ASEE PEER - Search Results

Displaying all 28 results

Unlocking Innovation: Empowering Underrepresented Entrepreneurs in Interdisciplinary Engineering Technology

Conference Session: Track 1: Technical Session 2: Unlocking Innovation: Empowering Underrepresented Entrepreneurs in Interdisciplinary Engineering Technology
Collection: 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
Authors: Teddy Ivanitzki, American Society for Engineering Education; Elsabeth Mekonnen
Tagged Topics: 2025 CoNECD Paper Submissions, Diversity

Paper ID #45156Unlocking Innovation: Empowering Underrepresented Entrepreneurs in InterdisciplinaryEngineering TechnologyDr. Teddy Ivanitzki, American Society for Engineering Education Dr. Teddy Ivanitzki is part of Fellowships and Research Opportunities (FRO) by ASEE. FRO is managing a large fellowship/ research and scholarship grants, contracts, and cooperative agreements under STEM umbrella with total of $15M/year.Elsabeth Mekonnen ©American Society for Engineering Education, 2025 Graduate, Engineering, Race/Ethnicity, Entrepreneurship Unlocking Innovation: Empowering

Relevance Score: 0.047218755

A Descriptive Study on Biased and Non-Inclusive Language Use in the Engineering Education Research Community

Conference Session: Track 2: Technical Session 4: A Descriptive Study on Biased and Non-Inclusive Language Use in the Engineering Education Research Community
Collection: 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
Authors: Xingchen Xu, Arizona State University; Anjing Dai, Arizona State University, Polytechnic Campus; Li Tan, Arizona State University, Polytechnic Campus
Tagged Topics: 2025 CoNECD Paper Submissions, Diversity

; Brown, L. G. (2013). The attributes of a global engineer project: Updates, inputs, faculty development considerations. 2013 ASEE International Forum, 21–64. https://peer.asee.org/the-attributes-of-a-global-engineer-project-updates-inputs-faculty- development-considerationsHyland, K. (2004). Disciplinary discourses, Michigan classics ed.: Social interactions in academic writing. University of Michigan Press.Hymel, S., & Katz, J. (2019). Designing Classrooms for Diversity: Fostering Social Inclusion. Educational Psychologist, 54(4), 331–339. https://doi.org/10.1080/00461520.2019.1652098Jensen, B., Valdés, G., & Gallimore, R. (2021). Teachers Learning to Implement Equitable Classroom Talk

Relevance Score: 0.044512786

WIP: investigate recruitment strategies used by engineering bridge and success programs to recruit underserved students

Conference Session: Track 6: Technical Session 4: WIP: investigate recruitment strategies used by engineering bridge and success programs to recruit underserved students
Collection: 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
Authors: Xinyu Zhang, Purdue University; Lynette Michaluk, West Virginia University; N’Diya Harris, Wright State University; Ansley Lynn Shamblin, West Virginia University
Tagged Topics: 2025 CoNECD Paper Submissions, Diversity

. Pinnell, "The Effectiveness of Engineering Camps as Pre-College Recruitment Tools," in 2019 CoNECD-The Collaborative Network for Engineering and Computing Diversity, Crystal City, Virginia, 2019: ASEE Conferences. [Online]. Available: https://peer.asee.org/31798[19] B. Mclaughlin and J. Wenner, "Recruitment Strategy Development for First Generation, Underrepresented, and Low-Income Masters Students," in 2022 ASEE Annual Conference & Exposition, Minneapolis, MN, 2022: ASEE Conferences. [Online]. Available: https://peer.asee.org/42068[20] Y. Ma, "Family Socioeconomic Status, Parental Involvement, and College Major Choices—Gender, Race/Ethnic, and Nativity Patterns," Sociological Perspectives, vol

Relevance Score: 0.03704167

“Si no servimos, no servimos”: A Pilot Study on the Influence of Perceived Advisor Support on Graduate Student Thesis Self-Efficacy

