Conference Session

Navigating Diversity and Equity in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Nandika D'souza, University of North Texas; Hector R. Siller, University of North Texas; Hyun Kyoung Kyoung Ro, University of North Texas; Debbie Huffman, North Central Texas College

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Diversity

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Minorities in Engineering Division(MIND)

Technical Educators Board of Directors and currently serves on the Texoma Workforce Board of Directors. ©American Society for Engineering Education, 2024 Effect of organizational changes on student retention and engagementAbstractEngineering and computer science disciplines remain substantially under-represented inHispanic, African American and women students. Relative to the population demographicsreflecting approximately 50% women, 60% white non Hispanic/Latinx, 13% African American,19% Hispanic and 1.3% Native American, engineering demographics reflect under-representation. While recent trends reflect significant gains, women remain under-represented inengineering. Based on the ASEE EDMS system, in

Conference Session

Empowering Marginalized Voices in STEM: Perspectives and Initiatives

Collection

2024 ASEE Annual Conference & Exposition

Authors

Tryphenia B. Peele-Eady Ph.D., University of New Mexico; Tahira Reid, Penn State University; Lizandra C. Godwin, University of New Mexico

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Diversity

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Minorities in Engineering Division(MIND)

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

Conference Session

Voices of Diversity: Perspectives and Experiences in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Najme Kishani, University of Toronto; Jason Bazylak, University of Toronto; Aimy Bazylak, University of Toronto

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Diversity

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Minorities in Engineering Division(MIND)

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

Conference Session

Fostering Diversity and Innovation in Engineering Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Bianca Estella Salazar, University of California, Merced; Melissa Almeida, University of California, Merced; Zenaida Aguirre Munoz Ph.D., University of California, Merced; Maribel Viveros, University of California, Merced

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Diversity

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Minorities in Engineering Division(MIND)

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

Conference Session

Diversity Trainings, Inclusive Learning, and Distance Learning

Collection

2023 ASEE Annual Conference & Exposition

Authors

Shannon Chance, Technological University Dublin & University College London; Ines Direito, University College London; Bill Williams, Instituto Politécnico de Setúbal, Portugal

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Diversity

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Minorities in Engineering Division(MIND)

framework has involved the role of theresearcher, including both teacher librarians [12] and qualitative researchers [13], and stories ofpreservice teachers [14], adult learners [15], and women returning to education [16].This study responds to the lack of research on engineering leavers [17] as well as the gap in thedocumentation of women’s stories globally [4], by analyzing and re-telling the story of a womanwho tried engineering and left, but who nonetheless reflects heroism. She reported experiencingan apotheosis, or period of catharsis, which she took the time to share with us during her last dayin Dublin, before her flight home.The analysis reported in this paper applies and further tests a multi-part methodologicalframework for analyzing

Conference Session

Empowering Diversity in Engineering Education: Strategies and Impacts

Collection

2024 ASEE Annual Conference & Exposition

Authors

Anne E. Leak, University of California, Santa Barbara

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Diversity

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Minorities in Engineering Division(MIND)

engineering students through community building (Evaluation) AbstractOver the past twelve years, the ESTEEM program, funded by the NSF S-STEM, at University ofCalifornia Santa Barbara (UCSB) has supported 161 low-income undergraduate students inengineering. This paper emphasizes the students’ changing needs and what they foundsupportive over time with a special focus on the shifting needs for community building before,during, and after COVID-19 pandemic remote learning. Without additional support, low-incomeengineering students, who often reflect additional intersecting minoritized identities and are morelikely to be the first in their family to attend college, leave the field at

Conference Session

Virtual Mentoring Program, Listening to Those That Matter, Moving Beyond Research, and Career Outcomes Tracking

Collection

2023 ASEE Annual Conference & Exposition

Authors

R. Jamaal Downey, University of Florida; Idalis Villanueva Alarcón, University of Florida; Jose A. Munoz; Lisa Berdie

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Diversity

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Minorities in Engineering Division(MIND)

were recruited to do a reading andreflection about the findings connected to the 2-day conference for the contingent faculty. Fromthe dean’s responses, the authors paint a picture on the challenges that also impact deans frommaking changes for contingent faculty.Literature Review The focus of this paper are deans and their reflective responses to the data collected fromthe contingent faculty participants who participated in the 2-day conference [2]. We will discussthe roles and responsibilities of deans before discussing and contextualizing contingent facultyand their perilous positions. Deans are faced with the tall task of managing both up to theirbosses which are often vice/provosts or higher, and managing down to faculty, both

