Conference Session

Fostering Diversity and Innovation in Engineering Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

ERIKA JUDITH RIVERA PE. , Florida International University; Claudia Calle Müller, Florida International University; 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)

, 2024Strengthening Disaster Resilience Through Diaspora Engagement: A Study on Integrating Diaspora Communities into Engineering Education AbstractsIntegrating resilience into disaster management and harnessing the potential of diasporacommunities in engineering education curriculum is pivotal in equipping future engineers totackle the intricate challenges posed by disasters and their ramifications on diaspora populations.The construction industry has long grappled with a scarcity of skilled labor, which becomesespecially pronounced in the aftermath of disasters during the reconstruction phase. In theaftermath of a natural disaster, the active engagement of diaspora communities within socialnetworks can serve

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)

Paper ID #37522Understanding the Impact of an LSAMP Scholar ProgramDr. Yang Lydia Yang, Kansas State University Yang Lydia Yang is an Associate Professor of Quantitative Research Methodology at College of Educa- tion, Kansas State University. She received her Ph.D. in Curriculum & Instruction from Florida Inter- national University. Her research interest include quantitative educational research design and statistical analyses, Q methodology, and recruitment and retention in STEM fields.Dr. Brenee King, Kansas State UniversityDr. Amy Rachel Betz, Kansas State University Dr. Amy Betz is the Assistant Dean for Retention

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)

missions are much more focused on providing educational opportunities tolocal students who wish to pursue an education beyond high school. With a few exceptions,community college faculty seek external funding to develop new academic programs, improvecurricula and teaching, or implement student-centered professional development programs, oftenin partnerships with four-year institutions. Community college faculty's two main responsibilitiesare teaching and advising students. In this context, mentoring takes shape (Hensel, 2021). Forinstance, mentoring may occur in the classroom, the laboratory, and the office. In theirclassrooms, faculty uncover the hidden curriculum, introduce academic language, and promotethe notion of students becoming scholars

Conference Session

Minorities in Engineering Division(MIND) Technical Session 14

Collection

2024 ASEE Annual Conference & Exposition

Authors

Daniel Tillman, University of Texas at El Paso; Diane Elisa Golding, University of Texas at El Paso; Song An, University of Texas at El Paso; Marianne Katherine Steele; Alice Carron, Navajo Technical University; Karime H Smith, University of Texas at El Paso; Thomas Joseph Soto, University of Texas at El Paso

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Diversity

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Minorities in Engineering Division(MIND)

the advanced educational technologies now available for serving bilingual learners [8][9]. The current paper will describe our project design, technical operationalization, andpredicted outcomes for the web module, which is presently at an early stage of development.Planned future publications pertaining to this project will describe selection and development ofproject content, and the strategy for involving students and faculty as users of this system duringimplementation. As this project becomes further developed, mixed methods assessment willdetermine the impacts from providing this learning experience to students and interestedcommunity members, and in particular the effectiveness of integration of the project resources

Conference Session

Minorities in Engineering Division(MIND) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Mary Sallah Jia, University of Arkansas; Kaitlin Hall, University of Arkansas; Raj R. Rao, University of Arkansas; Mostafa Elsaadany, University of Arkansas

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Diversity

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Minorities in Engineering Division(MIND)

that utilize interdisciplinary approaches toward a better understanding of stem cell fate in the context of regenerative biomedical therapies. He is committed to the integration of research and education and has developed courses and programs that relate to entrepreneurship, service learning, and community engagement. He is an elected Fellow of the American Institute of Medical and Biological Engineering (AIMBE), an elected Fellow of BMES, and Past-President of the Institute of Biological Engineering (IBE). Awards and Honors include NSF-CAREER, Qimonda Professorship, Billingsley Professorship, IBE Presidential Citation for Distinguished Service, and University of Arkansas Honors College Distinguished

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)

persistence within their degree programs. Combined, these theories help us 3hypothesize that the time and energy spent by NSBE members in chapter activities that supporttheir social, academic, and professional integration in engineering education in culturally affirmingways will increase the likelihood they persist in engineering.As an initial, yet limited proxy for time invested and energy expended on Black engineeringstudent participation in a NSBE chapter, we considered participation in NSBE (paid chapter levelNSBE member) and number of years of NSBE participation. Due to the importance of first-yeartransition, we also considered early participation