Conference Session: Track 2: Technical Session 2: "Si no servimos, no servimos": A Pilot Study on the Influence of Perceived Advisor Support on Graduate Student Thesis Self-Efficacy
Collection: 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
Authors: Abimelec Mercado Rivera, Arizona State University, Polytechnic Campus; Brooke Charae Coley, Arizona State University, Polytechnic Campus; Samantha Ruth Brunhaver, Arizona State University, Polytechnic Campus
Tagged Topics: 2025 CoNECD Paper Submissions, Diversity

many Latin*groups across the US. However, unlike other Minority-serving Institutions (MSIs), the HSIdesignation is appointed at the federal level, where institutions of higher learning may apply tobecome HSIs once their undergraduate enrollment reaches or surpasses the 25% Hispanic/Latin*student threshold. This definition, coupled with the change in demographics across the Nation,has resulted in a deluge of newly minted HSIs in the past decade alone. Yet many of theseinstitutions join the ranks of HSIs without having an established mission to serve the needs ofunderrepresented communities, and those of the Latin* community, specifically (Aguilar-Smith,2021; Vargas & Villa-Palomino, 2019). As a result, much work has focused on

Relevance Score: 0.031992815

“It is really isolating, to be honest”: A Case Study of a Transwoman in Engineering

Conference Session: Track 4: Technical Session 1: "It is really isolating, to be honest": A Case Study of a Transwoman in Engineering
Collection: 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
Authors: Brandon Bakka, University of Texas at Austin; Jill Castle, University of Texas at Austin
Tagged Topics: 2025 CoNECD Paper Submissions, Diversity

Background Engineering is largely dominated by cisgender, heterosexual, white men (ASEE, 2023; Lee et al., 2020) LGBTQ+ people in engineering must contend with a heteronormative and hypermasculine climate. (Miller et al., 2020; Cech and Waidzunas 2011) TGNB people face additional discrimination and alienation both on campus and within engineering. (Haverkamp, 2018; Haverkamp et. al. 2019; Campbell‐Montalvo et. al. 2023)Despite broader efforts to improve diversity on college campuses, science, technology,engineering, and mathematics (STEM) majors remain largely dominated by cisgender,heterosexual, white men [3], [4], [5]. In order to create change and

Relevance Score: 0.029874805

WIP: Factors Influencing Faculty Pedagogical Decisions around Diversity, Equity, Inclusion, and Justice (DEIJ) in Engineering: A Comparative Case Study

Conference Session: Track 6: Technical Session 6: WIP: Factors Influencing Faculty Pedagogical Decisions around Diversity, Equity, Inclusion, and Justice (DEIJ) in Engineering: A Comparative Case Study
Collection: 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
Authors: Avis Carrero, Tufts University
Tagged Topics: 2025 CoNECD Paper Submissions, Diversity

. 2, p. eaau4734, 2019, doi: 10.1126/sciadv.aau4734.[9] C. Finelli, K. Richardson, and S. Daly, “Factors that Influence Faculty Motivation ofEffective Teaching Practices in Engineering,” 2013 ASEE Annu. Conf. Expo. Proc., p.23.590.1-23.590.11, 2013, doi: 10.18260/1-2--19604.[10] L. R. Lattuca and J. S. Stark, Shaping the college curriculum: Academic plans in context.John Wiley & Sons, 2009.[11] J. C. Garibay, S. Vincent, and P. Ong, “Diversity Content in Stem? How Faculty ValuesTranslate into Curricular Inclusion Unevenly for Different Subjects in Environmental AndSustainability Programs,” J. Women Minor. Sci. Eng., vol. 26, no. 1, pp. 61–90, 2020, doi:10.1615/jwomenminorscieneng.2020029900.[12] T. Russo‐Tait, “Science Faculty Conceptions

Relevance Score: 0.027520332

A narrative study of food insecure students in engineering and computing

Conference Session: Track 4: Technical Session 3: A narrative study of food insecure students in engineering and computing
Collection: 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
Authors: Justin Charles Major, Rowan University
Tagged Topics: 2025 CoNECD Paper Submissions, Diversity

also provide access to specific dietary needs,and finally lower the pressures of engineering so students can eat. One finding we did nottalk about and should also be addressed is that folks should provide instruction on cooking.We found many students did not know how to cook or what to cook and that that issuemade planning a meal more strenuous. Provide cooking classes if your campus canmanage.That’s the end of my presentation. Thank you. Questions? 19 ReferencesBirmingham, Lucy. “In Search of the Next Meal.” ASEE Prism, vol. 28, no. 8, 2019, pp. 24–29.https