Conference Session

Analysis of Feedback Loops, Understanding the Impact of a LSAMP Scholar Program, Sustainable and Equitable Infrastructure, and Indigenous Innovators

Collection

2023 ASEE Annual Conference & Exposition

Authors

Yang Lydia Yang, Kansas State University; Brenee King, Kansas State University; Amy Rachel Betz, Kansas State University; Shana Bender

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Diversity

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Minorities in Engineering Division(MIND)

[8,12] and positive mindset [11].Academic coaching was placed centrally into program components. Goal setting and relationshipbuilding are key components of the academic coaching philosophy which aligns with many ofthe common elements seen across the literature that was used to create the Scholars Program.Academic coaching also has similarities with the practice of Reality Therapy [4] which was usedas the framework for the personnel responsibility pillar in the model developed by Kamphoff andcolleagues [2]. Reality Therapy is an ongoing process of creating a trusting environment andusing techniques to help an individual discover and reflect on their true goals. In addition to thegoal of building on social capital, there are positive academic

Conference Session

Cohort-Based Postdoctoral Scholars Program, Transforming the National Engineering Education, Defining Accountability, and Evaluating the Low-Stakes Assessment Performance

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jameka Wiggins, The Ohio State University; Monica Farmer Cox, The Ohio State University; Ayanna Howard, The Ohio State University; Martina Leveni; Tatiana Z. Cuellar-Gaviria; Colin Lee Hisey; Daniel Raphael Ejike Ewim, The Ohio State University; Leonardo Rodrigues da Costa Moraes; Beenish Saba; Shawanee' Patrick, Texas A&M University

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Diversity

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Minorities in Engineering Division(MIND)

thepostdoc program is to create well-rounded scholars versed in research, teaching, and service.Using artifacts and postdoc reflections, this study aims to explore the experiences of the firstcohort of LEGACY postdoc scholars to understand how a newly created intersectionalmentorship model facilitates scholars’ progression toward faculty positions while curating aninclusive community and culture for scholars. The intersectional mentorship model framing this postdoc program is based on researchconducted by Dr. Cox, with some adaptations from Walker et al.’s (2009) The Formation ofScholars, which presents a multiple apprenticeship framework that offers a holistic approach tomentoring for scholars. The three mentor types in the program are primary

Conference Session

Fostering Diversity and Inclusion in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Royce A Francis, The George Washington University

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Diversity

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Minorities in Engineering Division(MIND)

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

Conference Session

Fostering Diversity and Inclusion in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ivet Parra-Gaete, Arizona State University; Abimelec Mercado Rivera, Arizona State University; Mayra S Artiles, Arizona State University; Stephanie G. Adams, The University of Texas at Dallas; Juan M Cruz, Rowan University; Holly M Matusovich, Virginia Polytechnic Institute and State University; Gwen Lee-Thomas, Quality Measures

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Minorities in Engineering Division(MIND)

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

Conference Session

Advancing Equity in Engineering Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Benjamin C. Flores, University of Texas at El Paso; Audrey Boklage, University of Texas at Austin; Maura Borrego, University of Texas at Austin; Emily Violet Landgren, University of Texas at Austin; Karina Ivette Vielma, The University of Texas at San Antonio; Ernest Chavez, Colorado State University

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Diversity

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Minorities in Engineering Division(MIND)

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

Conference Session

Diverse Pathways: Exploring Inclusive Practices and Outreach in Engineering Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lexy Chiwete Arinze, Purdue University at West Lafayette; Jacqueline E McDermott, Purdue University at West Lafayette; Janet M Beagle

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Diversity

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Minorities in Engineering Division(MIND)

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

Conference Session

Mentorship, Retention, Minority Participation, and Examining the Experiences of Women

Collection

2023 ASEE Annual Conference & Exposition

Authors

Felix F. Udo-Eyo, Temple University

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Diversity

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Minorities in Engineering Division(MIND)

. The NSSE indicators include the following: higher-order learning; reflective and integrativelearning; learning strategies; quantitative reasoning; collaborative learning; discussions withdiverse others; student-faculty interaction; effective teaching practices; quality interactions; andsupportive environments. The definition of these predictors is presented in Table 1. Other factorsthat will be included as variables in the study are the pre-college preparedness of the students, suchas the raw ACT and SAT scores of participants, and the socio-economic status of participants uponentering engineering college. The socio-economic status by proxy will be measured by theparticipant parents’ levels of education. Four success workshops will be

