Conference Session

An ECSJ Art Show - Equity and Justice through Art (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 6)

Collection

2025 ASEE Annual Conference & Exposition

Authors

D. C. Beardmore, University of Colorado Boulder; Angela R Bielefeldt P.E., University of Colorado Boulder

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education Division (EQUITY), Equity

. Research advisors often control a graduate student’sfunding, research topic, and acceptance to their graduate program [1]. Faculty often have significantinfluence over a student’s career prospects [2]. Additionally, the one-on-one pedagogical approach toPh.D. and research-based master’s programs can leave students vulnerable to faculty harassment andabuse [2]. Graduate students are often under a high level of emotional, physical, and psychological stress[3], [4], [5]. Interpersonal abuse is one of the most common sources of graduate student stress [5].Understanding the power differential between graduate students and faculty offers the STEM communitymultiple opportunities to positively impact the academic journey, professional advancement, health

Conference Session

Engineering Technology Division (ETD) Technical Session 4

Collection

2025 ASEE Annual Conference & Exposition

Authors

Marilyn Barger P.E., FLATE (Florida Advanced Technological Education Center of Excellence); Richard Gilbert, University of South Florida; Sidney E Martin III, Saint Petersburg Junior College; Ron Eaglin, Daytona State College

Tagged Divisions

Engineering Technology Division (ETD)

institutions within West Virginia. The BridgeValley Community and Technical CollegeElectrical Engineering Technology concentration is shown in Table 1. Unless otherwise noted,these courses are three credit hours within sixteen weeks. The courses listed for each semesterare not prioritized. However, all the courses must be completed before moving forward. Thephysics and mathematics courses can be replaced with their bachelor's degree counterparts. Thisflexibility depends upon a student's previous courses or professional experience. The curriculumrequires future

Conference Session

Broadening Participation in Civil Engineering

Collection

2025 ASEE Annual Conference & Exposition

Authors

Bin (Brenda) Zhou, Central Connecticut State University

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering Division (CIVIL)

Study)Introduction Colleges and universities need to educate engineering students who are technicallycompetent and ready to contribute to the needs of our increasingly diverse society. In addition toemphasizing graduates’ ability to analyze issues in professional ethics, ABET’s EngineeringAccreditation Commission (EAC) recently added applications of diversity, equity, and inclusionprinciples to the program criteria for civil and similarly named engineering programs [1]. Aftertwo years of optional pilot, EAC adopted the principles of diversity, equity, and inclusion intogeneral Criteria 5 Curriculum and Criteria 6 Faculty in their 2025-2026 accreditation cycle [2].However, the ABET Board of Directors approved the removal of all references

Conference Session

Instrumentation in Engineering Projects

Collection

2025 ASEE Annual Conference & Exposition

Authors

Cyril B Okhio P.E., Kennesaw State University; Theodore Orrin Grosch, Kennesaw State University; Austin B. Asgill P.E., Kennesaw State University; Saiyda N Bey

Tagged Divisions

Instrumentation Division (INST)

network, offering a more versatile and efficient solution. [Source XXIII]LPDA (Log Periodic Dipole Arrays) as a reflector antenna feed offers a wide range ofapplications. However, phase center of the LPDA changes depending on the operationfrequency, which, in turn, leads to defocusing loss as frequency changes. In this study, thedesign of 1-18 GHz printed LPDA antenna is used as a linearly polarized feed for theparabolic reflector which has a 1.2 m diameter. Optimal feed position and f/D ratio are chosenthrough extensive simulations. Performance parameters such as VSWR, gain and half powerbeamwidth are presented. Minimum aperture efficiency was recorded as 0.27 at the targetband. [Source XXIV]This resource discusses various operating principles

Conference Session

Persistence, Outcomes and Barriers for Women in Engineering

Collection

2025 ASEE Annual Conference & Exposition

Authors

Margaret B. Bailey Ph.D., P.E., Rochester Institute of Technology (COE); Carol Elizabeth Marchetti, Rochester Institute of Technology (COE); Jessica C Bennett, Association of Public and Land-grant Universities; Iris V. Rivero Ph.D., University of Florida; Gloria L. Blackwell, American Association of University Women (AAUW)