Relevance Score: 0.027459731

Advancing Accessibility: Leveraging Technology to Empower Deaf and Hard of Hearing Students in STEM Higher Education

Conference Session: Track 5: Technical Session 6: Advancing Accessibility: Leveraging Technology to Empower Deaf and Hard of Hearing Students in STEM Higher Education
Collection: 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
Authors: Sunday David Ubur, Virginia Polytechnic Institute and State University; Sarah Over, Virginia Tech; Denis Gracanin, Virginia Polytechnic Institute and State University; C. Cozette Comer, Virginia Polytechnic Institute and State University
Tagged Topics: 2025 CoNECD Paper Submissions, Diversity

publications in archival journals and conference proceedings. He is a senior member of IEEE and ACM and a member of AAAI, APS, ASEE, INSTICC and SIAM.C. Cozette Comer, Virginia Polytechnic Institute and State University C. Cozette Comer has been conducting and supporting scoping/mapping reviews, systematic reviews, meta-analyses, and other forms of evidence synthesis since 2018 as both a researcher and information specialist. She is currently the Assistant Director for Evidence Synthesis Services at the University Libraries at Virginia Tech, leading the development of support and educational services for faculty, students, staff, and community members across disciplines and in interdisciplinary contexts

Relevance Score: 0.026939414

From Barriers to Bridges: The GEES Program’s Impact on Low-Income Master’s Students’ Success and Professional Development

Conference Session: Track 2: Technical Session 5: From Barriers to Bridges: The GEES Program's Impact on Low-Income Master's Students' Success and Professional Development
Collection: 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
Authors: Ximing Li, University of Pittsburgh; Sylvanus N. Wosu, University of Pittsburgh; Keith Trahan, University of Pittsburgh; Tagbo Herman Roland Niepa, Carnegie Mellon University
Tagged Topics: 2025 CoNECD Paper Submissions, Diversity

of Engineering Global Preparedness,” in 2014 ASEE Annual Conference & Exposition Proceedings, Indianapolis, Indiana: ASEE Conferences, Jun. 2014, p. 24.578.1- 24.578.12. doi: 10.18260/1-2--20469.[3] S. Wosu, Relational Mentorship in Higher Education. KLI Publishing, 2016.[4] K. Vernaza, S. Steinbrink, L. Zhao, S. Tiari, and V. Kasaraneni, “Evaluation of three consecutive NSF S-STEM Awards (2008 – 2021) at a Predominantly Undergraduate Institution,” in 2022 ASEE Annual Conference & Exposition Proceedings, Minneapolis, MN: ASEE Conferences, Aug. 2022, p. 42026. doi: 10.18260/1-2--42026.[5] H. Abramowitz and R. Hamilton, “The NSF S-STEM Program 2010-2014 at Purdue University Northwest (Experience),” in 2019 ASEE

Relevance Score: 0.026512614

Learning and Adopting Principles of Diversity, Equity, Inclusion and Justice through the Development of a Sustainability Mindset Among First Year Engineering Students

Conference Session: CANCELLED: Track 3: Technical Session 2: Learning and Adopting Principles of Diversity, Equity, Inclusion and Justice through the Development of a Sustainability Mindset Among First Year Engineering Students
Collection: 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
Authors: Krystal Colón-Rivera, University of Puerto Rico, Mayaguez Campus; Nayda G. Santiago P.E., University of Puerto Rico, Mayaguez Campus; Aidsa I. Santiago-Roman, University of Puerto Rico, Mayaguez Campus; Christopher Papadopoulos, University of Puerto Rico, Mayaguez Campus; Sandra Loree Dika, University of North Carolina at Charlotte
Tagged Topics: 2025 CoNECD Paper Submissions, Diversity

