Conference Session

Minorities in Engineering Division(MIND) Technical Session 16

Collection

2025 ASEE Annual Conference & Exposition

Authors

Daniel I. Adeniranye, Florida International University; Bruk T Berhane, Florida International University; Jingjing Liu, Florida International University; Julian Rodrigo Sosa-Molano, Florida International University; Gabriel Najera

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transfer students at four-year institutions, with the goal of strengthening engineering identity and supporting national STEM advancement. Prior to joining FIU, Daniel served as a STEM Specialist with the Ministry of Education in Dubai. He is also an author and founder committed to advancing inclusive and impactful STEM education.Dr. Bruk T Berhane, Florida International University Dr. Bruk T. Berhane received his bachelorˆa C™s degree in electrical engineering from the University of Maryland in 2003. He then completed a masterˆa C™s degree in engineering management at George Washington University in 2007. In 2016, he earned a PhDr. Jingjing Liu, Florida International University Dr. Jingjing Liu is a Postdoctoral

Conference Session

Minorities in Engineering Division(MIND) Technical Session 16

Collection

2025 ASEE Annual Conference & Exposition

Authors

Mary J Combs, Quality Measures, LLC; Codjo AC Akpovo, Quality Measures, LLC; Gwen Lee-Thomas, Quality Measures LLC

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AchievementAbstractThe National Science Foundation (NSF) Scholarships in Science, Technology, Engineering, andMathematics (S-STEM) program supports low-income, high-achieving STEM students throughscholarships and tailored support services. This paper compares the implementation and impactof three different S-STEM projects across three diverse institutions—Rowan University, AlbanyState University, and Tennessee University, highlighting their distinct approaches and outcomesfor diverse student populations.At Rowan University (RU), a public R2 university in the northeastern United States, the 5-yearS-STEM project — Engineering Persistence: Support System for Low-Income Students toCatalyze Diversity and Success — targets undergraduate engineering students

Conference Session

Minorities in Engineering Division(MIND) Technical Session 5

Collection

2025 ASEE Annual Conference & Exposition

Authors

Emma Vick, University of Kentucky; Sarah A Wilson, University of Kentucky; Joseph H Hammer; Matthew Whitwer, University of Kentucky; Adrian Nat Gentry, Purdue University at West Lafayette (PWL) (COE)

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and Health-related Outcomes in a National Sample of College Students,” Am. J. Health Educ., vol. 51, no. 6, pp. 383–394, 2020, doi: 10.1080/19325037.2020.1822242.[4] S. K. Lipson, J. Raifman, S. Abelson, and S. L. Reisner, “Gender minority mental health in the US: Results of a national survey on college campuses,” Am. J. Prev. Med., vol. 57, no. 3, pp. 293–301, 2019.[5] E. De Pillis and L. De Pillis, “Are engineering schools masculine and authoritarian? The mission statements say yes,” Journal of Diversity in Higher Education, vol. 1, no. 1. p. 33, 2008.[6] J. C. Garvey and C. V. Dolan, “Queer and Trans College Student Success,” in Higher Education: Handbook of Theory and Research: Volume 36, L. W. Perna, Ed., in

Conference Session

Minorities in Engineering Division(MIND) Technical Session 5

Collection

2025 ASEE Annual Conference & Exposition

Authors

Meira Griffel, Oregon State University; Sarah Oman, Oregon State University

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Development, vol. 58, no. 3, pp. 385-401, 2017.[6] E. Cech and T. Waidzunas, "“Engineers Who Happen To Be Gay”: Lesbian, Gay, And Bisexual Students’ Experiences In Engineering," in 2009 ASEE Annual Conference & Exposition, 2009.[7] E. Cech and T. Waidzunas, "Navigating the heteronormativity of engineering: the experiences of lesbian, gay, and bisexual students," Engineering Studies, vol. 3, no. 1, pp. 1-24, 2011.[8] A. Haverkamp, "The Complexity of Nonbinary Gender Inclusion in Enigneering Culture," in ASEE Annual Conference and Exposition, Salt Lake City, 2018.[9] A. Haverkamp, A. Butler, N. S. Pelzl, M. K. Bothwell, D. Montfort and Q.-L. Driskill, "Exploring Transgender and Gender Nonconforming Engineering Undergraduate Experiences