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering Division (WIED)

develop theuniversity’s first list of benchmark institutions for salary comparison [1, Appendix C]. RIT’sNSF ADVANCE IT-Catalyst project (081107, 2008-2011) was a key motivator to furtherprogress. After a 2008 internal climate survey [2] revealed significant differences in perceptionregarding salary equity by gender, RIT Human Resources (HR) and Institutional Research (IR)launched annual salary equity studies for faculty. After controlling variables such as department,degree earned, years in rank, and terminal degree, gender-based gaps in average salary werefound at each faculty rank [3], [4]. Similarly, the American Association of University Professorsreports lower salaries for women at every faculty rank, a finding that is persistent over time

Conference Session

ERM Technical Session: Professional Formation & Career Aspirations

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kirsten Heikkinen Dodson, Lipscomb University; René Marie Rosalie Marius

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

based on a participant’s experiences in HEPs. Other papers publishedfrom this research study provide reasoning and background for this analysis. The research design is amixed methods approach including quantitative methods via a survey which informed the qualitativemethod via interviews [1]. To study the interactions among professional responsibility, HEPs, and DEI,two existing instruments were combined into a survey provided to engineering students and professionals.The Engineering Professional Responsibility Assessment (EPRA) was used to understand the perspectivesof students toward professional and social responsibility with special emphasis on recording participationin engineering service or humanitarian engineering projects (HEPs) [2

Conference Session

Marginalization, Identity, and Student Development (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 9)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Corin L. Bowen, California State University, Los Angeles; Joseph Valle, Purdue University – West Lafayette (College of Engineering); Shannon M Clancy, Elizabethtown College; Kaylla Cantilina, Northeastern University

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education Division (EQUITY), Equity

diverse students. However, the study also offers insightinto potential approaches for power-building amongst marginalized students, who are the bestexperts in their own experiences.IntroductionThis study takes place at a research-intensive, highly-selective public university in theMidwestern United States. This institution, and its engineering college, serves primarily whitestudents from highly affluent financial backgrounds [1], a similar educational context to eliteinstitutions throughout the United States and the Global North. Despite its legal status as a“public” institution, a previous study of engineering undergraduate student outcomes at thisinstitution found that two-thirds of the undergraduate engineering students came fromhouseholds

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kay Wille, University of Connecticut; Connie Syharat, University of Connecticut; Arash Esmaili Zaghi P.E., University of Connecticut; Sarira Motaref P.E., University of Connecticut; Marisa Chrysochoou, University of Missouri - Columbia

Tagged Topics

Diversity, NSF Grantees Poster Session

current system [1]. Traditionalapproaches to departmental change often emphasize immediate interventions, such asintroducing new courses, adjusting syllabi, or launching short-term faculty developmentworkshops. However, in the absence of deeper shifts, such initiatives can fail to take hold,especially when unanticipated leadership transitions leave newly implemented practices withoutchampions or embedded policies. In this example, the University of Connecticut (UConn) Schoolof Civil and Environmental Engineering (SoCEE), former department of CEE, embraced atransformative vision for engineering education by cultivating a strength-based culture in whichneurodiversity is embraced as an asset [2]. Instead of seeing cognitive variations like

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Varun K Kasaraneni, Gannon University; Karinna M Vernaza, Gannon University; Lin Zhao, Gannon University

Tagged Topics

NSF Grantees Poster Session

successful collaborativeprogram that positively impacts both the community and partner organizations.IntroductionThe SEECS program has been in operation since the fall of 2009, with NSF S-STEM funding forall but one of those years. The grant activity has always had as a foundational element theuniversity mission which prominently features service to others. This service component hasbeen affected through community-based, engineering-forward projects completed by students inservice of some unmet community need [1],[2],[3]. SEECS has collaborated with variousexternal stakeholders on community-focused projects, engaging with organizations that supportindividuals with disabilities, at-risk youth, veterans, and environmental initiatives

