Displaying all 15 results
- 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
- Tagged Topics
- Diversity
- Tagged Divisions
- Minorities in Engineering Division(MIND)
engineeringstudents with ASD that offers peer mentoring to help with the transition to and engagement incollege life. The mentors offer guidance in honing executive functioning skills, identifyingessential resources, fostering social connections, developing self-advocacy skills, and effectivelynavigating the campus environment. Through an undergraduate research initiative, undergraduateengineering researchers have immersed themselves into this program, conducted research onneurodiverse learning and communication skills, and developed a prototype applicationspecifically for the peer mentoring program. Initially the student researchers developed surveysto determine the needs and interests in a customized application. Using the survey results, theydeveloped a
- 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
- Tagged Topics
- Diversity
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- Minorities in Engineering Division(MIND)
can be accessed easily through the CATME®website [12] as the authors used the default set of questions.The qualitative data in this paper consists of open-ended responses provided by students in their peerevaluations. As part of these evaluations, students are expected to complete peer-to-peer comments, inwhich they provide comments to each teammate, as well as write comments about themselves [14]. Theinstructor then releases these comments so that they are visible to the entire team via CATME®.This paper looks at the peer-to-peer comments submitted by students as part of their third peer evaluationassignment, completed at the end of the semester. Data analysis consisted of open coding, in whichcodes and categories emerged from the data [15
- 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
- Tagged Topics
- Diversity
- Tagged Divisions
- Minorities in Engineering Division(MIND)
higher rates than theirpeers. Students who are likely to persist in engineering reported supportive relationships withmentors, positive near peer role models, a strong sense of community, and an intention tocomplete their engineering major. Yet, accessing these support systems is often challenging forlow-income students, who are more likely to work long hours and spend more time off campusand less likely to have adequate opportunities to interact with others in their major and seethemselves in role models and as part of that community. The COVID-19 pandemic disruptedthe higher education plans and financial viability of UCSB engineering students, especially thosefrom low-income families. In addition to increased financial hardships, these
- 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
- Tagged Topics
- Diversity
- Tagged Divisions
- Minorities in Engineering Division(MIND)
discipline), and anarticle published in 2013 or later. The sources consulted to find the peer review articles for thismapping review were the American Society for Engineering Education (ASEE) PEER DocumentRepository and the Educational Resources Information Center (ERIC). In the remaining of thisarticle, we will refer to students with physical and sensory disabilities as students withdisabilities.Among the exclusion criteria, we chose to exclude studies that focused on students’ experiencesin online education, settings and accessibility in online or learning systems. K-12 and graduateeducation-focused students were also excluded for this review. Studies that focused on theperceptions and experiences of engineering educators, instructors or teachers
- Conference Session
- Empowering Marginalized Voices in STEM: Perspectives and Initiatives
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Adrian Rodriguez, The University of Texas at Austin
- Tagged Topics
- Diversity
- Tagged Divisions
- Minorities in Engineering Division(MIND)
research. The students in the proposed undergraduate research programwere recruited from student organizations and success programs at the University of Texas atAustin that predominately target first-generation and/or socioeconomically disadvantagedstudents. The program bookends the research experience with a lecture series at the start and aresearch conference at the end. The lectures are an instructional component designed to providestudents with the skills to write a research question, create effective search strings, andcommunicate technical subject matter. The lecture series springboards students into a researchexperience where they are matched with a graduate student or faculty member that will mentorthem on their research. Thus, this work
- 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
- Tagged Topics
- Diversity
- Tagged Divisions
- Minorities in Engineering Division(MIND)
Studies. She has served as Chair of her department and Associate Dean for Equity, Inclusion, and Faculty. Dr. Peele-Eady’s research examines African American students’ learning and identity formation and, more broadly, the social, cultural, and linguistic contexts of teaching and learning. Her publications appear in several peer-reviewed journals and edited books, including the International Journal of Qualitative Studies in Education, the Anthropology and Education Quarterly, and the Handbook of the Cultural Foundations of Learning.Prof. Tahira Reid, Penn State University Dr. Tahira Reid Smith (publishes under ”Reid”) is a Professor at Pennsylvania State University in Mechanical Engineering and Engineering Design
- 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)
-term and long-term educational planning, and discussing time management. Advocating. Recommending or supporting the protégé. Examples: writing support letters for graduate school applications, serving as a reference for scholarship applications, and nominating the protégé for special recognition. Facilitating. Assisting to make processes easy to bring about an outcome. Examples: Guiding conversations in the classroom or laboratory, referring the protégé to a campus resource or office. Mitigating. Lessening the adverse effects of circumstances, undue burden, or mistakes. Examples: sharing tactics to deal with micro-aggressions, giving words of encouragement, and providing perspective
- 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
- Tagged Topics
- Diversity
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- Minorities in Engineering Division(MIND)
