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

Claude Brathwaite, City University of New York, City College

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Diversity

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Minorities in Engineering Division(MIND)

perceptions of the NYC LSAMP Scholars.IntroductionThe NSF supported NYC Louis Stokes Alliance (NYC LSAMP) at the City University of NewYork (CUNY) has, since its inception in November 1992, been at the forefront of a concentratedeffort to substantially increase the number of underrepresented minority students (African-Americans, Hispanics, Native Americans and Native Pacific Islanders), who pursue and graduatewith Baccalaureate Degrees in Science, Technology, Engineering and Mathematics (STEM).Since inception in November 1992 (through 2018), over 18,000 baccalaureate degrees have beenawarded to underrepresented minority students in CUNY. The campus-based NYC LSAMPActivity Coordinators (ACs) served a critical role in the NYC LSAMP from inception [1

Conference Session

Diversity Trainings, Inclusive Learning, and Distance Learning

Collection

2023 ASEE Annual Conference & Exposition

Authors

Joaquin Rodriguez, University of Pittsburgh; April Dukes, University of Pittsburgh; John Andrew Keith, University of Pittsburgh; David V.P. Sanchez, University of Pittsburgh

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Diversity

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Minorities in Engineering Division(MIND)

and characteristics previouslyreported. The diversity of the self-selected team members (most commonly 4-6), as measured bythis diversity index, reveals a marked trend for teams to have a lower diversity index comparedto their departmental, class, or course makeup, exposing some probable implicit biases onidentity. Some other results show how diversity impacts team performance differently dependingon the prevalent characteristic of the group. The analysis provided in this paper offers criteriaand methodology applicable to institutions and situations to quantitatively assess diversity thatcan lead to practical guidelines and even policies.IntroductionDiversity is currently sought as a necessary component of engineering education [1] required

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)

-efficacy, and career satisfaction(Noel, Miles, and Rida, 2022). LEGACY intentionally models these research findings and usesfoundations of programs like the REACH Scholars Program to provide an improved experiencefor minoritized STEM postdocs.Program Description Aspects of LEGACY was modeled after Purdue University’s Reinvigorating Engineeringand Change History (REACH) Scholar Program using Walker et al.’s (2008) multipleapprenticeship model focused on graduate engineering students exploring multiple academicpathways with a community of supporters to be prepared for a career in different disciplines(Zhu et al., 2011). Figure 1 shows how the program goals of REACH have been expanded uponby LEGACY to support postdoctoral scholars. As shown in

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Tejal Mulay, Florida A&M University - Florida State University; Mohamed Khalafalla, Florida A&M University - Florida State University; Chao Li, P.E., Florida A&M University - Florida State University; Doreen Kobelo Regalado, Florida A&M University - Florida State University; Behnam Shadravan, Florida A&M University - Florida State University

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Diversity

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Minorities in Engineering Division(MIND)

-19pandemic in 2020 led to a significant shift towards virtual education, as traditional teachingmethods had to be adapted to a virtual platform due to the necessity of social distancing measuresand remote learning [1]. Many students opted for virtual courses due to the flexibility and financialbenefits they offered before the COVID-19 pandemic [2]. However, this global crisis brought anunprecedented need to widely implement and explore virtual teaching and learning across all levelsof education and subjects. According to UNESCO, the pandemic resulted in over 1.5 billionstudents (90.1% of total enrollees) worldwide facing educational changes due to school closures.This sudden shift to online or blended learning caused traditional, in-person teaching

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Lexy C. Arinze, Purdue University; Janet M. Beagle; Jacqueline E. McDermott

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Diversity

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Minorities in Engineering Division(MIND)

is vital to developing engineering diversity. In the United States, the enrollment ofdomestic Black or African American and Hispanic students in doctoral programs is low (4.3%and 8.4%, respectively) compared to other races [1]. These percentages are even far less thantheir representation within the US population, 13.6%, and 18.6%, respectively [2]. Further, it hasbeen shown that mentoring programs focused on URM undergraduate students positively impacttheir academic performance and retention [3]. However, an outstanding question is whethermentoring can help prepare URM undergraduate students for graduate school and whethermentoring of prospective graduate students (undergrad mentees) by current graduate students canhelp increase feelings 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

