school students and employ engineering undergraduate students as campcounselors. These camps are designed for students with minimal previous exposure toengineering. In this research study, we explore the impact of working as a counselor in thesecamps on counselors’ Community Cultural Wealth (CCW) assets and self-defined characteristicsof an engineer. Five summer camp counselors in one institution’s 2023 summer camp programsparticipated in post-camp semi-structured interviews about their experiences as counselors. Twocounselors identified as Black/ African American and three as Hispanic/ Latino/a/é; twoidentified as women and three as men

Conference Session

Empowering Marginalized Voices in STEM: Perspectives and Initiatives

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rubaya Rahat, Florida International University; Mohamed ElZomor P.E., Florida International University

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering Division(MIND)

various infrastructure inequity issues as well as indicated a highermotivation to work toward systemic change. The findings of this study would motivate educatorsto develop tailored educational strategies for increasing awareness of infrastructure inequalityand preparing the forthcoming construction workforce including marginalized constructionprofessionals with the skills required to ensure an equitable, sustainable, and resilientinfrastructure system.Introduction and BackgroundCommunities across the United States are increasingly experiencing the devastating impacts ofextreme weather events and changing climate conditions. The National Oceanic and AtmosphericAdministration reports that in 2021 alone, there were 20 weather disaster events

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

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering Division(MIND)

[21], [13]. A study of 6000 students completed in 2012found that males are 2.9 times more likely than females to become interested in STEM careersduring high school [21], [13]. Gender gap reduction is possible, and research suggests that femalecareer interests during their early years may be influenced if the curriculum features appeal tofemale intrinsic motivation to improve the lives of others [22]. Taking advantage of this inclinationis possible through engineering outreach, which offers students an opportunity to explore complexideas in a group setting in a way that is often not possible in traditional classrooms. It is commonfor these groups to focus on a particular age group or gender. In addition, perception towardstechnology education

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)

knowledge of first-generation college students inengineering: An instrument development [24]. While the instrument here focused on engineeringstudents, it can be used on STEM students. This is true as engineering makes use of and combinesSTEM subjects like science, technology, and math. On top of that, STEM and engineering fieldsare characterized as rigorous fields and students in both fields apply and learn critical thinking andproblem-solving skills in their curriculum. Thus, STEM and engineering can be considered similarfields in terms of their focus on science, technology, and mathematics and their application to real-world problems. From this instrument, this study has modified the construct names and itemsslightly to accommodate the target

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)

Paper ID #42441The Impact of the New DEI Landscape on Minoritized Engineering Students’Recruitment and RetentionJordan Williamson, CSEdResearch Jordan Williamson graduated with a BA in English from the University of Texas at Austin. Her research interests center on minority experiences in the American Education System.Dr. Julie M. Smith, CSEdResearch.org Dr. Julie M. Smith is a senior education researcher at CSEdResearch.org. She holds degrees in Curriculum & Instruction and Software Development. She also completed a doctoral program in Learning Technologies at the University of North Texas. Her research focus is