Designers: A Pilot Virtual Community Codesign Symposium.” In 2021 ASEE Virtual Annual Conference Content Access Proceedings. ASEE Conferences. https://doi.org/10.18260/1-2--36816.Strauss, Anselm, and Juliet Corbin. 1990. Basics of Qualitative Research Grounded Theory Procedures and Techniques. Newbury Park, CA: SAGE Publications Inc.The Natural Step. https://thenaturalstep.org/.Tom, Miye Nadya, Elizabeth Sumida Huaman, and Teresa L. McCarty. 2019. “Indigenous Knowledges as Vital Contributions to Sustainability.” International Review of Education 65 (1): 1–18. https://doi.org/10.1007/s11159-019-09770-9.United Nations. 2015. Transforming Our World: The 2030 Agenda for Sustainable Development. https://sdgs.un.org

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Latine STEM Doctoral Students’ Perceptions Regarding Doctoral Mentoring Relationships - A Qualitative Study

Conference Session: Track 7: Technical Session 3: Latine STEM Doctoral Students' Perceptions Regarding Doctoral Mentoring Relationships - A Qualitative Study
Collection: 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
Authors: Dilara Yaya-Bryson Ph.D., University of North Carolina at Charlotte; Lisa R Merriweather, University of North Carolina at Charlotte
Tagged Topics: 2025 CoNECD Paper Submissions, Diversity

] E. McGee, D. Griffith, and S. Houston, “‘I Know I Have to Work Twice as Hard and Hopethat Makes Me Good Enough’: Exploring the Stress and Strain of Black Doctoral Students inEngineering and Computing,” Teachers College Record: The Voice of Scholarship in Education,vol. 121, pp. 1–38, Apr. 2019, doi: 10.1177/016146811912100407.[33] American Society for Engineering Education (ASEE), “Profiles of Engineering andEngineering Technology,” 2022, Washington, DC. Available: https://ira.asee.org/wp-content/uploads/2024/03/Engineering-and-Engineering-Technology-by-the-Numbers-cover-combined.pdf[34] T. Claridge, “Introduction to Social Capital Theory,” 2018.[35] J. S. Coleman, “Social Capital in the Creation of Human Capital,” American Journal

Relevance Score: 0.023588857

Bridging Educational Equity Gaps: A Systematic Review of AI-Driven and New Technologies for Students Living with Disabilities in STEM Education

Conference Session: Track 3: Technical Session 1: Bridging Educational Equity Gaps: A Systematic Review of AI-Driven Tools for Students Living with Disabilities in Engineering and STEM Education
Collection: 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
Authors: Kevin Zhongyang Shao, University of Washington; Denise Wilson, University of Washington; Eric Kyeong-Min Cho, University of Washington; Sophia Tang, University of Washington; Hanlin Ma, University of Washington; Sep Makhsous, University of Washington
Tagged Topics: 2025 CoNECD Paper Submissions, Diversity

students (VISs) mathematics education.[26] vision-impaired students.Author(s) Country Technologies Purpose Target Group Education Designedand Year Level Solution/MethodologyTopin et al., Brazil Computer Vision Enhance Math teaching to Students blind or All Designed a mobile system that can(2019) [27] (CV), Artificial blind or students with with reduced identify the main Cartesian curves Neural Networks reduced vision

Relevance Score: 0.022449512

A Student-Centered, Theory-Informed, Integrated Model to Academic and Career Advising to Educate the Whole Engineer: Transforming Engineering Education and Broadening Participation in Engineering is Possible!

Conference Session: CANCELLED: Track 6: Technical Session 1: A Student-Centered, Theory-Informed, Integrated Model to Academic and Career Advising to Educate the Whole Engineer: Transforming Engineering Education and Broadening Participation in Engineering is Possible!
Collection: 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
Authors: Olga Pierrakos, Wake Forest University; Melissa C Kenny, Wake Forest University
Tagged Topics: 2025 CoNECD Paper Submissions, Diversity

effective support students and balance all the other activities that faculty have to carry out (Chan et al., 2019; He and Hutson, 2017; Khalil et al., 2014; Drake 2011).(3) Academic advising practices should leverage a diversity of communication methods and tools (Chan et al., 2019; Iatrellis et al., 2017).(4) Academic advising needs to be seen as a form of student development (Pargett 2011)(5) Academic advising needs progressive and developmental pathways to support student success (Emekako and Van der Westhuizen, 2021).(6) Centralized advising models, staffed with professional advisors, have both advantages and disadvantages to supporting student success and retention (Kot 2014; Rowan 2019). Centralized professional advisors

Relevance Score: 0.022239788

Hiring Practices to Build a Diverse Team at Wakr Forest Engineering: Transforming Engineering Education and Broadening Participation in Engineering is Possible!