Conference Session

Minorities in Engineering Division(MIND) Technical Session 15

Collection

2025 ASEE Annual Conference & Exposition

Authors

Hyun Kyoung Ro, University of North Texas; Alberto Garcia Mora, University of North Texas; Abdalrahman Elkharoubi, University of North Texas; Hector R. Siller, University of North Texas; Nandika D'Souza P.E., University of Texas at Dallas

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and practitioners should consider how SHPE programs can not onlyhelp students see themselves as engineers but also promote broader recognition of Latinxstudents as engineers within the field.References[1] J. Doane and M. D. C. Unda, “Texas’ declining diversity of the undergraduate class, 2015- 2022: A critical policy analysis of anti-DEI legislation in the 88th session of the Texas state legislature,” Texas Center for Education Policy, Report, May 2023.[2] C. J. Orr, J. L. Raphael, M. Klein, A. M. S. Corley, A. Tatem, S.-T. T. Li, M. B. Pitt, S. Gustafson, and M. A. Lopez, “Moving toward diversity, equity, and inclusion: Barriers, consequences, and solutions,” Academic Pediatrics, vol. 23, no. 8, pp. 1524-1525, Nov

Conference Session

Minorities in Engineering Division(MIND) Technical Session 13

Collection

2025 ASEE Annual Conference & Exposition

Authors

Carl Anthony Moore Jr, Florida A&M University - Florida State University; Chiang Shih, Florida A&M University - Florida State University; Jeannine E. Turner, Florida State University

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) for funding the BP-AE and ENBP-AE programs, respectively. We alsothank the graduate students and faculty mentors for their dedication and the program participantswhose efforts have been vital to the program’s success. I. References1 “Prior releases.” [Online]. Available: https://ncses.nsf.gov/pubs/nsf22300/prior-releases2 Hewlett, J. A. (2018). Broadening participation in undergraduate research experiences (UREs):The expanding role of the community college. CBE—Life Sciences Education, 17(3), es9.3 Chang, M. J., Sharkness, J., Newman, C., & Hurtado, S. (2010, May). What matters in collegefor retaining aspiring scientists and engineers. In annual meeting of the American EducationalResearch Association, Denver, CO.4 Espinosa, L

Conference Session

Minorities in Engineering Division(MIND) Technical Session 16

Collection

2025 ASEE Annual Conference & Exposition

Authors

Luz Zithviani Gomez, The Ohio State University; Amena Shermadou, The Ohio State University

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: Critical Latinx Indigeneities and Education. Equity & Excellence in Education, 52(2–3), 219–238. https://doi.org/10.1080/10665684.2019.1672591Campbell-Montalvo, R. (2021). Linguistic Re-Formation in Florida Heartland Schools: School Erasures of Indigenous Latino Languages. American Educational Research Journal, 58(1), 32–67.Casanova, S. (2023). The “Other” Mexicans: Indigenous Yucatec-Maya Students’ Experiences with Perceived Discrimination. Journal of Latinos and Education, 22(5), 2178–2199. https://doi.org/10.1080/15348431.2022.2102496Casanova, S., Mesinas, M., & Martinez-Ortega, S. (2021). Cultural knowledge as opportunities for empowerment: Learning and development for Mexican Indigenous

Conference Session

Minorities in Engineering Division(MIND) Technical Session 4

Collection

2025 ASEE Annual Conference & Exposition

Authors

Tamara Pearson, Georgia Institute of Technology; Pamela M Leggett-Robinson, PLR Consulting, Inc.; Kathaleena Edward Monds, Albany State University; Monica Stephens Cooley, Spelman College