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Wei Wayne Li, Texas Southern University; Desirée Jackson Ph.D., Texas Southern University; Mahesh Vanjani, Texas Southern University; Yvette E. Pearson P.E., University of Texas at Dallas; Lila Ghemri; Shishir Shishodia, Texas Southern University; Huan Xie, Texas Southern University; Linda Michelle Gardiner, Texas Southern University

Tagged Topics

Diversity, NSF Grantees Poster Session

. Leveraging data from a National Science Foundation(NSF) Alliance for Graduate Education and the Professoriate (AGEP) project, we analyzepatterns in graduate student success, retention, and postdoctoral career trajectories in STEMdisciplines at TSU. Our findings reveal differences in faculty development participation,financial support, and degree completion rates, highlighting systemic challenges andopportunities for improvement. This study provides data-driven recommendations for TSUspecifically and for similar institutions, aiming to strengthen research capacity and enhancegraduate student outcomes1. IntroductionThe goal of the NSF’s AGEP program is to “increase the number of historically underrepresentedminority faculty in STEM” [1]. TSU partnered

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Lisa A. Giacumo, George Mason University; Arvin Farid, Boise State University; Mojtaba Sadegh, Boise State University; Rafael Leonardo da Silva, Boise State University

Tagged Topics

Diversity, NSF Grantees Poster Session

Department,George Mason UniversityArvin Farid, Ph.D., P.E., Professor, Civil Engineering, Boise State UniversityMojtaba Sadegh, Ph.D., Associate Professor, Civil Engineering, Boise State UniversityRafael da Silva, Ph.D., Assistant Professor, Organizational Performance and Workplace LearningDepartment, Boise State UniversityScott Lowe, Ph.D., Dean, Graduate College, Boise State UniversityKeywords: Graduate degrees, Engineering, Stakeholders, Support system, Higher Education 1 S-STEM: Challenges Stakeholders Face in Supporting Low-Income, First-Generation, and/or Rural Graduate Students There is a growing need to train

Conference Session

Liberal Education/Engineering & Society Division (LEES) Technical Session 9: Collaboration and Community

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jacqueline Rose Tawney, California Institute of Technology; Morgan L Hooper, University of Toronto; Harly Ramsey, University of Southern California; Maria Jose Azcona Baez, California Institute of Technology; Meredith Hooper, California Institute of Technology; Matthew Alexander Langley; Nina Mohebbi, California Institute of Technology; Micah Kalaihi Kushi Nishimoto, California Institute of Technology; Kay T Xia, California Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

- dered if there was a way to validate and promote these discussions at the intersection of engineering, community, and identity as an integral part of STEM education and practice, when in their experience, they had often remained at the fringe or relegated to courses outside of the technical curriculum.Background and motivationScenario #0 above marks a turning point in the development of a course titled Effective andEnduring Advocacy: Leading with Compassion in STEM, catalyzing its transition from an earlyconcept into a fully supported Pilot Course [1]. We now offer the present work, a CollaborativeAutoethnography (CAE), which explores the impacts of the course on both students andfacilitators.Development of the Pilot Course

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 4

Collection

2025 ASEE Annual Conference & Exposition

Authors

Yunus Doğan Telliel, Worcester Polytechnic Institute; Sarah E. Stanlick, Worcester Polytechnic Institute; Shamsnaz Virani Bhada, Worcester Polytechnic Institute; Gillian Smith; Ruth McKeogh, Worcester Polytechnic Institute; Sarah Riddick, Worcester Polytechnic Institute

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

students’needs and aspirations as well as to explore experiential learning approaches to ethics trainingacross the curriculum. As part of our collaborative work, we developed a pedagogicalframework that approaches the IRB as a learning opportunity that is meaningful andtransformative. This framework addresses two major challenges each of us has encountered in ourundergraduate project advising: cultivating researcher identity and human impacts of research: 1. The first challenge is the tendency among students to shy away from building a strong sense of researcher identity in student projects that have research components. Whether involving ‘human subjects’ or not, most of our students often assume that research is a discovery of