, Vancouver Dr. Dave Kim is Professor and Mechanical Engineering Program Coordinator in the School of Engineering and Computer Science at Washington State University Vancouver. His teaching and research have been in the areas of engineering materials, fracture mechanics, and manufacturing processes. In particular, he has been very active in pedagogical research in the area of writing pedagogy in engineering laboratory courses. Dr. Kim and his collaborators attracted close to $1M in research grants to study writing transfer of engineering undergraduates. For technical research, he has a long-standing involvement in research concerned with the manufacturing of advanced composite materials (CFRP/titanium stack, GFRP
- 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
- Tagged Topics
- Diversity
- Tagged Divisions
- Minorities in Engineering Division(MIND)
% of all assistant engineering professors, which pales incomparison to even the tiny amount of Latine/Hispanic student representation in the field. Thereis a dire need to create parity in who is taught and who is teaching. Previous research (Bañuelos& Flores, 2020) supports the benefits of creating this parity and the current disparity's negativeeffects. While we are wary of relying on panethnic labels, as our population of TFF spans arange of identities, backgrounds, and immigration statuses, we do use the terms Latine andHispanic (not interchangeably). However, we write, analyze, and theorize with the understandingthat identities are not monolithic; rather, they are intersectional and complex. We create a dialogwith our research
- Conference Session
- Fostering Diversity and Inclusion in STEM Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Royce A Francis, The George Washington University
- Tagged Topics
- Diversity
- Tagged Divisions
- Minorities in Engineering Division(MIND)
therealities around them to then act on this reality as intelligent subjects. As Charmaz (2014) writes,it is “situated in conceptions of justice and injustice”. For example, in discussing the role ofconscientizão in revolutionary leadership, Friere writes (p.67): The revolutionary leaders must realize that their own conviction of the necessity for struggle (an indispensable dimension of revolutionary wisdom) was not given to them by anyone else—if it is authentic. This conviction cannot be packaged and sold; it is reached, rather, by means of a totality of reflection and action. Only the leaders’ own involvement in reality, within an historical situation, led them to criticize this situation and wish to change it.Here
- 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
- Tagged Topics
- Diversity
- Tagged Divisions
- Minorities in Engineering Division(MIND)
opportunities on campus. More than half of the students who completethe program continue to an intensive, upper-division research training program at CSULB. Earlyintervention program has resulted in significant growth for student trainees in several key areas,including their sense of belonging to the BUILD Program, their interest in science and research,and their understanding of the skills required for conducting research (such as scientific writing,oral presentation, and data analysis). Comparisons between students who continued to upper-division research training and those who did not showed that those who continued reported higherlevels of science and research interests, regardless of when they were surveyed. They alsodemonstrated a more
- 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
- Tagged Topics
- Diversity
- Tagged Divisions
- Minorities in Engineering Division(MIND)
oneself when faced with obstacles to determinehow she felt about a situation and what support there was to assist her: But yeah, being mindful and making time to be with myself, so that I'm checking in and also recognizing, "Okay, you're kind of drowning in this area. What's going on? Who is your support around you? What can they do? How can you reach out to them? And then, what can you now do for yourself?"Family Support/PeersMentees also report appreciating the ability to seek out family/peer support, and being able to be honestand transparent with their support networks. For example, Amy leaned into family for guidance: Yeah. Within my troubles, I go to my family first. I say, "Okay, I don't know what I'm
- 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
- Tagged Topics
- Diversity
- Tagged Divisions
- Minorities in Engineering Division(MIND)
success, such as navigating mentor-mentee relationships, sense of belonging, and findingsupport services, but additional opportunities exist to help prepare them for academicparticulars such as grant writing and publishing (RQ2)Navigating mentor-mentee relationshipsThe second highest average of the measures that were evaluated was the collection of questionssurrounding “Navigating future mentor-mentee relationships” (Fig 2). Alumni from theGradTrack program highlighted how their participation in GradTrack influenced how theyapproach mentoring during their time as a graduate student. Alumni said that GradTrackprovided them with a foundation to establish relationships with other mentees and mentors. Onealumnus who is now a mentor, mentioned the
- 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
- Tagged Topics
- Diversity
- Tagged Divisions
- Minorities in Engineering Division(MIND)
doctoral education and postdoctoralappointment. A lack of resources and support can be even more acute for postdoctoral scholars ofcolor. For example, postdoctoral women of color report encountering discrimination morefrequently than their White peers (Burke et al., 2019; Jach & Gloeckner, 2020). Proudfoot andHoffer (2016) argued that a comprehensive strategy is needed to properly support, inspire, andequip postdoctoral scholars for success. Moreover, to increase the number of postdoctoralscholars of color who continue into the professoriate or other permanent positions in academia,they need policies, programs, and resources that include professional skills in writing and publicspeaking, as well as opportunities to build a community and social
- 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
- Tagged Topics
- Diversity
- Tagged Divisions
- Minorities in Engineering Division(MIND)
three sections that: (1) asks students to write apaper on a treatment plan including an orthopedic implant for a provided patient profile, (2) createa presentation presenting this plan to the stakeholders, and (3) determine the biomechanicalproperties that the implant and any selected materials need to satisfy. Using a pre- and post-projectsurvey from two cohorts of students, we determined the effectiveness of the assignment andgauged the extent to which students believed that their demographics influenced their motivation.Demographic-based influences are defined here as whether students believe that they are moremotivated to be successful in their major based on their race, gender, community, etc. Our datademonstrate that EML scores, which is