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STEM.Although the framework was originally designed to better understand how interruption impactsBlack women in STEM, we believe it can be applied in other contexts. The framework has gonethrough many iterations, and we continue to adjust it, as needed, to ensure its applicability to arange of audiences. We hope that as we continue to refine it, practitioners and researchers willseek ways to apply the framework to their specific population and context of focus.AcknowledgmentsThis material is based upon work supported by the U.S. National Science Foundation underGrant Nos. 2140890, 2140891, 2140892. Any opinions, findings, and conclusions orrecommendations expressed in this material are those of the author(s) and do not necessarilyreflect the views of

Conference Session

Minorities in Engineering Division(MIND) Technical Session 8

Collection

2025 ASEE Annual Conference & Exposition

Authors

Danielle Vegas Lewis; Gerard Dorvè-Lewis, University of Pittsburgh; Linda DeAngelo, University of Pittsburgh

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Minorities in Engineering Division(MIND)

that the intersection of their race or ethnicity and gender serves as anadvantage in facilitating opportunities. For example, Brianna, who is Latina, stated “one of thereason[s] why I’m here is because I got a really big scholarship due to my ethnicity and myaccomplishments. So I think, like, that definitely helps. Being a minority student, it gives yousome advantages.” In contrast, Jordan, a white woman, shared “since I've been [at institution] no,I don't think [my identity as a woman has] had any effect [on my experience].” Additionally, women of Color highlight the importance of communities of peers withshared identities. For example, Nicole, a Black woman, stated: The whole idea [of the minorities in engineering program

Conference Session

Minorities in Engineering Division(MIND) Technical Session 8

Collection

2025 ASEE Annual Conference & Exposition

Authors

Yvette E. Pearson; Casey Harris; Charmane Caldwell, Florida A&M University - Florida State University; Reginald Perry, Florida A&M University - Florida State University; Melanie L Wicinski, Arkansas State University

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) Scholarships in Science, Technology,Engineering and Mathematics (S-STEM) program. S-STEM aims to increase the inclusion ofgraduates from low-income backgrounds in the STEM workforce and/or STEM graduateprograms. We administered a Post-Graduation Plans Survey (PGPS) to all participants tounderstand their post-graduation intentions and the factors that influenced those intentions.To capture post-graduation intentions, we asked if they planned to enter the STEM workforce,STEM master’s or doctoral programs or other advanced degree programs within six months ofgraduating. Due to the small numbers of respondents in each category, we aggregated responsesof intentions to pursue careers in the STEM workforce, graduate degrees (STEM master’s,STEM doctoral), and

Conference Session

Minorities in Engineering Division(MIND) Technical Session 15

Collection

2025 ASEE Annual Conference & Exposition

Authors

Azadeh Bolhari, University of Colorado Boulder; Angela R Bielefeldt, University of Colorado Boulder; Caroline Steely, University of Colorado Boulder

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Engineering. At the beginning and endof the semester, students were invited to participate in the research study and given surveyswhere they identified their gender identity, race, and whether or not they identified asneurodivergent (ND). If the students answered either Yes or Maybe ND, they were given theoption to list which type(s) of ND they identified with. Within the course, 41 studentsparticipated in the pre and/or post-survey (91% responded; only 35 completed both surveys).Only the 7 teams where every participant consented to participate were examined in the research(out of a total of 11 teams).A key activity in the course designed to foster innovation skills was a 10-week long open-ended,team-based project to design an activity for K-12

Conference Session

Minorities in Engineering Division(MIND) Technical Session 15

Collection

2025 ASEE Annual Conference & Exposition

Authors

Syed Ali Kamal, University at Buffalo, The State University of New York; Matilde Luz Sanchez-Pena, University at Buffalo, The State University of New York; Nichole Ramirez, University of Texas at El Paso; Douglas B Samuel