Conference Session

Advancing Robotics Education: Frameworks, Platforms, and Teacher Preparation for K-12 Engagement

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jennifer Jill Kidd, Old Dominion University; Kristie Gutierrez, Old Dominion University; Min Jung Lee, University of North Dakota; Danielle Marie Rhemer, Old Dominion University; Krishnanand Kaipa, Old Dominion University; Pilar Pazos, Old Dominion University; Stacie I Ringleb, Old Dominion University; Orlando M Ayala, Old Dominion University; Francisco Cima; Isaac Koduah Kumi, Old Dominion University

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

students bolsteredhers. Kayla, in contrast, developed self-efficacy over time through a productive partnership witha supportive engineering student. These cases highlight the complex relationship between partnerdynamics, teaching roles, perceived success, and self-efficacy development. Implications forsupporting PSTs in engineering-integrated experiences are discussed. Introduction Nationwide engineering and coding standards in K-6 curriculum [1], [2] make instructionin these subjects essential for elementary teacher preparation. Along with content andpedagogical knowledge, preservice teachers (PSTs) need a belief in their ability to teach, alsoknown as teaching self-efficacy [3], [4]. Accordingly

Conference Session

Engineering Identity and Student Support (Features 2 papers of STDT)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Katharine Sarah Getz, Pennsylvania State University

Tagged Topics

Diversity

Tagged Divisions

Student Division (STDT)

). Each measure used a seven-point Likert scale 6from (1) strongly agree to (7) strongly disagree. Questions throughout the scales wereappropriately reversed. Demographic information was collected.PositionalityKatharine Getz is a white lesbian who believes in the expansiveness of self, gender, andsexuality. Her motivation to research the experiences of belonging and identity for LGBTQ+undergraduate engineering students comes from her own experiences and observations of herpeers. Her academic background is in chemical engineering, sexuality and gender studies, andengineering education, and her mentor for this project comes from an experienced

Conference Session

ERM Technical Session: Examining Identity

Collection

2025 ASEE Annual Conference & Exposition

Authors

Muhammad Asghar, University of Cincinnati; David Reeping, University of Cincinnati; Gregory Warren Bucks, University of Cincinnati; Jeff Kastner, University of Cincinnati; Teri J Murphy, University of Cincinnati; Sheryl A. Sorby, University of Cincinnati

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

significant disadvantage. Many face challenges catching up or may never evenbegin. Research highlights that institutional barriers like these contribute to lower completion ratesamong students from underrepresented gender, racial, and ethnic groups [1]. Similarly, the subjectsof this study i.e., first-generation college students (FGCS) [2] and non-traditional students (NTS)[3] also experience lower rates of degree completion compared to their peers due to the similarreasons. First-generation college students (FGCS) are the first in their immediate families to pursuecollege education (neither of their parents has a bachelor’s degree) [2]. The National Center forEducation Statistics (NCES) identifies seven key traits that distinguish NTS from

Conference Session

Civil Engineering Division (CIVIL) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Valeria Dayana Izurieta; MiguelAndres Andres Guerra P.E., Universidad San Francisco de Quito USFQ; David Francisco Coronado

Tagged Divisions

Civil Engineering Division (CIVIL)

' knowledge and determinetheir readiness to progress in their studies [1]. These exams are typically individual, time-limited, and closed-book, with no external aids allowed. While they serve the purpose ofevaluating students' understanding, there is substantial evidence showing that traditionalexams can induce significant stress and anxiety, negatively affecting students'performance[2], [3]. Many students report that stress and worry cause them to forgetimportant information during the exam, even when they possess the necessary knowledge[4], [5], [6], [7] . The pressure to perform within a limited timeframe exacerbates theseissues, leading to what is commonly referred to as "blanking out" during exams [8]. Thiswidespread stress is not unique to

Conference Session

Chemical Engineering Division (ChED) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jennifer Fiegel, The University of Iowa