Nicholas M. Bittner, University of North Dakota; Rebecca Kennedy, University of North Dakota; Elizabeth Parton, University of North Dakota

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Diversity

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Minorities in Engineering Division(MIND)

. IntroductionCollaboration with a diverse team of individuals from different cultural and socioeconomicbackgrounds is key when framing and solving complex engineering problems [1]. Specifically inthe Native American community, their expertise and a view on a variety of complex problems isneeded to form new ideas [2].Cross-institutional barriers, lack of connectivity, work and family responsibilities, and loyalty tocommunity of origin discourage participation on problem solving teams and contribute to thefailure of forming interconnected services [3]. In fact, only 17% of Native American studentscontinue their education after high school, which is significant when compared to the rest of theUS population at a rate of 60% [4], [5], [6]. Even many academic journals

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kelly-Ann Dixon Hamil, The University of the West Indies, Mona ; Tasha Zephirin, Purdue University, West Lafayette ; Darryl Dickerson, Florida International University

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Diversity

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Minorities in Engineering Division(MIND)

. 1Introduction In the United States, the engineering profession has historically and continues to excludeand marginalize certain racial and ethnic populations, including Black, Latinx, and Native people.The engineering profession was founded as a field of predominantly white men who have set thedemographic, narrative, and cultural norms [1]–[4] to the detriment of the equity and inclusionideals that leaders in the engineering field currently espouse [5], [6] and to the detriment of thesocial and ethical responsibilities of the engineering field to serving our diverse communities. Theresult of this foundational exclusion and its perpetuation is the phenomenon often referred to as“underrepresentation” of these racial and ethnic populations in

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Leigh S. McCue, George Mason University; Girum Urgessa, P.E., George Mason University; Tehama Lopez Bunyasi, George Mason University; Patrick Willette Healey, George Mason University; Patricia Wonch Hill, University of Nebraska, Lincoln; Jaime Lester, George Mason University ; Milagros Rivera, George Mason University

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Diversity

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Minorities in Engineering Division(MIND)

/school effortstoward both recruitment and retention of faculty from historically excluded groups. Recognizingthe key role startup support plays in recruitment and retention, the research team has initiated adetailed assessment of startup offers to STEM faculty at Mason. Startup support is a keycomponent to faculty success, with a recognized range of models for this form of support [1].White women, women of color, and men of color are underrepresented minorities (URM) in manySTEM fields, particularly at the faculty level. A vast amount of research has shown that there aresystemic barriers and disparities to URM faculty in hiring, promotion and tenure, service, teaching,research and salaries [2]–[4]. One area that is understudied is whether there

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

Monica Farmer Cox, The Ohio State University; Kristen Moore, University at Buffalo, The State University of New York

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Diversity

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Minorities in Engineering Division(MIND)

issues of equity, inclusion, and social justice. ©American Society for Engineering Education, 2023Defining Accountability Among Black and white Women AccomplicesMonica F. Cox, The Ohio State UniversityKristen R. Moore, University at BuffaloIntroductionOver the past years, we authors have been having conversations about what it means to be an accomplice,particularly what accompliceship means between Black and white women. In 2021, we theorized (usingBlack Feminist Epistemology) that accomplice behavior can be understood in terms of power anddialogue; accompliceships are characterized by sharing power and engaging in dialogue with oneanother[1]. This paper extends power and dialogue into the realm of accountability

Conference Session

Self-Advocacy, Sense of Belonging, Measuring Authentic Diversity, Equity, and Inclusion, and Construction Management Education Programs

Collection

2023 ASEE Annual Conference & Exposition

Authors

Claude Brathwaite, City University of New York, City College

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Diversity

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Minorities in Engineering Division(MIND)