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Minorities in Engineering Division(MIND)

Paper ID #47297Exploring changes in mental health conditions’ stigma levels and help-seekingattitudes among engineering studentsMr. Syed Ali Kamal, University at Buffalo, The State University of New York Syed Ali Kamal is a doctoral student at the Department of Engineering Education at University at Buffalo. He is working as a graduate research assistant at the DARE to CARE lab. His research interests lie in the area of social justice and issues related to diversity, equity and Inclusion.Matilde Luz Sanchez-Pena, University at Buffalo, The State University of New York Dr. Matilde S´anchez-Pe˜na is an assistant professor of

Conference Session

Minorities in Engineering Division(MIND) Technical Session 3

Collection

2025 ASEE Annual Conference & Exposition

Authors

Micheal Oketunde Okegbola, Morgan State University; Oludare Adegbola Owolabi P.E., Morgan State University; Pelumi Olaitan Abiodun, Morgan State University; Olushola V. Emiola-Owolabi, Morgan State University; Julius Ogaga Etuke, Morgan State University

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Minorities in Engineering Division(MIND)

both teams,adapting validated instruments such as the Global Diversity and Inclusion Benchmarks (GDIB),the Team Innovation Implementation (TII) [50], [51], [52], and the Social Capital instruments[53]. These tools were targeted at assessing various aspects of team diversity, communication,trust, collaboration, and innovation. The responses were collected using a 5-point likert scale,ranging from 1 to 5 (i.e. Strongly Disagree to Strongly Agree) [54]. See table 1Table 1. Sample questions from the questionnaire. S/No Question Strongly Agree Neutral Strongly Disagree Agree (A) (N) Disagree (D

Conference Session

Minorities in Engineering Division(MIND) Technical Session 12

Collection

2025 ASEE Annual Conference & Exposition

Authors

Lori Marie Houghtalen, University of Texas at El Paso; Roger V. Gonzalez P.E., University of Texas at El Paso; Samahara Quintana Chavez, University of Texas at El Paso; Juno Alvarez Morales, University of Texas at El Paso; Guillermo Beckmann, University of Texas at El Paso

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Minorities in Engineering Division(MIND)

] “2023 SHPE-LDC U.S. Latinos in Engineering and Tech Report,” SHPE. Accessed: Sep. 30, 2024. [Online]. Available: https://shpe.org/news-posts/2023-latinos-in-engineering-and-tech- report/[2] “DataLab | PowerStats.” Accessed: Jan. 15, 2025. [Online]. Available: https://nces.ed.gov/datalab/powerstats/152-national-postsecondary-student-aid-study- administrative-collection-2018-undergraduates/averages-medians-percents[3] “Industry & Jobs.” Accessed: Sep. 20, 2024. [Online]. Available: https://www.elpasotexas.gov/economic-development/economic-snapshot/industry-and-jobs/[4] “UTEP College of Engineering Data Fact Sheet.” [Online]. Available: https://www.utep.edu/engineering/_files/docs/fact-sheet/coen-factsheet.pdf[5] S. R

Conference Session

Minorities in Engineering Division(MIND) Technical Session 5

Collection

2025 ASEE Annual Conference & Exposition

Authors

Animesh Paul, University of Georgia; Kevin Jay Kaufman-Ortiz, Purdue University/Cornell University; Crystal Alicia Nattoo, Stanford University; Yeswanth (Yash) Tadimalla, University of North Carolina at Charlotte

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the heteronormativity of engineering: The experiences of lesbian, gay, and bisexual students,” Eng. Stud., vol. 3, no. 1, pp. 1–24, Apr. 2011, doi: 10.1080/19378629.2010.545065.[2] B. E. Hughes, “‘Managing by not managing’: How gay engineering students manage sexual orientation identity,” J. Coll. Stud. Dev., vol. 58, no. 3, pp. 385–401, Apr. 2017, doi: 10.1353/csd.2017.0029.[3] K. J. Cross, S. Farrell, and B. E. Hughes, Eds., Queering STEM culture in US higher education: Navigating experiences of exclusion in the academy. New York: Taylor & Francis Group, 2022. doi: 10.4324/9781003169253.[4] A. Paul and R. S. Lewis, “Understanding the workplace transition experiences of undergraduate queer

