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)

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

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)

appearance whereby the closer an individual is to thecenter of the wheel, the more privilege they are likely to have [17].Reid guided the graduate student mentors through an AWoP reflection exercise after the 2023SIRI session concluded. Students had to choose the identities that resonated with them the mostand then reflect on whether their life experiences aligned with the categories described.Students then had to consider alignments with people with identities different from their ownand those indicated in the AWoP. We asked the students to reflect on the exercise andcomment on how the Academic Wheel of Privilege can help graduate students engage withundergraduates as mentors.Several researchers have used the AWoP as a tool – to determine

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)

engineering reviewed the survey andprovided feedback on survey questions regarding their relevance, wording, and inclusion. Inaddition, we piloted the survey, and over 50 students from the researched university respondedand provided feedback on the pilot version. The final survey was administered in February andMarch 2023. It was distributed to all students at the Faculty of Engineering through theUndergraduate and Graduate Dean's offices, students' affinity groups, the CommunicationOffice, the Faculty social media and newsletter, and informal students' social media channels.For this study, we only worked with independent variables reflecting students’ demographicfactors, examining how these factors could have influenced their decision-making

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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Diversity

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Minorities in Engineering Division(MIND)

' critical thinking and problem-solving skills.In project-based activities, participants experimented with materials to examine their light-reflective properties. This material testing informed the design of daylighting systems for modelhouses, allowing students to directly apply the EDP. Through this hands-on approach, studentssynthesized their theoretical learning with tangible engineering tasks, and embodied the role ofengineers in solving contemporary challenges.Tools and InstrumentsQuantitative InstrumentsFor the quantitative analysis, we administered structured pre- and post-intervention surveys toevaluate changes in students' self-efficacy, STEM identity, and engineering knowledge. Thesesurveys, which featured a series of items on a 5-point

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)

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

Fostering Diversity and Inclusion in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Royce A Francis, The George Washington University

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Diversity

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Minorities in Engineering Division(MIND)

, andalso a component involving the ways the actual work done influences students’ perception oftheir preparation. § RQ1: How does participation in environmental engineering and science experiences outside of the classroom contribute to the ways students construct early career trajectories? § RQ2: How does participation in environmental engineering and science experiences outside of traditional classrooms influence students’ perception of their preparation to construct and participate in professional judgment processes?BackgroundOverview of the STEMcx Environmental Justice ExperienceThis data analyzed in this research reflects the experiences of one intern in the STEMcxEnvironmental Justice Internship. STEMcx is an

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)

not inclusive to people of color, and overt racial incidents. Garcia et al. (2020)revised the model to shift away from a deficit perspective, recognizing the diverse forms ofcultural wealth these minoritized students bring to higher education. The model also emphasizesthe importance of higher education institutions in fostering an inclusive environment thatembraces and amplifies these unique racial and ethnic perspectives.For this study, this framework allowed us to elicit through interviews and explore throughthematic analysis how RDI-supported URM students reflected on various aspects of theirindividual development and their perceptions about the value of the RDI workshop. This studyaims to broaden the applicability of the existing model

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)

learn. For example, according to the Carnegie Initiative on the Doctorate, a well-structured program should be purposeful (i.e., programmatic requirements and elements should be aligned with specific goals). It should also be created by a process of iterative individual and collective reflection, transparent (i.e., collectively understood by the faculty and graduate students), and accessible (i.e., elements can be evaluated in terms of their contribution in achieving the purposes of the program) (Golde et al., 2006).● A cascading mentorship model works well, in which members of research groups receive mentorship from more senior members and provide it to more junior members (Feldon et al., 2019).● Institutional

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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Diversity

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Minorities in Engineering Division(MIND)

be attributed to the fact that GradTrack’s main focus and mission is the preparation ofstudents for graduate school, particularly with their applications. This theme also emergedfrequently in student reflections as one of the most helpful aspects of the program. One studentreflecting on this said: “I also found all of the resources, examples, and a timeline of when to accomplish certaingraduate school application tasks to be rewarding and allowed me to prepare my applications as best as I could have.”Another student remarked: “I found completing my application documents and getting them reviewed to be the most valuable part about my GradTrack mentorship experience.”Further, within the