Higher Education.IntroductionThe NSF supported NYC Louis Stokes Alliance (NYC LSAMP) at CUNY has, since itsinception in November 1992, been at the forefront of a concentrated effort to substantiallyincrease the number of underrepresented minority students (African-Americans, Hispanics,Native Americans and Native Pacific Islanders), who pursue and graduate with BaccalaureateDegrees in Science, Technology, Engineering and Mathematics (STEM). Since inception inNovember 1992 (through 2018), over 18,000 baccalaureate degrees have been awarded tounderrepresented minority students in CUNY. The campus based NYC LSAMP ActivityCoordinators (ACs) served a critical role in the LSAMP from inception [1].At every participating campus of the NYC LSAMP, the AC

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)

, Dr. Jośe Muñoz, and Lisa BerdieIntroduction The authors of this paper hosted a 2-day conference that brought a group of Latiné/x/a/ocontingent faculty from the California State University (CSU) system together to betterunderstand the barriers they face in their professional roles and responsibilities while alsoidentifying assets they bring to the classroom and institutions. Contingent faculty face mountingand compounding barriers that have devastating effects, not only on the faculty, but also thestudents they serve since a majority of contingent faculty are hired to teach first-generation,working class, and students of color [1]. This paper seeks to synthesize a follow-up to theconference in where five STEM deans within CSU system

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sylvia L. Mendez, University of Colorado, Colorado Springs; Jennifer Tygret; Anneke Bruwer; Comas Lamar Haynes, Georgia Tech Research Institute; Jacqueline A. El-Sayed, American Society for Engineering Education ; Ray Phillips, American Society for Engineering Education

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Diversity

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Minorities in Engineering Division(MIND)

the standard in the engineering professoriatedue to the underrepresentation of senior and emeriti faculty of color in engineering academia.Thus, this intrinsic case study explores the perspectives of 16 mentees and 14 mentors on thekeys to successful cross-race mentoring. Participant interviews were analyzed inductively andresulted in three themes: (1) self-awareness and empathy create trusting, honest conversations;(2) mentee career advancement must be core to the relationship; and (3) a history of racialallyship from the mentor is required. These findings reveal the importance of the IMPACTmentoring program creating successful mentoring matches in which mentees and mentorsdemonstrate self-awareness and empathy, focus on mentee career

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)

students and graduates have that limittheir possibilities of excelling in the Professional Engineering Examination and improvements tothe curriculum to increase the likelihood of success in the P.E. exam and address the poorpassing rate. The research analyzes large-scale perishable historical data provided by the PuertoRico examination board and Universities. This study will have two theoretical andmethodological contributions to the literature. It will: (1) advance our understanding to addressdiversity, equity, and inclusion issues related to our workforce and their success in theengineering and construction industry; (2) inform the literature on how to reform our educationcurriculum to accommodate the necessary tools needed to prepare minority

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)

paper explores the external factors that influence international STEM postdoctoralscholars to pursue a career in science, technology, engineering, and mathematics (STEM).Understanding these factors may be critical as the U.S. grapples with the need to broaden anddiversify participation in the global STEM workforce. Duffy and Dik (2009) identified four keyexternal factors that influence a person’s career decision: (1) family expectations and needs, (2)life circumstances, (3) spiritual and religious reasons, and (4) social service motivations. Usingan instrumental case study design (Stake, 1995), interviews with 20 international STEMpostdoctoral scholars occurred to explore the external factors that influenced their STEM careerdecision

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

Sarah Hug, Colorado Evaluation & Research Consulting

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Diversity

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Minorities in Engineering Division(MIND)

decade, with multiple approaches toits study, from quantitative survey research to qualitative efforts to understand the notion using arange of social science theory. This paper emerges from a three-year multi-method case studythat explores how computing students author, or create, computing identities [1] in the subfieldof cybersecurity through academic, co-curricular, and extra-curricular practices in a specificpost-secondary computer science context.The paper emphasizes the notion of local communities of practice (CoPs) [2] and identitytransformations, or trajectories [3] to illustrate the influence of student agency in situ and toprovide rich detail from student lived experiences regarding cybersecurity and other computingaspirations