Conference Session

Minorities in Engineering Division(MIND) Technical Session 10

Collection

2025 ASEE Annual Conference & Exposition

Authors

Elodie Billionniere, Miami Dade College; Lawrence Eric Meyer Jr, Miami Dade College

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provided for REP Scholars and non-scholars participating inthe EmTech degree pathways. The team performed logistic regression to determine how REPaffected the students’ likelihood of persevering, a binary outcome. Thus, it was a superior toolcompared to the linear counterpart alone. The dependent variable, semester-to-semesterretention, was coded in the binary format of 0 and 1, transforming the linear predictor into aprobability via the logistic curve—an S-shaped function [26].Key OutcomesThe following summarizes data collected by the survey responses from the REP Scholars duringthe fall (48) and spring (61) semesters of the 2023-2024 school year. All matriculated REPscholars took the survey, meaning the survey had a 100% response rate.As shown

Conference Session

Minorities in Engineering Division(MIND) Technical Session 6

Collection

2025 ASEE Annual Conference & Exposition

Authors

Colten Van Voorhis, Texas A&M University - Commerce; Yuehua Wang, Texas A&M University - Commerce

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of universities is another task al-together that’s equally important. By building upon continued efforts, future directions can drivemeaningful progress toward equity in STEM education. Such efforts will ensure that STEM fieldsaccurately reflect the overall diversity of the population as a whole, as well as create innovationand excellence for every student engaging in STEM curriculum.AcknowledgeThis work is supported in part by the National Science Foundation (NSF) under Grant No. 2301868and the National Institute of Food and Agriculture (USDA NIFA) Grant No. 2023-70020-40570 .References [1] S. R. Howe, “Culture at work: A comparative analysis of advertising for

Conference Session

Minorities in Engineering Division(MIND) Technical Session 3

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kassandra Fernandez, University of Florida; Krista Dulany Chisholm, University of Florida; Nancy Ruzycki, University of Florida

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are defined as non-technical skills necessary for engineeringpractice [22], such as teamwork, leadership, and communication. Perceptions of mentorship aredefined as an individual’s thoughts and feelings about their experience as part of a mentoringrelationship, which may form between any more experienced individual (mentor) and any lessexperienced individual (mentee).1.1 The GGEE Summer ProgramThe Goldberg Gator Engineering Explorers (GGEE) program, designed in 2021 and firstimplemented in 2022, serves K-12 students from under-resourced school districts at STEMsummer and afterschool programs across the state of Florida at no cost to their parent(s) orguardian(s) [23], [24]. These programs are meant to foster a computational thinking

Conference Session

Minorities in Engineering Division(MIND) Technical Session 1

Collection

2025 ASEE Annual Conference & Exposition

Authors

Eleazar Marquez, The University of Texas Rio Grande Valley; Hiram Moya, The University of Texas Rio Grande Valley; Anil Kumar Srivastava, The University of Texas Rio Grande Valley

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received full-time employment offers after graduation. Additionally, four otherUTRGV students have received internship offers for the summer of 2025, and eight new studentsare being hired to join in Fall 2025.REFERENCES[1] S Hurtado, K Eagan, T Figueroa, B Hughes. Reversing Underrepresentation: The Impact ofUndergraduate Research Programs on Enrollment in STEM Graduate Programs. Los Angeles:Higher Education Research Institute, 2014.[2] Petrella, John K and Alan P Jung. “Undergraduate Research: Importance, Benefits, andChallenges” International journal of exercise science vol. 1,3 91-95. 15 Jul. 2008.[3] Carter, F. D., Mandell, M., & Maton, K. I. (2009). The Influence of On-Campus, AcademicYear Undergraduate Research on STEM Ph. D. Outcomes