Tagged Topics

Diversity

Tagged Divisions

Chemical Engineering Division (ChED)

students. Students often express astrong sense of pride in becoming an engineer and believe that their hard work, perseverance,and ability to overcome rigorous challenges are a testament to their capability and worthiness inthe field.[1] However, the intense, high-pressure culture within engineering programs often takesa serious toll on students' mental health. Engineering students, even before the COVID pandemichit, were reporting higher levels of stress, anxiety, and depression than the general studentpopulation, but are less likely to seek help.[2-4] Their well-being is connected to whether theyfeel like the academic environment is supportive, hostile, or something in between.Culture change is a gradual process, requiring time, commitment, and

Collection

2025 ASEE Annual Conference & Exposition

Authors

Taylor Mone Smith, University of Texas at Austin; Earl W. Huff Jr., University of Texas at Austin; Hansika Murugu, University of Maryland, College Park

Tagged Topics

Diversity

Tagged Divisions

Computing and Information Technology Division (CIT)

and skills in integratingaccessibility into product development. The course began with 35 students, the maximum enrollment limit, and concluded with29 students. It met once a week for 2 hours and 45 minutes. Each session was divided into two[THE SHIFT TOWARDS INCLUSION AND ACCESSIBILITY] 4parts: a 1 hour and 15-minute lecture covering the week’s topic, followed by a 15-minute break.The second half of the class involved interactive in-class activities to reinforce the lecture’sconcepts. Guest speakers from various companies specializing in accessibility and UX replacedsome lectures throughout the semester, sharing their professional experiences and insights. Students’ grades were

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 11

Collection

2025 ASEE Annual Conference & Exposition

Authors

Benjamin Edward Chaback, Virginia Polytechnic Institute and State University; Lisa D. McNair, Virginia Polytechnic Institute and State University; David Gray, Virginia Polytechnic Institute and State University; Mark Vincent Huerta, Virginia Polytechnic Institute and State University; Ernesto Adolfo Cuesta Alvear, Virginia Polytechnic Institute and State University; Atlas Vernier, Virginia Polytechnic Institute and State University

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

degree. Increasingly, all constituent groups cite advantages inbeginning experiential learning early – in the first or second year of college. The Interdisciplinary Projects course IDPro had 80 students enrolled in 2024, which wasoffered at both the 2000 and 4000 levels for 1-3 credit hours. IDPro was designed to providestudents with team-based, interdisciplinary, vertically integrated, project-based learningexperience before their degree-specific capstone. Examples of IDPro projects include researchprojects, industry sponsored projects, and topic-based projects selected by undergraduatestudents. IDPro functions as a 15-week course with projects expanding across semesters forstudents to continue developing over time as they hone their

Conference Session

Community and Industry Collaboration for Sustainable Development

Collection

2025 ASEE Annual Conference & Exposition

Authors

Angela R Bielefeldt, University of Colorado Boulder

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division (COMMENG)

that they are active participants and partners with scientists. Recent discussionsof CER are explicit in recognizing a continuum of engagement [1],[2]. CER is an umbrella ideaunder which more defined sub-types are found including community-based participatoryresearch (CBPR) [3]. A rough conceptual idea of forms of academic engagement withcommunities is shown in Figure 1, where areas within the gray box represent different forms andintensity of engagement. The activities located closer to the right side of the box represent moreleadership and agency by communities and therefore may be more likely to meet their goals. Figure 1. Examples of different

Conference Session

Liberal Education/Engineering & Society Division (LEES) Technical Session 6: LEES Works in Progress

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ymbar Isaias Polanco Pino, Tufts University; Luis Federico Suarez, Tufts Center for Engineering Education and Outreach; Greses Perez P.E., Tufts University; Koral Melissa Nuñez Javeir; L. Clara Mabour, Tufts Center for Engineering Education and Outreach; Taisha Pierre, Tufts Center for Engineering Education and Outreach; Mia Jimenez, Tufts Center for Engineering Education and Outreach