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

Olukemi Akintewe, University of South Florida

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Diversity

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Minorities in Engineering Division(MIND)

learningand sociocultural awareness. It is anticipated that the study would reveal a possible pathway forincreased persistence of females in STEM and DI practices and potentially help create a nationalsystemic mentoring program that addresses academic disparities in STEM education for FTICstudents alongside historically underrepresented and underserved populations.IntroductionThe persistence rate of undergraduate females in STEM consistently ranks higher than their malecounterparts [1, 2]. Since the 1950s, the engineering curriculum involved foundationalmathematics and science gateway courses that led to student attrition [1-5]. Some broad factorsfor student attrition across multiple universities include academic climate, self-efficacy, self

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Claude Brathwaite, City University of New York, City College

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Diversity

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Minorities in Engineering Division(MIND)

the City College GroveSchool of Engineering. Most of the students (Cohort 1-9) have been enrolled in MS programs atBrooklyn College, City College, Hunter College, John Jay College, the College of Staten Island,Lehman College, Queens College and directly in the doctoral programs at the CUNY GraduateCenter. The NYC LSAMP Cohorts at CUNY were not based at any one campus site, as theCUNY Graduate Center on inception of the program was the primary institution that grants theDoctoral degree in CUNY. Bridge to the Doctorate Scholars were engaged in a series ofactivities designed and implemented to ensure the transition to doctoral programs. Theseactivities serve to create a learning community of scholars across the campuses given the factthat the

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)

focused on factors that relate to university initiatives.I. IntroductionIn the 2018 report, Graduate STEM education for the 21st century, the National Academies ofScience, Engineering, and Medicine stresses the need to have representation of all segments ofsociety in graduate schools and change the trend of exclusion in STEM fields [1]. In engineeringsome underrepresented minorities (URM), have significantly low representation in Ph.D.programs. This is the case for African Americans, who received only the 3.5% of doctorates inEngineering in 2015; Native American, 0.25%; Pacific Islands 0.021%, and Hispanic American,6.19%. [1]To help URM students to overcome the challenges they face as minorities in their doctorate, wecreated the Rising Doctoral

Conference Session

Self-Advocacy, Sense of Belonging, Measuring Authentic Diversity, Equity, and Inclusion, and Construction Management Education Programs

Collection

2023 ASEE Annual Conference & Exposition

Authors

Winifred Opoku, The Ohio State University; Jameka Wiggins, The Ohio State University; Monica Farmer Cox, The Ohio State University; Kaitlyn Harper

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Diversity

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Minorities in Engineering Division(MIND)

and that are in metropolitan regions that have significant racially- and economically-marginalized populations (Table 1). Many of the non-profit and community partnersparticipating in RECIPES’s projects work in marginalized Black neighborhoods. This diversitywas deemed imperative for a robust research program, outreach, and educational activities.In the early phases of the project, the network leadership held a workshop aimed at discussinghow they might enable or ensure a culture of inclusion within their collective work. Theworkshop was a platform for discourse and brainstorming to identify and characterize themesthat could impact the DEI culture of the network. Some topics covered in detail at the networkmeeting included: rethinking

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sarah Rodriguez, Virginia Tech

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Diversity

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Minorities in Engineering Division(MIND)

. ©American Society for Engineering Education, 2023 1 Work in Progress: Moving Beyond Research: Supporting Engineering and Computing Identity Development for Latina StudentsLatina students are entering institutions of higher education at greater rates than ever, yet they remainunderrepresented in engineering and computing. In particular, Latina students attained fewer bachelor’sdegrees in engineering and computing in comparison to other STEM fields (NCSES, 2021). Latinasearned more bachelor’s degrees in psychology, social sciences, and biological and agricultural sciencesthan in other STEM fields. In engineering