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)

understanding of these students’ experiences. Todate, the research team has recruited and conducted Zoom interviews with 22 undergraduateengineering students from over 11 universities. The interviews consist of three major parts: 1)Students’ identity and impact on lives, 2) Engineering-related experiences, and 3) Reflection andGiving Back to the community. The details of the bigger project are described elsewhere [17]. 4We adopted narrative and discourse analysis techniques [18], [19] to construct narratives fromthe transcribed interviews. Constructed narratives centered around the final question of ourinterview protocol (i.e., “If you could tell

Conference Session

Advancing Equity in Engineering Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Dayna Lee Martínez, Society of Hispanic Professional Engineers, Inc.; Liliana González, Society of Hispanic Professional Engineers, Inc.; Kimberly D Douglas P.E., Society of Hispanic Professional Engineers, Inc.; Andrea D. Beattie, Society of Hispanic Professional Engineers, Inc.; Esther Gonzalez

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Diversity

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Minorities in Engineering Division(MIND)

navigating the complex processof selecting the right institution for their pre-college students. Finally, the third module,"Preparing for College Visits" equipped parents with valuable information and strategies to makethe most out of college exploration trips.The strategic selection of pilot locations for Equipando Padres Academy was influenced byseveral factors, including the imperative to ensure geographic diversity and align with theinterests of our primary funder, RTX. With the grant funding originating from RTX, thelocations chosen—Hialeah, FL; Tucson, AZ; and Ponce, PR—were identified as opportune sitesthat not only reflected high Hispanic/Latinx population concentrations but also catered to theinterests of our funding partner. This approach

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)

to each data set. As this is a work-in-progress, some subsections are placeholdersin reflection of ongoing study. Furthermore, in this paper, we provide high level summaries of keyconclusions from inspection of these data sets. Further data assimilation is ongoing work.1.1 Institutional CultureInstitutional culture in higher education is a vehicle for implementing organizational andinstitutional change [2]. The culture of an institution of higher education is shaped by numerousfactors, including demographic, economic, and political factors, as well as internal factors such asits history, and the processes that allow the institution to function [3]. Part of those processesinvolve things that can be assessed via survey, such as the Harvard

Conference Session

Advancing Equity in Engineering Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Simonne Renee Whitmore, Southern University and A&M College

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Diversity

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Minorities in Engineering Division(MIND)

about the value and necessity of affirmative action and diversity, equity, and inclusion(DEI) initiatives, with the abundance of opportunities and vacancies in construction management,increasing interest and participation by members of historically marginalized racial/ethnicminority communities may be an effective way to partially address the growing demands of theindustry.It has been suggested that the phrase “historically marginalized communities” better conveys thefact that underrepresentation of racial/ethnic minorities usually doesn’t reflect a lack of interest oreffort, but instead a lack of opportunity. [2] In the field of construction management, African-Americans compromise only 4.8% of the construction managers in the U.S. in 2023 [1

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)

challengeexternal and internal beliefs about racism, sexism, and classism [27][37]. Another studyexploring belonging in STEM and intersections of race and gender found students experiencedan increase in sense of belonging if they had relationships with faculty and peers in their major,confidence and interest in a major, and a strong science identity [28]. Additionally, women andstudents of color who decided to leave their STEM majors experienced a lack of relationshipswithin their department and low levels of science identity. Marginalized students in STEM alsoconsistently report an increase in belonging when their identities are reflected in their peers,faculty, and mentors [28][34][33].It is crucial students’ sense of belonging is a focus for engineering

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)

scholars of color. Thequestions were carefully worded, asked in a specific order, and included probing questions toseek clarification and meaning. After the completion of each interview, the web conferencingplatform rendered a transcription. All recordings were permanently deleted once transcriptionswere reviewed and cleaned for errors and identifying information.Reflexivity and Positionality. Throughout the study, the research team practiced individual andcollective reflexivity (Patton, 2015) by reflecting on, setting aside, and discussing experiences,values, and beliefs related to the way in which university postdoctoral affairs offices can bettersupport engineering postdoctoral scholars of color both personally and professionally.Reflexivity is

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)

ouruniversity being a second choice, so maybe we might be getting bumped up to a first choice with[changes to legislation] happening the way they’re happening.”We grouped responses from participants into the following subcategories: increase in usage ofstandardized testing; decrease in sense of belonging among students from minoritized groups;decrease in awareness of support for applying; and decrease in enrollment of students fromminoritized groups. We also add some further reflection on admissions.4.1.1 Increase in Requiring Standardized TestingParticipants mentioned several ways that their institutions attempt to lower obstacles to applyingfor admission, such as removing application fees and moving towards test-optional applications.However, Jean’s