Conference Session

Minorities in Engineering Division(MIND) Technical Session 3

Collection

2025 ASEE Annual Conference & Exposition

Authors

Micheal Oketunde Okegbola, Morgan State University; Pelumi Olaitan Abiodun, Morgan State University; Oludare Adegbola Owolabi P.E., Morgan State University; Abiola Olayinka Ajala, Morgan State University

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Minorities in Engineering Division(MIND)

, results, and conclusions or recommendations which were expressed in the study arethose of the author(s) and do not necessarily reflect the views of the NSF.REFERENCES[1]​ L. D. Gonzales, K. Hall, A. Benton, D. Kanhai, and A.-M. Núñez, “Comfort over Change: a Case Study of Diversity and Inclusivity Efforts in U.S. Higher Education,” Innov. High. Educ., vol. 46, no. 4, pp. 445–460, Aug. 2021, doi: 10.1007/s10755-020-09541-7.[2]​ M. Covington, K. McClain, B. Dwyer, and A. A. Hilton, “Multicultural Education And Diversity Outcomes at Historically Black Colleges and Universities (HBCUs),” Multicult. High. Educ. Increasing Access Improv. Equity 21st Century, p. 143, 2020.[3]​ A. Killough, E. Killough, J. Burnett, and G. Bailey, “The

Conference Session

Minorities in Engineering Division(MIND) Technical Session 6

Collection

2025 ASEE Annual Conference & Exposition

Authors

Anna-Lena Dicke, University of California, Irvine; David A. Copp, University of California, Irvine; Analia E. Rao, University of California, Irvine

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Minorities in Engineering Division(MIND)

encounter along with a tendency to engage inengineering-like tasks from an early age [10]. These attitudes are likely to positively affectstudents’ engagement with their engineering studies. More research is needed to betterunderstand whether these factors play a similar role for transfer students and which other assetsand challenges are relevant to their unique engineering journeys.Thus, the current study aims to explore the challenges and obstacles along with the invaluablepersonal assets of engineering transfer students enrolled in an NSF S-STEM scholarship programfor academically talented, community college transfer students with unmet financial needs fromdiverse backgrounds. More specifically, we analyzed essays from 122 engineering

Conference Session

Minorities in Engineering Division(MIND) Technical Session 6

Collection

2025 ASEE Annual Conference & Exposition

Authors

Haiying Long, University of Kansas; Jingjing Liu, Florida International University; Joseph Ronald Sturgess, Florida International University; Julian Rodrigo Sosa-Molano, Florida International University; Bruk T Berhane, Florida International University; Stephen Secules, Florida International University

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Minorities in Engineering Division(MIND)

with physical disabilities.Dr. Bruk T Berhane, Florida International University Dr. Bruk T. Berhane received his bachelorˆa C™s degree in electrical engineering from the University of Maryland in 2003. He then completed a masterˆa C™s degree in engineering management at George Washington University in 2007. In 2016, he earned a PhDr. Stephen Secules, Florida International University Dr. Stephen Secules is an Assistant Professor in the School of Universal Computing, Construction, and Engineering Education at Florida International University. Secules holds a joint appointment in the STEM Transformation Institute and a secondary appointment in the Department of Mechanical and Materials Engineering. He has bachelor

Conference Session

Minorities in Engineering Division(MIND) Technical Session 13

Collection

2025 ASEE Annual Conference & Exposition

Authors

Melissa Lepe, University of California, Irvine; Spencer Currie, University of California, Irvine; Kevin Jay Kaufman-Ortiz, Purdue University/Cornell University; Charlie Díaz, University of Pittsburgh; Gerard Dorvè-Lewis, University of Pittsburgh; Linda DeAngelo, University of Pittsburgh; Natascha Trellinger Buswell, University of California, Irvine