Conference Session: CANCELLED: Track 5: Technical Session 5: Hiring Practices to Build a Diverse Team at Wakr Forest Engineering: Transforming Engineering Education and Broadening Participation in Engineering is Possible!
Collection: 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
Authors: Olga Pierrakos, Wake Forest University
Tagged Topics: 2025 CoNECD Paper Submissions, Diversity

other organizations. Content for this table wasderived from Claude AI (December 18, 2024) and edited as well as re-organized into categoriesby the author. To complement the AI derived practices, below is also a list of literature derivedstrategies that have been used by organizations to mitigate the challenges to building diverseteams. Such evidence-based strategies can help us advance diversity, equity, and inclusioninitiatives in higher education also.Recruitment, Screening, and Interview Phases: • Regular bias training (Gino and Coffman, 2021; Applebaum, 2019) • Broad recruitment across historically excluded groups (Cosgriff-Hernandez et al., 2022) • Structured interviews (Levashina et al. 2014; Williamson et al., 1997) • Blind

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Fostering an Inclusive Community Among Electrical Engineering Students with Mixed-Reality Technologies at a Hispanic-Serving Institution

Conference Session: Track 5: Technical Session 4: Fostering an Inclusive Community Among Electrical Engineering Students with Mixed-Reality Technologies at a Hispanic-Serving Institution
Collection: 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
Authors: Preeti De Maurya, New Mexico State University; Hilda Cecilia Contreras Aguirre, New Mexico State University; Theoderic Thomas Platt, New Mexico State University; Cristina Miriam Esparza, New Mexico State University; REDWAN UL HAQ CHOYON, New Mexico State University; Bill Hamilton, New Mexico State University; Marshall Allen Taylor, New Mexico State University; Luis Rodolfo Garcia Carrillo, New Mexico State University
Tagged Topics: 2025 CoNECD Paper Submissions, Diversity

Relevance Score: 0.018668963

Breaking Barriers: Unveiling the Journeys and Triumphs of Faculty Women of Color in STEM Academia

Conference Session: Track 6: Technical Session 3: Breaking Barriers: Unveiling the Journeys and Triumphs of Faculty Women of Color in STEM Academia
Collection: 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
Authors: Kemesha Gabbidon, University of South Florida; Saundra Johnson Austin, University of South Florida
Tagged Topics: 2025 CoNECD Paper Submissions, Diversity

Pennsylvania State University. She is a member of the U.S. White House endorsed initiative Algebra by 7th Grade, the Commission for Diversity, Equity and Inclusion to ASEE MIND, the Smithsonian Science Education Center’s Advisory Committee for ’Zero Barriers in STEM Education,’ board member for the Northeast STEM Starter Academy of Mount Vernon, NY, and the Florida-based STEM Xposure. She earned a BS in Civil Engineering from The Pennsylvania State University, an MBA from the University of Notre Dame, and a Doctor of Education in Organizational Change and Leadership from the University of Southern California. ©American Society for Engineering Education, 2025

Relevance Score: 0.018542677

The role of undergraduate engineering students’ different support networks in promoting emotional well-being: A narrative study