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

ofcommunities while introducing foundational engineering concepts. Drawing on culturallysustaining pedagogy and positionality theory, this study analyzes how the identities of instructorsshaped lesson design and delivery, and how students’ engagement with engineering wasinterpreted through a multimodal and multilingual lens. Data sources included instructorjournals, field notes, and community conversations. The thematic analysis highlights (1) theinfluence of instructors’ own definitions of engineering on classroom interactions; (2) the role ofheritage language use in building trust; and (3) students' creative engagement with materials,which surfaced localized forms of engineering not always recognized in traditional curricula.This WIP illustrates the

Conference Session

Liberal Education/Engineering & Society Division (LEES) Technical Session 10: Institutions and Structures

Collection

2025 ASEE Annual Conference & Exposition

Authors

Amy Slaton, Drexel University

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

women’s participation in STEM, and related topics grew steadily from the 1970s onward [1],[2]. In the last two decades or so, an investment in programs that support broadeningparticipation with a lens of diversity, equity and inclusion has been prioritized in these and otheragencies. The 2024–2026 vision for NSF (produced in 2022) explicitly calls for “A nation thatleads the world in science and engineering research and innovation, to the benefit of all, withoutbarriers to participation” [3]. The NSF strategic plan further articulates core values which arethen specified within the agency’s individual programs: 1) Scientific leadership 2) Diversity andinclusion 3) Integrity and excellence 4) Public service and 5) Innovation and collaboration [3

Conference Session

Design in Engineering Education Division (DEED) - Visual Strategies in Design

Collection

2025 ASEE Annual Conference & Exposition

Authors

Mark J. Povinelli, Syracuse University

Tagged Divisions

Design in Engineering Education Division (DEED)

, Dr. Povinelli has worked with leading aerospace companies, as well as collaborating with universities and government research labs. He brings over thirty years of experience in both technical and educational fields, blending scientific rigor with humanistic insight to promote holistic, transdisciplinary pedagogies. ©American Society for Engineering Education, 2025 Integrating Visual Thinking into Design EducationMark J. Povinelli, College of Arts and Sciences, Syracuse UniversityIntroductionVision is one of the first senses to develop in infancy, starting with facial recognition and objecttracking [1], [2]. As the visual system matures, it supports memory, cognition, and

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Hannah Glisson, Virginia Polytechnic Institute and State University; Felicity Bilow, Virginia Polytechnic Institute and State University; Jacob R Grohs, Virginia Polytechnic Institute and State University

Tagged Topics

NSF Grantees Poster Session

pandemic disruptedthese efforts, halting relationship-building with educators and delaying the project’s progress.Since then, the work has centered on rebuilding school-university and school-industrypartnerships, while gaining a deeper understanding of the unique challenges of rural education inSouthwest Virginia. While creating widespread engineering and technical career pathways forAppalachian youth remains challenging due to broader systemic issues, recent work hasaddressed teacher professional development related to engineering, as well as increasing supportfor integrating engineering into K-12 classrooms in Southwest Virginia. Research efforts over thepast year have focused on: 1.​ Creating a data-informed summer engineering workshop for

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Sarah Rodriguez, Virginia Polytechnic Institute and State University; Paul Charles Bigby Jr., Virginia Polytechnic Institute and State University; Antarjot Kaur, Virginia Polytechnic Institute and State University

Tagged Topics

Diversity, NSF Grantees Poster Session

educational experiences predict computing identity?. ACM Transactions on ComputingEducation (TOCE), 22(2), 1-28.Ma, J., & Baum, S. (2015). Trends in Community Colleges: Enrollment, Prices, Student Debt,and Completion [Research Breif]. College Board Research.www.luminafoundation.org/wp-content/uploads/2017/08/trends-in-community-colleges.pdfMountjoy, J. (2022). Community Colleges and Upward Mobility. NATIONAL BUREAU OFECONOMIC RESEARCH.Rodriguez, S. L., Blaney, J. M., Vasquez, M. C., & Salinas, C. (2021). Latino Men andMasculinities: A Multi-Institution Study of Community College Transfer Experiences.Community College Review, 49(3), 262–289. https://doi.org/10.1177/00915521211002898Rodriguez, S. L., Lu, C., & Ramirez, D. (2020). Navigating