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)

, Alegra Eroy-Reveles5 American Society for Engineering Education National Conference 2024 Author NoteThis material is based upon work supported by the National Science Foundation under Grant No.2113355. Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the authors and do not necessarily reflect the views of the National ScienceFoundation. Correspondence concerning this article should be addressed to Josephl L. Henry,Department of Sociology, University of California Irvine, Email: Josephlh@uci.edu1 PhD Candidate in Sociology at the University of California Irvine2 PhD Student in Mathematics and Science Education at the University of

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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Diversity

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Minorities in Engineering Division(MIND)

might be reflected in the underrepresentation of students with disabilities in thescholar community. Between 11% and 15% of U.S. college students identify themselves asstudents with disabilities [7] [8] and about only 4% of these students with disabilities haveenrolled in engineering majors [8]. As of 2015, while the 33% of the U.S. population held atleast a bachelor’s degree, only 14% of the population with disabilities had reached this level ofhigher education [9]. Furthermore, just 1% of students with disabilities have received a PhDdegree in 2017 [10]. These statistics provide a glance of the disadvantaged position that studentswith disabilities hold, as compared to the general population in the U.S. Given the historicallyexclusionary

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)

influence thatcontribute to the funds of knowledge. Thus, combining them can provide a better understandingof how underrepresented groups (e.g., MSFW students) convert or exchange their funds ofknowledge and social capital to navigate STEM spaces.As stated above, FofK concentrates on students’ families, lived experiences, and communityresources, all of which are impacted by social capital [22], [23], [24]. For example, Stanton-Salazarand Dornbusch [25] mentioned that social capital and FofK are essential for minoritized students’academic success. Their findings showed significant results on how the accumulation andacquisition of social capital are tied to social class, which is also reflected in students’ performanceand access or lack of funds of

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)

internships because they believe companies “preferto hire students who have completed their entire degree program at a single institution." There isno proof that being a transfer student will put them at any statistical disadvantage in the job orinternship market as a student who finished their whole degree at one university. These issues re-veal deeper insights outside of registering for classes and choosing a major. They reflect a lack offlexibility and support for non-traditional students who juggle employment and education, as wellas misconceptions that can negatively influence students’ perceptions and decisions.5 Conclusion and future workRising costs at 4-year universities are bringing a shift in acquiring a bachelor’s degree by attendinga

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

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Diversity

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Minorities in Engineering Division(MIND)

amongstudents that it is critical to consider social equity in the planning and implementation ofinfrastructure resilience as well as that access to transportation is crucial for overall resilienceduring and after disasters for a community. Figure 3. Boxplots presenting students’ rating on statements related to equitable infrastructure resilience (1 = None at all, 2 = Slightly, 3 = Moderately, 4 = Greatly, 5 = Significantly)Furthermore, the study utilized boxplots to reflect students’ responses related to their interest inworking toward systemic change as shown in Figure 4. The survey included 8 statements: S1.Motivation to contribute to systemic change within the field of civil and constructionengineering; S2. Belief of civil and construction

Conference Session

Diverse Pathways in Engineering Education: Exploring Experiences and Opportunities

Collection

2024 ASEE Annual Conference & Exposition

Authors

Dessaray Monique Gorbett, University of Texas at El Paso ; Benjamin C. Flores, University of Texas at El Paso; Cristina Villalobos, The University of Texas Rio Grande Valley; Sara E. Rodriguez, University of Texas at El Paso; Ariana (Ari) Arciero, University of Texas at El Paso; Josef Aaron Sifuentes, The University of Texas Rio Grande Valley

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Diversity

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Minorities in Engineering Division(MIND)

-boarding activities, researchexperience, mentor experience, program interactions, and reflect on the gains from programparticipation. This study did not include survey data on participants perceptions of the programdue to the limited number of participant responses. Based on the focus groups conducted,participants reported that this experience was highly valued and significantly increased theirmotivation for pursuing future research and careers. Participants also reported that the programallowed them to develop and refine their professional and research skills, enabling them to applyconcepts learned during their undergraduate studies to their research projects. Additionally,participants described faculty mentors as supportive, understanding, and