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)

responsiveness to the persistence of FTIC students in STEM is understudied. Canmentorship alone, role modeling, and emotional support be the sole solution to improve femaleSTEM persistence? No. However, the institutional process will need to be situated with otherentities that can build and foster an inclusive environment through intentional student successpractices and curriculum development or modifications.Given the promising outcomes of mentoring, its success relies on its implementation, structure,and stakeholders [17]. Mentors should be formally trained to recognize students’ potential, bestewards of change and be capacity builders through intentionality [22, 25, 27, 41]. Likewise, thementees’ ability to receive support should be a prerequisite to

Conference Session

Minorities in Engineering Division(MIND) Technical Session 14

Collection

2024 ASEE Annual Conference & Exposition

Authors

Mary S Jia, Duke University; Mostafa Elsaadany, University of Arkansas

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Diversity

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Minorities in Engineering Division(MIND)

consisted of 7questions evaluating the students’ self-efficacy or their belief in their own abilities. Self-efficacyin this context was determined in terms of the ability to act as an engineer and entrepreneur or tosolve problems intelligently and creatively. The second bock of 5 questions determined theunderlying motivation of the student and whether their motivations were related to their owndemographics. For instance, whether a student feels that nationality or gender group is integral totheir motivation to pursue biomedical engineering. The third block of 4 questions focused ondetermining why students selected the BME major: e.g. whether the interest in BME is related tothe economic benefits or a particular enjoyment of BME concepts. The next

Conference Session

Advancing Diversity in Engineering Education: Insights and Perspectives from Underrepresented Communities

Collection

2024 ASEE Annual Conference & Exposition

Authors

Makayla Headley, Clemson University; Trina L. Fletcher, Florida International University; Lisa Benson, Clemson University

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Diversity

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Minorities in Engineering Division(MIND)

an integrated modeling and testing environment.National Research 1 This is a book on the Panel on Undergraduate Engineering Education performed by the National Research Council. In Chapter 4 TheCouncil (1986) Curriculum, 3+2 curriculum is mentioned as a recent proposal for the engineering curriculum. The report considers 3+2 programs as experimental approaches to the professional model.Payton et al. (2012) 1, 2 Supported by statistical data, the study applies the Involvement, Regimen, Self-Management, and Social Networks (IRSS) theory to an early college program at Clark Atlanta University.Rockward (2002) 1 This document is a

Conference Session

Minorities in Engineering Division(MIND) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Claudia Calle Müller, Florida International University; Mais Kayyali, Florida International University; Mohamed ElZomor P.E., Florida International University

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Diversity

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Minorities in Engineering Division(MIND)

practices to target theretention of students, particularly those from historically marginalized communities. Accordingto reports from FIU’s AIM website for retention and graduation studies [13], some of theseactions and practices included:1. Changes in grading options – The No Credit (NC) grading option replaced a D or F in any University Core Curriculum course with an NC grade. While NC grades may be considered a negative impact on retention and graduation, they are less detrimental to a student’s success than Fs. Using the NC policy as an intervention helps bring about behavior change and thus increases the number of returning students.2. Implementation of an Early Alert system to identify at-risk students – Professors sent out early

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)

isachieved through building of knowledge and skills. This is accomplished in curriculum as wellas in a formal peer mentoring program which encourages all students who enter the college ofengineering to work with a student who is a junior or senior student with a 3.4 and above gradepoint average with a matching race/ethnicity/gender. The third step is validation of competencethrough performance of activity to showcase their knowledge revealing abilities to themselvesand others. The final stage of identity development is validation of engineering ability throughrecognition which is provided by either an instructor or through dissemination opportunities orawards.Our efforts began with a grassroots program called Diversity and Excellence in

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)

University of Ulm (Ger- many, 2007-2010) and then an Associate Research Scholar at Princeton (2010-2013). His group’s research interests are in development and application of computational chemistry toward basic and applied studies for renewable energy and sustainability, and in 2017 he received and NSF-CAREER award. He also has interests in curriculum development for enhancing access to engineering curricula, and he currently serves on his school-wide DEI advisory committee.Dr. David V.P. Sanchez, University of Pittsburgh David V.P. Sanchez is an Associate Professor in the Swanson School of Engineering’s Civil & Envi- ronmental Engineering department and the Associate Director for the Mascaro Center for Sustainable