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)

share findings that are significant for engineering educators. Their stories can helpreaders empathize with underrepresented students, and better understand the joys, challenges,and realities these students face. Our Kuwaiti protagonist chose to leave engineering, but thestory she told can help break through existing cultural stereotypes and help us realize how muchmore there is to any student’s experience than first meets the eye.KeywordsEngineering education research; Research methodology; Theoretical framework; Hero’s Journey;Student experience; DiversityIntroductionPrior research on students’ trajectories in STEM has investigated engineering students from lowsocio-economic contexts [1], women of color majoring in a STEM course [2

Conference Session

Diversity Trainings, Inclusive Learning, and Distance Learning

Collection

2023 ASEE Annual Conference & Exposition

Authors

Amani Qasrawi, The University of Texas at San Antonio; Sandeep Langar, The University of Texas at San Antonio; Tulio Sulbaran, The University of Texas at San Antonio

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Minorities in Engineering Division(MIND)

on break. Summer camps allow students to gain aunique experience in subjects [1], [2], especially with Science, Technology, Engineering, andMathematics (STEM). If participating in the summer camps, it is more likely that students'interactions with instructors, staff, and counselors will be more direct and individualized atsummer camps than in regular classrooms. This type of environment may boost students' self-confidence when immersed in summer camps [3]. STEM courses are often viewed as complexand sometimes unrelated to reality. Students need to be involved in hands-on STEM activities tomake the connection between education and future careers [4]. In addition to academic content,the camp allows students to interact socially and

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)

methods to increase the participation and success of marginalized communities and non-traditional students in engineering and construction management. ©American Society for Engineering Education, 2024 Can Construction Education Programs at HBCUs Increase the Number of African-American Construction Managers in the United States?Abstract – The U.S. Construction Industry continues to grow even as other industries slow downor decline. This growth fuels a need for more people to enter the field of construction not only astradesmen or laborers, but also as construction managers. According to the Bureau of LaborStatistics, in 2022, 89.8% of construction managers in the U.S. were white. [1] Although debatecontinues

Conference Session

Fostering Diversity and Inclusion in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Amani Qasrawi, The University of Texas at San Antonio; Tulio Sulbaran, The University of Texas at San Antonio; Sandeep Langar, The University of Texas at San Antonio

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Diversity

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Minorities in Engineering Division(MIND)

. AR's interactive, immersive,and engaging features could transform learning experiences, particularly for female studentsdrawn by these features. The problem motivating this paper is that females make up only 34% ofthe workforce in Science, Technology, Engineering, and Math (STEM). Therefore, as part of thisresearch, Augmented Reality was introduced to female Hispanic high school students with theobjective of 1- Identifying students' familiarity with AR, 2- Identifying students' initialimpression, 3- Capturing the challenges encountered while using AR, 4- Capturing participants'interest for AR use for an extended period, and 5- Assessing potentials of AR to enhancelearning and education among female students. A pre-experimental research design

Conference Session

Voices of Diversity: Perspectives and Experiences in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sarah Hug, Colorado Evaluation and Research Consulting; Suzanne Eyerman, Fairhaven Research and Evaluation

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Diversity

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Minorities in Engineering Division(MIND)

discipline. In our study, we focus on one interviewitem related to departmental fit, and we categorize the complex ways students perceived theirown belonging, or lack of belonging. This study adopts a comprehensive framework based on thework of Allen and colleagues [1] for considering belonging and applies the framework tointerviews focused on student belonging to their academic department. As students describedwhether or not they felt they belonged to their academic department, they described whatcontextual factors supported feelings of belonging, and which did not. They also describedelements of their embodied identities that supported feelings of belonging, such as personalitytraits and demographic markers. Authors coded based on the four