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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Diversity

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Minorities in Engineering Division(MIND)

statistics, but on the retention/graduation rates of those who meet one or more ofthese criteria. This study highlights the importance of institutional data for nontraditionalstudents in engineering and represents new work in advancing a more holistic understanding ofthese individuals.AcknowledgmentsThis material is based upon work supported by the National Science Foundation under AwardNumbers #REDACTED. Any opinions, findings, and conclusions, or recommendationsexpressed in this material are those of the author(s) and do not necessarily reflect the views ofthe National Science Foundation.References[1] K. C. Aquino and S. BuShell, “Device usage and accessible technology needs for post- traditional students in the e-learning environment,” The

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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Minorities in Engineering Division(MIND)

program. Students participating in the summerresearch abroad program expressed a positive and enriching experience. They took pride inlearning about diverse cultures and languages. The program enhanced their confidence andresearch skills, providing valuable insights into applying classroom knowledge in a lab setting.This encompassed the practical application of skills (presentation skills, knowledge of software),the transformation of academic concepts into concrete research projects, and an enhancedunderstanding and confidence in navigating the research process. Some students aspired to workand live abroad, viewing their developed technical, linguistic, and social skills as valuable assetsin their STEM career paths. Students reflected that their

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)

representative of engineerseverywhere. Nevertheless, their insights are essential in understanding our institutional context,and can guide examination of other settings.Finally, all knowledge produced herein is inevitably affected by the positionalities of theresearchers, beginning with asking a question and continuing throughout the research process.Examination of the merits of this work should be done in understanding and interpretation ofthose positionalities.AcknowledgementsAny opinions, findings, and conclusions or recommendations expressed in this material are thoseof the author(s) and do not necessarily reflect the views of the National Science Foundation. Theresearch team would like to thank the College of Engineering at New Mexico State

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)

positive feelings, stored knowledge, and stored values. We’reencouraged that the number of subscribers of our UDL nuggets increases over time, and theydo respond to the knowledge sharing and advertisement which suggest emerging personalinterest. As to the dramatic drop in open-rate in December through January is likely due to theincreased demand upon instructor’s attention at the end and beginning of semesters. We areeager to see what open rates we will see with a much larger audience after our Januaryincrease in subscribers. We will also be watching if the open-rate reflects the fluctuatingdemands on instructors’ time throughout the year.It has been reported previously that the lack of time and lack of awareness were among the topbarriers for

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)

who are studying engineeringis needed. Future work might include comparative assessments of the perceptions, experiences,and outcomes of CSt who are studying engineering with those in other areas of study, whichwould lay a foundation for developing interventions needed to support CSt in engineering.AcknowledgementsThis work is supported by the National Science Foundation under award #2119930. Anyopinions, findings, and conclusions or recommendations expressed in this material are those ofthe author and do not necessarily reflect the views of the National Science Foundation.References [1] Khan, K. S.; Kunz, R.; Kleijnen, J.; Antes, G. Five steps to conducting a systematic review. Journal of the Royal Society of Medicine 2003, 96, 118–121

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)

general, a broader research base on SBPs is likely to be useful inmeeting program goals.AcknowledgementsThis work is supported by the National Science Foundation under award #2119930. Anyopinions, findings, and conclusions or recommendations expressed in this material are those ofthe author and do not necessarily reflect the views of the National Science Foundation.References [1] What Works Clearinghouse Summer Bridge Programs. 2016; https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=WWCIRPS661, Publisher: National Center for Education Statistics. [2] Yoder, B. L. Going the distance: Best practices and strategies for retaining engineering, engineering technology and computing students. American Society for Engineering Education. 2012

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

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Diversity

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Minorities in Engineering Division(MIND)

lecture series program Q7. How did the [component] Mean 3.875 3.333 affect your sense of belonging in the research group? Std. dev. 0.696 0.471PALS surveyThe Patterns of Adaptive Learning Scales (PALS) survey is demonstrated in the literature toaccurately predict the motivation and persistence among students that engage in researchexperiences [15 ,11][19 ,18]. This instrument can assess the perceptions of student’s goals,which include orientations that are classified as mastery (or task), performance-approach, andperformance-avoidance. The revised scales were used in this study to reflect the adaptation of thePALS survey to measure goal