Conference Session

Advancing Equity in Engineering Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Anya Work, Virginia Polytechnic Institute and State University

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Diversity

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Minorities in Engineering Division(MIND)

,socioeconomic status is frequently absent in conversations on access and success in engineering[10]. Engineering serves as an opportunity for upward mobility for low-income engineeringstudents, as well as an opportunity for LIS to bring diverse perspectives to solve engineeringproblems [11][12]. However, in the pursuit of an engineering degree, high-income students arefive times more likely than LIS to graduate within six years [13].Within education, researchers link sense of belonging to a variety of significant student outcomesincluding retention, persistence, major choice, and career path [14][15][16]. Sense of belonginghas previously been defined as the “experience of personal involvement and integration within asystem or environment to the extent

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)

skilled workforce as well as design and developnew technologies and products for the aerospace enterprise. BP-AE has leveraged the CoE’s goalsto expand recruitment, curriculum development, mentorship, and research collaborations tomaximize the overall impact of the program.The leading Institution (LI) has established track records in scholarly activities, recruitment, andeducation of African American and female engineering students. The addition of U-C will furtherenhance diversity with Hispanic workforce inclusion. The coalition members have alreadydeveloped long-term partnerships with stakeholders from AFRL, NASA centers, and otherrelevant institutions in terms of integration of research and education endeavors withdemonstrated success. The BP

Conference Session

Minorities in Engineering Division(MIND) Technical Session 14

Collection

2024 ASEE Annual Conference & Exposition

Authors

Deana Delp, Arizona State University; Maria Dixon, Arizona State University; Crislana Rafael, Arizona State University; Jacob Underwood, Arizona State University

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Diversity

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Minorities in Engineering Division(MIND)

often express that belonging to a supportive community positivelyinfluences their mental well-being [8,9]. Recognizing and addressing the unique needs ofstudents with ASD is integral to creating an environment conducive to their academic successand overall well-being [8,10]. In particular, improving self-advocacy skills are linked to positiveretention rates in college for students with disabilities [11]. Implementing targeted supportmechanisms, such as assistance with executive functioning skills and promoting community-building initiatives not only facilitates academic success but also enhances the overall collegeexperience for individuals with ASD.EASE ProgramASU has developed a free program, Employment Assistance and Social Engagement (EASE

Conference Session

Diverse Pathways in Engineering Education: Exploring Experiences and Opportunities

Collection

2024 ASEE Annual Conference & Exposition

Authors

Julie M. Smith, CSEdResearch.org; Jordan Williamson

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Diversity

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Minorities in Engineering Division(MIND)

(n = 22). As described above, academic goals usually focus on math skills. Affective goalsoften focus on confidence, social integration, motivation, and similar constructs. Figure 7: Summer bridge program goals. Study ResultsThe most commonly reported result was an improvement in student retention. Studies also foundpositive effective results, including high levels of satisfaction with the program, intent to persist inSTEM studies, improved self-efficacy, sense of belonging, confidence, motivation, sense ofpreparedness for future studies, and understanding of the engineering profession. There were alsoreports of improved academic skills, including spatial reasoning, metacognition, and math. Nullor negative

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)

require engineering education practitioners for an integrated, assets-based approach to engineering and computing identity development that draws upon identity theory andresearch, community cultural wealth as well as funds of knowledge and identity. Chicana feminism offersa framework for understanding and addressing the experiences and challenges faced by Latinaengineering and computing students. Here are practical ways engineering educators might apply Chicanafeminist principles in working with Latina engineering and computing students: • Valuing cultural heritage and identity: Encourage students to explore and celebrate their cultural heritage and identity and help them understand the ways in which their cultural experiences

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 to succeedin the Professional Engineering Certification. This study will focus on the obstacles Puerto Ricanengineering students and graduates have that limit their possibilities of excelling in theProfessional Engineering Examination and improvements to the curriculum to increase thelikelihood of success in the P.E. exam.Author Keywords: Social Sustainability; Professional Certification; Diversity; Inclusion.Introduction and BackgroundConstruction and engineering education must integrate the social sustainability components ofdiversity, equity, and inclusion to improve the work environment and reduce unconscious biasesin the construction industry [2]. Diversity and inclusion promote the integration of differentcultures and groups that

