Conference Session

Full Papers III

Collection

FYEE 2025 Conference

Authors

Qudsia Tahmina, The Ohio State University at Marion; John Francis Simonis, The Ohio State University at Marion

Tagged Topics

Diversity, FYEE 2025

A Hands-on STEM Enrichment Activity to Promote Engineering to High School StudentsAbstractThis full paper discusses a workshop designed to enrich and explore career options for high school students.It has become a norm for higher education institutions to partner with local schools to provide a diverserange of opportunities for students to explore careers in Science, Technology, Engineering and Math(STEM). Facilitating conversations early on in high school about college majors, identifying specific areasof interest, setting career goals and roadmaps and building pathways for successful careers have becomecritical for student success. Due to a lack of understanding of engineering applications

Conference Session

WIP II

Collection

FYEE 2025 Conference

Authors

Olukemi O. Akintewe, University of South Florida

Tagged Topics

Diversity, FYEE 2025

and career aspirations. Training modules are beingdeveloped for mentors through LinkedIn Learning and other resources.Each mentor plays a unique role for the mentee. The peer mentors are available on a weeklybasis, providing academic tutoring and campus support. Mentees meet with their faculty mentorsat least once a semester to share their academic goals and inquire about academic strategies froman educator's perspective. The industry mentors must have at least one virtual or physicalmeeting with their mentees per year. Their role includes mentoring on career readiness,professional development skills, and internship opportunities. Throughout the study, the menteeshave the autonomy to interact with their three-tier mentors outside of the

Conference Session

Full Papers I

Collection

FYEE 2025 Conference

Authors

DeAnna Katey, Virginia Polytechnic Institute and State University; Terrance I Harris, Drexel University

Tagged Topics

Diversity, FYEE 2025

backgrounds. These communities helped mitigate isolation and impostersyndrome, particularly for Black women in engineering.Academic and Professional CEED Mentors helped students prepare for career fairs, join studentorganizations like NSBE, and develop leadership skills. These experiences boosted confidence andprofessional readiness.Challenges Faced Participants reported being the only Black or female student in many classes, leading todiscomfort and self-doubt. Mentors encouraged resilience, with one student recalling advice to “getcomfortable being uncomfortable.”Suggestions for Improvement Students recommended more structured mentor-mentee interactions,personality-based matching, and increased program visibility to enhance engagement and

Conference Session

Full Papers I

Collection

FYEE 2025 Conference

Authors

Anne Marguerite McAlister, University of Virginia; Benjamin Goldschneider, University of Virginia; Lisa Lampe, University of Virginia; David R. Gutierrez, University of Virginia; Esther Tian, University of Virginia; Shaylin Williams, University of Virginia

Tagged Topics

Diversity, FYEE 2025

belonging is complex and no one factor can explain orpredict belonging. These initial findings will inform future studies and provide valuablepreliminary insights for first-year engineering programs interested in enhancing the experiencesand academic outcomes of their students from a belonging perspective.IntroductionMost undergraduate engineering students are in the late stages of adolescence and makingimportant discoveries and decisions about their interests, identities, and goals [1]. Socialization,both in college and pre-college, shapes students’ sense of belonging (SoB) [2]. Students searchfor spaces where they feel belonging, and this search drives choices that shape theirundergraduate careers. Belonging is a fundamental need, driving