Conference Session

Diverse Pathways: Exploring Inclusive Practices and Outreach in Engineering Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Maimuna Begum Kali, Florida International University; Gabriel Van Dyke, Utah State University; Stephen Secules, Florida International University; Cassandra J McCall, Utah State University; Bruk T Berhane, Florida International University; Vanessa Tran, Utah State University; Agustina Dotta Ceriani, Florida International University

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Diversity

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Minorities in Engineering Division(MIND)

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

Conference Session

COVID-19, Next Generation of STEM Professionals, and Racialized Organizations

Collection

2023 ASEE Annual Conference & Exposition

Authors

Racheida S Lewis, University of Georgia; Trina L. Fletcher, Florida International University; Animesh Paul, University of Georgia

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Diversity

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Minorities in Engineering Division(MIND)

with my cousin's death, my community being affected, my mental health, and just well being in general. To make a long story short, no matter how much I tried to explain it to this Professor, he did not care. [J7-1F1-3S]7. Reflective “Reflective” was defined by participants who shared three instances in which the events ofthe dual pandemic gave pause to “normal” life and enabled people to think more about the realitiesof others; realities that they may have never given much consideration to otherwise. An exampleof this is seen by one participant who shared “I believe with the cancellation of most major sportingevents or anything with a gathering of large crowds, we are forced to look at these things a bitmore.” [G3-2F3

Conference Session

Towards a Participatory Action, Retention of Black Students, and Exploring Black Engineering Student Success

Collection

2023 ASEE Annual Conference & Exposition

Authors

Hermine Vedogbeton, Worcester Polytechnic Institute; Crystal Brown; Gbetonmasse B Somasse, Worcester Polytechnic Institute; Robert Krueger, Worcester Polytechnic Institute

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Diversity

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Minorities in Engineering Division(MIND)

Science and Policy Studies at the Worcester Polytechnic Institute. He holds a Ph.D. in economics and a Master’s in statistics. His research interests are in applied econometrics, technology and development, program evaluation, and higher education. In teaching and learning, he is interested in student motivation, experiential learning, and critical reflection to promote active and more intentional learning. Previously, Somasse was a senior economist statistician at the Central Bank of West African States.Dr. Robert Krueger, Worcester Polytechnic Institute ©American Society for Engineering Education, 2023 Improving the Experiences and Retention of Black Students in STEM

Conference Session

Cohort-Based Postdoctoral Scholars Program, Transforming the National Engineering Education, Defining Accountability, and Evaluating the Low-Stakes Assessment Performance

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jennifer Ocif Love, Northeastern University; Claire Duggan, Northeastern University; Jeffrey Xavier, SageFox Consulting Group; Ami N. Slater; Kenneth Rath

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Diversity

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Minorities in Engineering Division(MIND)

, women in engineering programs, funding, and writingproposals were facilitated by the principal investigators and invited speakers. To help Fellowsbegin to develop action plans, they were encouraged to keep a daily reflective journal abouteach session with personal notes, notable takeaways, resources, and action steps for their ownuse. To document their potential action plans, they were asked to prepare a 5-minuteindividual presentation (using a provided Google slide template) about themselves, theirinstitution, what they learned from their “deep dive” data exercise, evidence-based practicesthat would impact their efforts, and their proposed Implementation Project. Thesepresentations were delivered on the last day of the summer institute and

Conference Session

Promoting Social Sustainability, Cultural Assets, and Assessing Equity and Diversity Index

Collection

2023 ASEE Annual Conference & Exposition

Authors

Dennis R. Parnell Jr., University of Florida; Jabari Wilson, University of Florida; Karen Theodora Hicklin; Jeremy A. Magruder Waisome, University of Florida

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Diversity

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Minorities in Engineering Division(MIND)

visualdemonstration, to bring their words to life; 2) To connect an accompanying narrative describingeach lived experience, thus, expressing the world as they see and experience it. Throughphotography, reflection, and critical dialogue, five undergraduate students at a large southeasternPWI shared their stories and agreed on actionable measures to improve Black engineeringstudents’ experiences at their university. During semi-structured interviews, participants describedthe images they captured related to the research prompts. Using an inductive approach, weconducted a reflexive thematic analysis, and six themes emerged related to the students’experiences: (1) finding comfort, (2) building community, (3) fitting in, (4) experiencingfrustration, (5

Conference Session

Advancing Equity in Engineering Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Minorities in Engineering Division(MIND)