Conference Session

Minorities in Engineering Division(MIND) Technical Session 14

Collection

2024 ASEE Annual Conference & Exposition

Authors

Joseph Ronald Sturgess, Florida International University; Bruk T Berhane, Florida International University; Stephen Secules, Florida International University; Haiying Long; Daniel Ifeoluwa Adeniranye, Florida International University; Jingjing Liu, Florida International University

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Diversity

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Minorities in Engineering Division(MIND)

Universal Computing, Construction, and Engineering Education at Florida International University. ©American Society for Engineering Education, 2024Expanding the Broadening Participation in Engineering Focus to Include Data on Nontraditional StudentsIntroduction As the need for more technically skilled workers in the U.S. engineering workforceincreases, working adults are returning to college for degree attainment to advance their careers.Returning to college part-time has become more feasible for working adults with the increasingpopularity of online courses [19],[10],[4],[14], [1], [2]. However, the higher education systemwas not designed for working adults with many obligations that can

Conference Session

Diverse Pathways in Engineering Education: Exploring Experiences and Opportunities

Collection

2024 ASEE Annual Conference & Exposition

Authors

Julian Rodrigo Sosa-Molano, Florida International University; Alexandra Coso Strong, Florida International University

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Diversity

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Minorities in Engineering Division(MIND)

might be reflected in the underrepresentation of students with disabilities in thescholar community. Between 11% and 15% of U.S. college students identify themselves asstudents with disabilities [7] [8] and about only 4% of these students with disabilities haveenrolled in engineering majors [8]. As of 2015, while the 33% of the U.S. population held atleast a bachelor’s degree, only 14% of the population with disabilities had reached this level ofhigher education [9]. Furthermore, just 1% of students with disabilities have received a PhDdegree in 2017 [10]. These statistics provide a glance of the disadvantaged position that studentswith disabilities hold, as compared to the general population in the U.S. Given the historicallyexclusionary

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)

programs play a pivotal role in nurturing the personal and professional developmentof students. Initiatives such as the UMBC Meyerhoff Scholars [1], Louis Stokes Alliances forMinority Participation (LSAMP) [2], McNair Scholars [3], and GradTrack Scholars [4], [5],programs exist to prepare undergraduate students for graduate school. The GradTrack Scholarsprogram is a comparatively new initiative, and it has evolved over the past 3 years to establishitself as a strong virtual mentoring program committed to the preparation of undergraduate studentsfor graduate school [4]. While GradTrack has demonstrated positive impacts on participants’preparation for the graduate application process, the question remains: what impact doesGradTrack have on

Conference Session

Empowering Marginalized Voices in STEM: Perspectives and Initiatives

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rubaya Rahat, Florida International University; Mohamed ElZomor P.E., Florida International University

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Diversity

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Minorities in Engineering Division(MIND)

marginalizedarchitecture/engineering/construction (AEC) students about incorporating equity considerationswhile developing sustainable and resilient infrastructures. For this study, the relevantunderrepresented populations are African American, Hispanic American, and Native American. Itis imperative to investigate how engineering graduate students including students frommarginalized communities understand the connections between social justice and theinfrastructure systems, given the growing importance of these concerns in our society. The studyaims to address the following research objectives: (1) Understand the level of awareness of AECmarginalized students about societal inequalities within resilient infrastructure systems; (2)Highlight the perceptions

Conference Session

Empowering Marginalized Voices in STEM: Perspectives and Initiatives

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ulises Juan Trujillo Garcia, Arizona State University

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Diversity

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Minorities in Engineering Division(MIND)

Assistance Migrant Program (CAMP), which is a federally funded program that assistschildren of migratory families during their first year of college. The survey was created from twoprior validated instruments on funds of knowledge and community cultural wealth. A total of 108undergraduate migratory students in STEM fields who were either previously or currentlyassociated with CAMP responded to the survey. Exploratory and confirmatory factor analyseswere used to confirm the underlying theoretical relationships between the survey items and thepredicted constructs. Results supported a two latent construct model with six items that make upthe instrument: 1.) knowledge/experience outside of school and 2.) social networks in the form ofneighborhood