Conference Session: Track 6: Technical Session 3: The role of undergraduate engineering students' different support networks in promoting emotional well-being: A narrative study
Collection: 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
Authors: Sowmya Panuganti, Purdue Engineering Education; Narjes Khorsandi Koujel, Rowan University; Justin Charles Major, Rowan University
Tagged Topics: 2025 CoNECD Paper Submissions, Diversity

success in engineering. Justin completed their Ph.D. in Engineering Education (’22) and M.S. in Aeronautics and Astronautics (’21) at Purdue University, and two B.S. in Mechanical Engineering and Secondary Mathematics Education at the University of Nevada, Reno (’17). Atop their education, Justin is a previous NSF Graduate Research Fellow and has won over a dozen awards for research, service, and activism related to marginalized communities, including the 2020 ASEE ERM Division Best Diversity Paper for their work on test anxiety. As a previous homeless and food-insecure student, Justin is eager to challenge and change engineering engineering education to be a pathway for socioeconomic mobility and broader systemic

Relevance Score: 0.017253593

Grassroots Approach to Advancing Inclusion, Diversity, Equity, and Access in Engineering

Conference Session: Track 7: Technical Session 7: Grassroots Approach to Advancing Inclusion, Diversity, Equity, and Access in Engineering
Collection: 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
Authors: Ashleigh R. Wright, University of Illinois at Urbana - Champaign; Ellen Wang Althaus, University of Illinois at Urbana - Champaign; Akshina Sood, University of Illinois at Urbana - Champaign; Lance Cooper, University of Illinois at Urbana - Champaign; Lynford Goddard, University of Illinois Urbana-Champaign
Tagged Topics: 2025 CoNECD Paper Submissions, Diversity

change.Establishment of Institute for Inclusion, Diversity, Equity, and Access and GIANTProgramIn 2019, the Institute for Inclusion, Diversity, Equity, and Access (IDEA), referred to as theIDEA Institute, was established in response to a recommendation from The Grainger College ofEngineering Diversity Committee to form an institute which would be responsible forunderstanding the national and institutional landscape of DEI and evaluating the College’spractices and policies that impact broadening participation among students, faculty, and staff.This research-based institute would also serve as the focal point for DEI activities. In practice,the IDEA Institute acts as a hub for innovation through social justice by encouraging andstrengthening IDEA at all levels

Relevance Score: 0.016216308

Motivations for Engineering Faculty Engagement in an Inclusive Pedagogy Program

Conference Session: Track 1: Technical Session 5: Motivations for Engineering Faculty Engagement in an Inclusive Pedagogy Program
Collection: 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
Authors: Renee M. Desing, University of Washington; Joyce Yen, University of Washington; Karen Thomas-Brown, University of Washington
Tagged Topics: 2025 CoNECD Paper Submissions, Diversity

classroom environments.However, while research trends indicate interest in studying faculty development, there is limitedresearch on faculty motivations specifically, as indicated by a 2019 search that identified 579publications for ‘faculty + development’ but only 87 publications for ‘faculty + motivation’ [24].Understanding faculty motivations for engaging in faculty development programs is essential fordesigning effective faculty development programs that align with faculty interests andinstitutional goals.Despite the recognized importance of CRP, there is limited research on the specific motivationsof engineering faculty to participate in faculty development programs focused on these inclusiveand equitable pedagogical approaches. This paper

Relevance Score: 0.015452229

Empowering Hispanic Engineering Students for Success in Graduate Education with Hybrid Mentorship

Conference Session: Track 6: Technical Session 2: Empowering Hispanic Engineers' Success Towards Graduate Education with Hybrid Mentorship
Collection: 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
Authors: Federico Cifuentes-Urtubey, University of Illinois Urbana-Champaign; Paola Alexandra Baldaguez Medina, University of Puerto Rico at Mayagüez; Julie E Lorenzo, University of Illinois at Urbana - Champaign; Natasha Mamaril, University of Illinois Urbana-Champaign
Tagged Topics: 2025 CoNECD Paper Submissions, Diversity

. McDermott, "Assessing the Effectiveness of the GradTrack Virtual Mentoring Program," in Proceedings of the 2023 ASEE Annual Conference & Exposition, June 2023. https://doi.org/10.18260/1-2--42681[2] K. Atkins, B.M. Dougan, M.S. Dromgold-Sermen, H. Potter, V. Sathy, and A.T. Panter, "“Looking at Myself in the Future”: how mentoring shapes scientific identity for STEM students from underrepresented groups," International Journal of STEM Education, vol. 7, no. 1, p. 42, August 2020. https://doi.org/10.1186/s40594-020-00242-3[3] A. Carpi, D.M. Ronan, H.M. Falconer, and N.H. Lents, “Cultivating minority scientists: Undergraduate research increases self-efficacy and career ambitions for underrepresented students