Conference Session

Minorities in Engineering Division(MIND) Technical Session 10

Collection

2025 ASEE Annual Conference & Exposition

Authors

Cristian Eduardo Vargas-Ordonez, South Dakota School of Mines and Technology; Cedric Collinge, South Dakota Mines

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering Division(MIND)

(National Science Foundation, 2019). However, there is limitedpublicly available data on underrepresented populations in engineering across the state. The South DakotaSchool of Mines and Technology (SD Mines) provides a partial picture, where its undergraduateengineering population for 2023 was 85% white, with Hispanic (5%), multi-ethnic (3%), Asian (2%), andBlack (1%) students making up smaller percentages (South Dakota Mines, 2023). Women represent only24% of undergraduates and 25% of engineering bachelor's degree recipients (Mapping Your Future,2025). Nationally, underrepresented minorities earn higher percentages of engineering degrees—AfricanAmericans at 4.1% and Hispanics at 11.1% (ASEE, 2020). While South Dakota’s public universitiesreported

Conference Session

Evaluation and Assessment for Engineering Leadership Programs

Collection

2025 ASEE Annual Conference & Exposition

Authors

Emily Myers, Air Force Research Laboratory; Robert Amponsah Ed.D, Vanderbilt University & Airforce Research Lab; Tammy M. Mattison Ed.D., Air Force Research Laboratory & Belmont University; Heather Marshall

Tagged Divisions

Engineering Leadership Development Division (LEAD)

greatest effect on participants perceived learning andconnectedness to their cohort community and the broader organization.IntroductionBackgroundRecognizing that supervisors are instrumental in shaping organizational climate and moredirectly the employee experience, an organizational development team at a military researchinstitution committed to the design and delivery of programming that would grow oursupervisors into people focused managers [1]. Traditionally, supervisor training is focused oncompetency and skill development, both critical to success on the job, but this content is oftendelivered unidirectionally, in an asynchronous model, not allowing for group reflection,feedback, collaboration nor community building. This military research

Conference Session

ENT-5: Pathways for Developing Entrepreneurial Skills Across Educational Levels

Collection

2025 ASEE Annual Conference & Exposition

Authors

Barbara Munoz-Vallejos, Universidad Andres Bello, Chile; Maria Elena Truyol, Universidad Andres Bello, Santiago, Chile

Tagged Divisions

Entrepreneurship & Engineering Innovation Division (ENT)

to explore and develop newprofessional opportunities by equipping them with the necessary tools to identify problems,create solutions, and carry out projects with significant impact on their communities andindustrial sectors. Recent studies have shown that universities incorporating activemethodologies, such as project-based learning or design-based learning (DBL), fosteressential skills like critical thinking, problem-solving, and collaboration [1], [2]. Moreover,these strategies promote a direct connection between theory and practice, allowing students togain a deeper understanding of real-world challenges.On the other hand, universities' ability to enhance the quality of their training inentrepreneurship and innovation lies in their

Conference Session

Understanding Concealable Stigmatized Identities (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 10)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Wanpeng Xu, Arizona State University, Polytechnic Campus; Nadia N. Kellam, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education Division (EQUITY), Equity

of Asian LGBTQIA+students.By focusing on this group, my study aims to address the gaps in current literature andprovide new insights into how engineering education can become more inclusive.This research contributes to ongoing discussions about equity in engineering,advocating for more supportive environments that account for the needs of studentswith intersecting marginalized identities.Proposed Research DesignThis study examines how Asian LGBTQIA+ engineering students experience mentalhealth challenges and perceive support within their programs. As such, my researchquestions are as follows: 1.​ What kinds of mental health challenges and supports are Asian LGBTQIA+ Students in engineering programs experiencing? 2.​ How do Asian