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

Conference Session

Mentorship, Retention, Minority Participation, and Examining the Experiences of Women

Collection

2023 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

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Diversity

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Minorities in Engineering Division(MIND)

, and career traineeship inaerospace-centric fields. The streamlined process of recruitment and project-based learning incollaboration with NASA and other aerospace professionals has shown to be effective in trainingthe first cohort of undergraduate and graduate students during the first year of programimplementation.During the summer of 2022, 6 NASA interns and 6 summer Research Experiences forUndergraduate (REU) students participated in the 10-week summer program with professionaldevelopment (PD) program featuring project management, career planning, RCR training,self-reflection, and technical communication. Because research shows that STEM students citepositive mentoring experiences as the most crucial factor in their retention, we developed

Conference Session

Towards a Participatory Action, Retention of Black Students, and Exploring Black Engineering Student Success

Collection

2023 ASEE Annual Conference & Exposition

Authors

Idalis Villanueva Alarcon, University of Florida; Denise Rutledge Simmons P.E., University of Florida; Jasmine McNealy, University of Florida

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Diversity

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Minorities in Engineering Division(MIND)

& Sellers, 2023) by which ideas can be shared and differences that fall outside thetraditional norms of engineering are reflected upon, discussed, and disrupted. Without anintentional breakdown of the communicated (and often, uncommunicated) power structures thatsystemically message exclusion to Black engineering students via its hidden curriculum (e.g.,Villanueva et al., 2020), the liminal spaces that continue to sustain systemic racism remain intact,restricting students’ agency in breaking down systemic barriers, and formation as engineeringprofessionals. For these barriers to break down, a use-inspired approach was deemed necessary by theauthors in where the target population, Black engineering Ph.D. students and their

Conference Session

Peer Mentorship, Cross-Race Mentoring Relationships, Race, Gender, Student Success, and Career Outcomes

Collection

2023 ASEE Annual Conference & Exposition

Authors

Federico Cifuentes-Urtubey, University of Illinois, Urbana-Champaign; Paola A. Baldaguez Medina, University of Illinois, Urbana-Champaign; Julie E. Lorenzo, University of Illinois, Urbana-Champaign; Natasha Mamaril, University of Illinois, Urbana-Champaign

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Diversity

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Minorities in Engineering Division(MIND)

obstacles. When Hispanicstudents’ accomplishments are recognized and celebrated publicly, it serves as positivereinforcement and aids in retaining them in STEM [12]. The academic events are tailored tosupport participants in successfully completing their degree milestones based on their degreelevel. Professional events provide insights into post-graduate opportunities and help develop theskill sets necessary for participants to become successful, inclusive engineers. In summary, theprogram’s objectives are reflected in all these activities, which aim to address the personal,academic, and professional needs of Hispanic engineers. Through our program, we aim to investigate two questions concerning the success ofvirtual mentorship

Conference Session

External Factors, Shifting Identity Trajectories, Persistence Analysis of Cultural Models, and Exploring the Experiences of Black University Students

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sylvia L. Mendez, University of Colorado, Colorado Springs; Kathryn Watson, University of Colorado, Colorado Springs

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Diversity

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Minorities in Engineering Division(MIND)

college selection and math and science achievement.Moreover, socioeconomic status influences access to resources and experiences. Thus, somefamilies and parents must be made aware of STEM career opportunities. With this knowledge,parents can guide their children to enter a specific field, particularly in technology-related areas(Scheitle & Ecklund, 2017; Yerdelen et al., 2016). Also, religion and spirituality can influence anindividual’s likelihood of entering a STEM field. Religious people are more likely to bediscouraged from entering STEM careers, particularly physics- and biology-related fields(Scheitel & Ecklund, 2017). The findings of Scheitel and Ecklund (2017) reflect that lower levelsof interest in science and higher rates of

Conference Session

Analysis of Feedback Loops, Understanding the Impact of a LSAMP Scholar Program, Sustainable and Equitable Infrastructure, and Indigenous Innovators

Collection

2023 ASEE Annual Conference & Exposition

Authors

Martha Lucia Cano-Morales, Rowan University; Michael Corey Weinberg; Eduardo Rodriguez Mejia; Juan M. Cruz, Rowan University; Gwen Lee-Thomas, Quality Measures, LLC; Holly M. Matusovich, Virginia Tech; Mayra S. Artiles, Arizona State University; Abimelec Mercado Rivera, Arizona State University; Stephanie G. Adams, University of Texas at Dallas