Relevance Score: 0.015245423

WIP: Perceptions of Instructional Practices among Engineering College Students with Attention-Deficit/Hyperactivity Disorder

Conference Session: Track 5: Technical Session 7: WIP: Perceptions of Instructional Practices among Engineering College Students with Attention-Deficit/Hyperactivity Disorder
Collection: 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
Authors: Xiaping Li, University of Michigan; Nolgie O. Oquendo-Colón, University of Michigan; Musabbiha Zaheer; Cynthia J. Finelli, University of Michigan
Tagged Topics: 2025 CoNECD Paper Submissions, Diversity

engineering coursework. Professor Finelli is a fellow of both the Institute for Electrical and Electronics Engineers (IEEE) and the American Society of Engineering Education (ASEE). She previously served as deputy editor for the Journal of Engineering Education, associate editor for the European Journal of Engineering Education, and associate editor for IEEE Transactions on Education. She founded the Center for Research on Learning and Teaching in Engineering at University of Michigan in 2003 and served as its Director for 12 years. ©American Society for Engineering Education, 2025WIP: Perceptions of InstructionalPractices among EngineeringCollege Students with Attention-Deficit/Hyperactivity

Relevance Score: 0.015187219

Reflective Teaching Practices for Equity-Minded Engineering Instructors

Conference Session: Track 1: Technical Session 2: Reflective Teaching Practices for Equity-Minded Engineering Instructors
Collection: 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
Authors: Jay Mann, University of Illinois Urbana-Champaign; Ashleigh Wright, University of Illinois Urbana-Champaign; Ellen Wang Althaus, University of Illinois at Urbana - Champaign; Wayne L Chang, University of Illinois Urbana-Champaign; Ali Ansari, University of Illinois at Urbana - Champaign; Caroline Cvetkovic, University of Illinois at Urbana - Champaign; Ramez Hajj, University of Illinois at Urbana - Champaign; Holly M Golecki, University of Illinois at Urbana - Champaign
Tagged Topics: 2025 CoNECD Paper Submissions, Diversity

. Dewsbury and C. J. Brame, “Inclusive Teaching,” LSE, vol. 18, no. 2, p. fe2, Jun. 2019, doi: 10.1187/cbe.19-01-0021.[12] D. Mitchell and D. Sutherland, What Really Works in Special and Inclusive Education: Using Evidence-Based Teaching Strategies, 3rd ed. Third edition. | Abingdon, Oxon ; New York : Routledge, 2020.: Routledge, 2020. doi: 10.4324/9780429401923.[13] S. Brookfield, Becoming a critically reflective teacher, 1st ed. in The Jossey-Bass higher and adult education series. San Francisco: Jossey-Bass, 1995.[14] L. Schlemer, L. De Greef, and T. Harding, “Stories of Change: Faculty in Reflective Dialogues,” in 2017 ASEE Annual Conference & Exposition Proceedings, Columbus, Ohio: ASEE Conferences, Jun. 2017, p

Relevance Score: 0.015092198

An examination of the gender gap among Middle Eastern students in Engineering: A systematized review

Conference Session: Track 1: Technical Session 4: "An examination of the gender gap among Middle Eastern students in Engineering: A systematized review"
Collection: 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
Authors: Narjes Khorsandi Koujel, Rowan University; Justin Charles Major, Rowan University
Tagged Topics: 2025 CoNECD Paper Submissions, Diversity

, Justin is a previous NSF Graduate Research Fellow and has won over a dozen awards for research, service, and activism related to marginalized communities, including the 2020 ASEE ERM Division Best Diversity Paper for their work on test anxiety. As a previous homeless and food-insecure student, Justin is eager to challenge and change engineering engineering education to be a pathway for socioeconomic mobility and broader systemic improvement rather than an additional barrier. ©American Society for Engineering Education, 2025 An examination of the gender gap among Middle Eastern students in Engineering: A systematized reviewAbstract:This systematized literature