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Minorities in Engineering Division(MIND)

“hypercompetitiveness” of engineering is a barrier for the development of Latiné students’ sense​of belonging in their engineering major at a HSI [18]. This is compounded by systemiceducational inequities faced by the Latiné population as they progress through their K-12education [4]. Furthermore, students in Esquinca et al.’s study felt as though negativepedagogical practices (e.g., instructors making courses extremely difficult to weed out students[22]) also inhibit students’ sense of belonging [18]. Our analysis demonstrates that the corollaryto this statement appears valid as well: more inclusive and accessible teaching practices helpstudents’ sense of belonging grow. Finally, Latinas and non-binary Latiné students experiencethe “double bind” of not only

Conference Session

Minorities in Engineering Division(MIND) Technical Session 2

Collection

2025 ASEE Annual Conference & Exposition

Authors

Aldo R Pinon Villarreal, Angelo State University

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Minorities in Engineering Division(MIND)

for their useful observations and encouragement.References[1] A. F. Chávez, and S. D. Longerbeam, “Teaching across cultural strengths: A guide to balancing integrated and individuated cultural frameworks in college teaching (First edition).” Stylus Publishing, LLC. 2016.[2] E. Montenegro, and N. A. Jankowski, “Focused on what matters: Assessment of student learning outcomes at minority serving institutions. Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment (NILOA). April 2015.[3] D. Shapiro, A. Dundar, J. Chen, M. Ziskin, E. Park, V. Torres, and Y. Chiang, “Completing college: A national view of student attainment rates (Signature Report No

Conference Session

Minorities in Engineering Division(MIND) Technical Session 5

Collection

2025 ASEE Annual Conference & Exposition

Authors

Winifred Opoku, The Ohio State University; Monica Farmer Cox, The Ohio State University; Dira Melissa Delpech, The Ohio State University; Jameka Wiggins, The Ohio State University

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Minorities in Engineering Division(MIND)

researchnetwork to explore the demonstration of psychological safety within the network. In amulti-institutional research network such as [Name of Research Network], the organization’sprimary goals involve creating new knowledge and finding new ways to tackle systemicproblems.To achieve the goals of the research network, participants are required to contribute to thecontinuous improvement of activities and research products to achieve the goals of the network.Participants make their contributions by sharing their ideas, by collaborating with otherparticipants, as well as by trying out new ways of doing things. While these activities have thepotential to benefit the goals of the research network, they could pose certain risks to theparticipant(s) involved

Conference Session

Minorities in Engineering Division(MIND) Technical Session 4

Collection

2025 ASEE Annual Conference & Exposition

Authors

Adrian Rodriguez, The University of Texas at Austin; Andrea Lidia Castillo, Arizona State University; Ashish D Borgaonkar, New Jersey Institute of Technology

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proposed timeline detailed in the section above topublish a full paper in a future ASEE conference.References[1] S. Malcolm, “Strengthen the case for DEI,” Science, vol. 383, no. 6690, Mar. 28, 2024. [Online]. Available: https://doi.org/10.1126/science.adp4397. [Accessed: Dec. 29, 2024].[2] “Pivotal moments in higher education DEI,” Insight into Diversity, Sept. 17, 2023. [Online]. Available: https://www.insightintodiversity.com/pivotal-moments-in-higher- education-dei/. [Accessed: Dec. 30, 2024].[3] K. Kearney, C. D. Wilson, and E. Ramirez, “Overcoming barriers of incorporating diversity, equity, and inclusion initiatives in nursing schools,” Journal of Nursing Education, vol. 63 (1), pp. 1-4, Sept. 2023.[4] R.H. Stout, C. Archie

Conference Session

Minorities in Engineering Division(MIND) Technical Session 2

Collection

2025 ASEE Annual Conference & Exposition

Authors

Royce A Francis, The George Washington University; Jerrod A Henderson, William A. Brookshire Department of Chemical & Biomolecular Engineering; David Horton Jr, University of Houston