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Diversity

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Minorities in Engineering Division(MIND)

the development of a Sense of belonging. Tinto [14] also comments that studentswith a strong Sense of belonging tend to persist because it boosts motivation and the willingnessto be involved with other people, further promoting persistence.Figure 2 presents the CLD built with the causal relationships described in the previousparagraphs. A higher sense of belonging in URM students increases their willingness to persistand complete a program, which in turn reflects on a larger number of URM graduate studentsand a diversification of the STEM field which in turn improves the Environment. A moreinclusive environment will impact positively the Sense of belonging. Figure 2. Causal Loop Diagram for hypothesis 2For the third

Conference Session

Advancing Equity in STEM Academia: Insights and Strategies

Collection

2024 ASEE Annual Conference & Exposition

Authors

Milagros Rivera, George Mason University; Supriya Baily, George Mason University; Patrick Willette Healey, George Mason University; Trish Wonch Hill, University of Nebraska, Lincoln; Tehama Lopez Bunyasi, George Mason University; Leigh S McCue, George Mason University; Girum Urgessa, George Mason University

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Diversity

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Minorities in Engineering Division(MIND)

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

Conference Session

Virtual Mentoring Program, Listening to Those That Matter, Moving Beyond Research, and Career Outcomes Tracking

Collection

2023 ASEE Annual Conference & Exposition

Authors

Gerard Dorvè-Lewis, University of Pittsburgh; Danielle Vegas Lewis, SUNY Fredonia; Maricela Bañuelos, University of California, Irvine; Natascha Trellinger Buswell, University of California, Irvine; Linda DeAngelo, University of Pittsburgh

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Diversity

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Minorities in Engineering Division(MIND)

communities…” [13, p.761], highlighting the way the STEM curricula centers dominant groups’ cultures andepistemologies. As a result, STEM programs may continue to see high rates of attrition amongIndigenous students [18]. While students from different BLI groups have their own uniquehistories that shape the oppression they experience in STEM, some commonalities in BLI STEMstudents’ challenges are experiencing systemic racism and navigating institutions that value thedominant groups’ culture, which can be quite distinct from their own [5], [13], [16], [17]).Meritocracy in Engineering Becoming an engineer includes learning core values of the profession, subliminally orexplicitly, which may reflect the worldviews of privileged groups. While these

Conference Session

Mentoring, Case Study of Racial and Ethnic Diversity, Identity Dilemmas, Cultural Homelessness and Intersectionality, and Transfer Students

Collection

2023 ASEE Annual Conference & Exposition

Authors

Tryphenia B. Peele-Eady, Ph.D., University of New Mexico; Tahira Reid, Pennsylvania State University

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Diversity

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Minorities in Engineering Division(MIND)

understand it. I think that’s probably why I struggle with science, ‘cause it’s all like, I can’t connect a newton to a person.This student’s reflection underscores the importance of creating space for learners toconnect course content to real-life experiences. SIRI provided students with the leeway todesign projects that interested them. Estrada [3] encourages higher education institutions“to find ways to emphasize how classroom content relates to prosocial communaloutcomes” [3, p.4], and we could not agree more.Discussion and Conclusions In conclusion, difference was fundamental in shaping the students’ experience in SIRI.Students appreciated the racial and ethnic diversity that SIRI provided, which was an intentionalaspect of

Conference Session

Promoting Social Sustainability, Cultural Assets, and Assessing Equity and Diversity Index

Collection

2023 ASEE Annual Conference & Exposition

Authors

Erika Judith Rivera, Florida International University ; Mohamed Elzomor, P.E., Florida International University; Piyush Pradhananga, Florida International University

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Diversity

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Minorities in Engineering Division(MIND)

successful in the interaction with the diverse workplace. TheNational Center for Science and Engineering Statistics 2021 report highlighted that recentundergraduate and graduate enrollment trends reflect the increasing diversity of the U.S. collegeand graduate-school populations. For example, the study highlighted that Hispanic or Latinoundergraduate students increased from 18.9 percent in 2016 to 20.2 percent in 2018. In 2018,underrepresented minority students received 24.0 percent of all Science and Engineering (S&E)bachelor's degrees awarded to U.S. citizens and permanent residents, 22.1 percent of S&Emaster's degrees, and 13.6 percent of all S&E doctoral degrees. Underrepresented minoritieshave earned an increasing share of degrees

Conference Session

Advancing Equity in Engineering Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Simonne Renee Whitmore, Southern University and A&M College

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Diversity

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Minorities in Engineering Division(MIND)

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