Relevance Score: 0.0139046665

An exploration of the relationship between physical, social, and emotional resource access and the development of engineering identity and belonging

Conference Session: Track 4: Technical Session 7: An exploration of the relationship between physical, social, and emotional resource access and the development of engineering identity and belonging
Collection: 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
Authors: Anne-Marie C.A. Zamor, Rowan University; Justin Charles Major, Rowan University
Tagged Topics: 2025 CoNECD Paper Submissions, Diversity

connects these topics to broader understandings of student success in engineering. Justin completed their Ph.D. in Engineering Education (’22) and M.S. in Aeronautics and Astronautics (’21) at Purdue University, and two B.S. in Mechanical Engineering and Secondary Mathematics Education at the University of Nevada, Reno (’17). Atop their education, Justin is a previous NSF Graduate Research Fellow and has won over a dozen awards for research, service, and activism related to marginalized communities, including the 2020 ASEE ERM Division Best Diversity Paper for their work on test anxiety. As a previous homeless and food-insecure student, Justin is eager to challenge and change engineering engineering education to be a

Relevance Score: 0.012135602

Gender Differences in Global Identity Development: Implications for Intercultural Competence in Higher Education

Conference Session: CANCELLED: Track 6: Technical Session 2: Gender Differences in Global Identity Development: Implications for Intercultural Competence in Higher Education
Collection: 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
Authors: Aparajita Jaiswal, Purdue University at West Lafayette (PPI); Sakhi Aggrawal, Purdue University at West Lafayette (PPI); Vidya Reddy Madana, Purdue University
Tagged Topics: 2025 CoNECD Paper Submissions, Diversity

, “The psychology of globalization.,” Am. Psychol., vol. 57, no. 10, p. 774, 2002, Accessed: Jul. 23, 2024. [Online]. Available: https://psycnet.apa.org/fulltext/2002-18352- 003.html[5] A. Jaiswal, K. Patel, D. Patel, and A. Magana, “Perceived scrum Values, Conflict Resolution Ability, and Cultural Self-Awareness in the Context of System Analysis and Design Teamwork,” in 2022 ASEE Annual Conference & Exposition, 2022.[6] A. Jaiswal, M. Sapkota, and K. Acheson, “Bridging borders: assessing the impact of semester-long study abroad programs on intercultural competence development in undergraduate engineering students,” Int. J. STEM Educ., vol. 11, no. 1, p. 24, May 2024, doi: 10.1186/s40594-024-00483-6.[7] J. M

Relevance Score: 0.011390414

Gendered Impacts of Code Critiquers on Self-Efficacy in First-Year Engineering Students.

Conference Session: Track 6: Technical Session 1: Gendered Impacts of Code Critiquers on Self-Efficacy in First-Year Engineering Students.
Collection: 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
Authors: Mary Benjamin, Michigan Technological University; Laura Albrant, Michigan Technological University; Michelle E Jarvie-Eggart P.E., Michigan Technological University; Leo C. Ureel II, Michigan Technological University; Laura E Brown, Michigan Technological University; Jon Sticklen, Michigan Technological University; AJ Hamlin, Michigan Technological University
Tagged Topics: 2025 CoNECD Paper Submissions, Diversity

Educational Data Mining, 2(1), 3-14.26. Jadud, M. C. (2019). Programming feedback and problem-solving strategies in novice programmers. Computers & Education, 135, 14-29.27. Leinonen, J., & Vihavainen, A. (2020). Artificial intelligence-driven feedback in programming education: Effects on self-efficacy. Journal of Computer Science Education, 28(4), 335-352.28. Pettit, J. B., & Ariza, R. (2021). Formative feedback in online coding platforms: Engagement and retention during the COVID-19 pandemic. ACM Transactions on Computing Education, 21(2), Article 12. https://doi.org/10.1145/345412729. Benjamin, M. E., Brown, L. E., Sticklen, J., Ureel, L. C., & Jarvie-Eggart, M. (2023). Engaging Novice Programmers: A Literature