Conference Session

Fostering Diversity and Inclusion in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Bahaa Ansaf, Colorado State University, Pueblo; Nebojsa I Jaksic P.E., Colorado State University, Pueblo; Abby Davidson, Colorado State University, Pueblo; Jim S Carsella Ph.D, Colorado State University, Pueblo; Sanaa Sh. Al-Samahi, University of Baghdad; Mohammed Al-Shammaa

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Diversity

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Minorities in Engineering Division(MIND)

Mentored Research Experiences to Engage Underrepresented Minority Students,” AIDS Behav, vol. 20, no. S2, pp. 249–257, Sep. 2016, doi: 10.1007/s10461-016-1392-z.[4] M. R. Mackiewicz, K. N. Hosbein, D. Mason, and R. Ajjarapu, “Integrating Scientific Growth and Professional Development Skills in Research Environments to Aid in the Persistence of Marginalized Students,” J Chem Educ, vol. 100, no. 1, pp. 199–208, Jan. 2023, doi: 10.1021/acs.jchemed.2c00633.[5] L. Kingsford, R. Mendoza, J. Dillon, C.-A. Chun, and K.-P. Vu, “Broadening and Diversifying the Behavioral and Biomedical Research Workforce through Early Access to an Undergraduate Research Training Program.,” UI J, vol. 13, no. 2, pp. 1–24, 2022.[6] A

Conference Session

Diversity Trainings, Inclusive Learning, and Distance Learning

Collection

2023 ASEE Annual Conference & Exposition

Authors

Laura J. Bottomley, North Carolina State University, Raleigh; Kimberly Pender

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Diversity

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Minorities in Engineering Division(MIND)

Paper ID #39608Do Short-Term Diversity Trainings Have Lasting Effects?Dr. Laura J. Bottomley, North Carolina State University, Raleigh Laura Bottomley is the Director of Engineering Education for the College of Engineering at NC State University. She has worked in engineering education from preK-20 for more than 30 years, starting the Engineering Place for K-12 Outreach at NC State in 1999 and the Women in Engineering Program in 1998. She has been recognized with the PAESMEM award, once as an individual and once as a part of a program award, but her students would say that her Superbowl commercial was the greater recognition

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)

(focused on research),secondary (focused on teaching and/or service), and intersectional (aligned with identities ofscholars’ choosing). This integrated model engages scholars, mentors, and members of theadministrative team in authentic dialogue to promote a culture that differs from traditionalmodels of postdoctoral mentorship and development. Initial findings show that to maximize the progression of postdoctoral scholars, it isimportant to understand and address their self-identified issues surrounding mentorship andprofessional barriers that impede their success. The target audiences of this work are institutionalprograms, individuals who work with postdoctoral scholars, and those with an interest indiversifying and retaining future URM STEM

Conference Session

Advancing Equity in STEM Academia: Insights and Strategies

Collection

2024 ASEE Annual Conference & Exposition

Authors

Joseph Leon Henry, University of California, Irvine; Natascha Trellinger Buswell, University of California, Irvine; Eva Fuentes-Lopez, University of California, San Diego

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Diversity

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Minorities in Engineering Division(MIND)

). Essentiallyservingness is a metric of the efforts to support student inclusion and thriving, a metric in whichthe role and work of Latine and Hispanic TFF are integral. We derive this question and ourprojects broader motivation from Garcia (2019, p. 4) who argues that, “Moving from servignessas a theory to an actual practice requires learning with and from HSIs that are currently 10implementing these practices.”. We see this work as looking to those who are contributing mostto servingness within the classroom to explore how and how much they contribute to highereducation institutions' servigness, as well as to how these institutions can best support them

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)

biases,incorporating culturally relevant curriculum, and demonstrating a caring pedagogy [4], [38],[39]. Further, faculty can enhance BLI student academic integration through opportunities toparticipate in research labs, and internships relevant to careers in engineering [38]. As such,much research has been dedicated to better understanding various factors that positivelycontribute to students' sense of belonging, including experiences within the classroom.Positionality As authors, we entered this research with a commitment to better understanding andsupporting the educational experiences of BLI engineering students in higher education. Ourteam consists of White, Black, and Latinx scholars. We took a social constructivistepistemological