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Minorities in Engineering Division(MIND)

complete your project. - Can you tell me about how your team formulated the problem(s) your project addresses? - How did your project formulation or scope change over time? - Why do you think your team went about things in this way? - Tell me about some of the technical choices your team made and why. - What types of data, observations, experiences, or other factors influenced what your team did? - How do you feel the technical aspects of your work influenced the ways your team worked together? - Conversely, how do you feel the ways your team worked together influenced the technical choices your team made?Q4: Continuing with this project, what are the work processes your team engaged in

Conference Session

Minorities in Engineering Division(MIND) Technical Session 1

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jad El Harake, Vanderbilt University; Jonathan Ehrman, Department of Biomedical Engineering, Vanderbilt University, Nashville, TN, USA; Katrina L. Leaptrot, Vanderbilt University

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Minorities in Engineering Division(MIND)

ofthe proposed process.References [1] D. G. Smith and N. B. Schonfeld, “The Benefits of Diversity what the Research Tells Us,” Campus, vol. 5, no. 5, pp. 16–23, Nov. 2000, doi: 10.1177/108648220000500505.[2] D. van Knippenberg and J. N. Mell, “Past, present, and potential future of teamdiversity research: From compositional diversity to emergent diversity,” Organ. Behav.Hum. Decis. Process., vol. 136, pp. 135–145, Sep. 2016, doi: 10.1016/j.obhdp.2016.05.007.[3] P. R. Hernandez, A. Woodcock, M. Estrada, and P. W. Schultz, “UndergraduateResearch Experiences Broaden Diversity in the Scientific Workforce,” BioScience, vol. 68,no. 3, pp. 204–211, Mar. 2018, doi: 10.1093/biosci/bix163.[4] S. E. Woo, J. M

Conference Session

Minorities in Engineering Division(MIND) Technical Session 13

Collection

2025 ASEE Annual Conference & Exposition

Authors

Fahad Khan, Springfield Technical Community College

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Diversity

Tagged Divisions

Minorities in Engineering Division(MIND)

Research Journal, vol. 54, pp. 135S-139S.[7] K. M. Alvarado-Young, Rural Hispanic-Serving Institutional Context on the Development of Hispanic -Serving and Strategies, Corvallis: Oregon Stat University, 2020.[8] G. A. Garcia, "Defined by outcomes or culture? constructing an organizational identity for Hispanic- serving institutions.," American Education Research Journal, vol. 54, pp. 111S-134S, 2017.[9] S. E. G. T. W. C. H. A. D. a. D. X. M. Angela Frederick, "The Emerging STEM Paths and Science Identities of Hispanic/Latinx College Students: Examining the Impact of Multiple Undergraduate Research Experiences," 2021. [Online]. Available: https://pmc.ncbi.nlm.nih.gov/articles/PMC8734379/. [Accessed 14 November 2024].[10] M. L

Conference Session

Minorities in Engineering Division(MIND) Technical Session 2

Collection

2025 ASEE Annual Conference & Exposition

Authors

Simonne Renee Whitmore, Southern University and A&M College

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering Division(MIND)

professional success for African American students in constructionmanagement.References[1] Construction managers. (2023, August 29). Bureau of Labor Statistics. https://www.bls.gov/ooh/management/construction-managers.htm[2] Summary tables. (n.d.). https://nces.ed.gov/ipeds/SummaryTables/report/812?templateId=8122&year=2023&e xpand_by=0&number_or_percent=1&tt=aggregate&instType=1&sid=3c34877d-7869-440c- ba22-8a22480aa6ff[3] Whitmore, S. R., & Ojajuni, O. P. (2023, June), Are Construction Management Education Programs Producing Sufficient Numbers of Minority Graduates to Meet Demand? Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore, Maryland. 10.18260/1-2--42289[4] Ochoa, G. L