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)

lack representation forNative American students [7]. This repeatedly highlights the disparity of cultural diversity in manyuniversities, and subsequently, white-collar jobs.Another problem lies in the historically Eurocentric curriculum which ignores most minorities andtheir cultures [8]. This causes a mistrust between the historically Caucasian majority and peopleof color. In an act of self-determination, Tribal Colleges and Universities (TCU) were established,with most hosting two-year degrees [9]. The 39 TCUs primarily serve geographically isolatedpopulations, hours away from other mainstream postsecondary institutions. Despite significantprogress and a steady rise in enrollment, TCUs have funding that limits their ability to further

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)

Paper ID #39943Improving the Experiences and Retention of Black Students in STEMEducationDr. Hermine Vedogbeton, Worcester Polytechnic Institute Dr. Hermine Vedogbeton is an Assistant Research Professor at the Worcester Polytechnic Institute (WPI). Her research interests include social justice, environment justice, ecosystem services, and women & the environment. She holds a Ph.D. in in Economics and a master’s in International Development and Social Change from Clark University.Crystal BrownDr. Gbetonmasse B Somasse, Worcester Polytechnic Institute Gbetonmasse Somasse is a faculty member in the Department of Social

Conference Session

Empowering Diversity in Engineering Education: Strategies and Impacts

Collection

2024 ASEE Annual Conference & Exposition

Authors

Gabriella Coloyan Fleming; Christine Julien, University of Texas at Austin; Kiersten Elyse Fernandez, University of Texas at Austin

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Diversity

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Minorities in Engineering Division(MIND)

and engineering identities. Many other universities host engineering summer camps formiddle and high school students and employ engineering undergraduate students as campcounselors. These camps are designed for students with minimal previous exposure toengineering. In this research study, we explore the impact of working as a counselor in thesecamps on counselors’ Community Cultural Wealth (CCW) assets and self-defined characteristicsof an engineer. Five summer camp counselors in one institution’s 2023 summer camp programsparticipated in post-camp semi-structured interviews about their experiences as counselors. Twocounselors identified as Black/ African American and three as Hispanic/ Latino/a/é; twoidentified as women and three as men

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)

participating students take courses and conduct research at different campuses. Bridge tothe Doctorate Scholars are also offered the opportunity to integrate an International ResearchExperience into their training during their stay in the program. Program design, best practices,and operation and comparisons to other diversity programs and national data will be presentedalong with the career outcomes of the over 100 participants. Of the 33% in engineering (of these97% completed the MS degree). To date over 50% of the NYC LSAMP Scholars havecompleted their Doctoral degrees.IntroductionThe NSF supported New York City Louis Stokes Alliance for Minority Participation (NYCLSAMP) in Science, Technology, Engineering and Mathematics (STEM) has spearheaded

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)

various infrastructure inequity issues as well as indicated a highermotivation to work toward systemic change. The findings of this study would motivate educatorsto develop tailored educational strategies for increasing awareness of infrastructure inequalityand preparing the forthcoming construction workforce including marginalized constructionprofessionals with the skills required to ensure an equitable, sustainable, and resilientinfrastructure system.Introduction and BackgroundCommunities across the United States are increasingly experiencing the devastating impacts ofextreme weather events and changing climate conditions. The National Oceanic and AtmosphericAdministration reports that in 2021 alone, there were 20 weather disaster events

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Allison Kelly Murray, Marquette University; Kathryn Ermentrout

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Diversity

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Minorities in Engineering Division(MIND)

how the factors in a curriculum affect students and their successin engineering by answering two research questions (RQ). (1) What, if any, demographics factorsinfluence a student’s engineering GPA? (2) How does the course level affect the performance ofstudents in demographic groups shown to be significant in RQ1? Herein, it is shown that theprogression through an academic career affects students differently based on their demographics.Male students of color are shown to be the group most negatively impacted by certain effects.This work seeks to counter the common anecdotal fallacy that academic preparedness is theprimary driver between disparities in success as it is observed that gaps widen and narrow withtime through the academic levels

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)

Paper ID #40289What Difference Does Difference Make? A Case Study of Racial and EthnicDiversity in a Summer Intensive Research InstituteTryphenia B. Peele-Eady, Ph.D., University of New Mexico Dr. Tryphenia B. Peele-Eady is an Associate Professor of Language, Literacy, and Sociocultural Studies in the College of Education and Human Sciences at the University of New Mexico, where she specializes in African American education and ethnographic research. Her reserach focuses on the social, cultural, and linguistic contexts of teaching and learning practices, particularly in the African American community, and culturally