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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Minorities in Engineering Division(MIND)

assistant professor in the Electrical and Computer Engineering Department at the University of New Mexico. Her research focuses on materials development (metals, dielectrics, phosphors) for advanced manufacturing processes, process optimization for microelectronic devices, biomaterials, and broadening participation in engineering through engineering education research. The focus of her inclusive, multi- disciplinary lab is to create material solutions for a more sustainable and earth conscious future. Dr. Godwin earned her M.S. and Ph.D. degrees in Materials Science and Engineering from the University of Florida where she focused on phosphor development and degradation. Her B.S. is in Mechanical Engineering from Florida

Conference Session

Minorities in Engineering Division(MIND) Technical Session 5

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

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Minorities in Engineering Division(MIND)

. 2, pp. 371–392, 2021, doi: 10.1002/jee.20391.[10] M. L. Sánchez-Peña and S. A. Kamal, “A comparative analysis of mental health conditions prevalence and help seeking attitudes of engineering students at two institutions in the U.S.A,” presented at the 2023 World Engineering Education Forum - Global Engineering Deans Council (WEEF-GEDC), Oct. 2023, pp. 1–9. doi: 10.1109/WEEF- GEDC59520.2023.10343627.[11] J. A. Yang, M. K. Sherard, C. Julien, and M. Borrego, “Resistance and community-building in LGBTQ+ engineering students,” J. Women Minor. Sci. Eng., vol. 27, no. 4, 2021.[12] A. N. Gentry, J. P. Martin, K. A. Douglas, E. Holloway, and C. Thompson, “Nonbinary Engineering Students’ Access to Resources Through Cis* and

Conference Session

Minorities in Engineering Division(MIND) Technical Session 13

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

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Minorities in Engineering Division(MIND)

University of Florida where he also earned his bachelor’s and master’s degrees in Family, Youth, and Community Sciences.Dr. Linda DeAngelo, University of Pittsburgh Linda DeAngelo is Associate Professor of Higher Education, and Director of Graduate Studies and secondary faculty in the Gender, Sexuality, and Women’s Studies Program at the University of Pittsburgh. Dr. DeAngelo studies social stratification, investigating how social inequities are produced, maintained, and interrupted. Currently her scholarship focuses on access to and engagement in faculty mentorship, the pathway into and through graduate education, and gender and race in engineering.Prof. Natascha Trellinger Buswell, University of California, Irvine

Conference Session

Minorities in Engineering Division(MIND) Technical Session 13

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

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Minorities in Engineering Division(MIND)

mentorship and professional development strategies. Building on thisfoundation, the Expanded Network for BP-AE (ENBP-AE) program was established to extendthese efforts and scale the impact to a broader network of institutions and students.The ENBP-AE program strategically added five institutions selected based on the desire toincrease pathways into aerospace careers and existing faculty connections. Since the program’sexpansion, one of the added institutions has established an undergraduate program in aerospaceengineering, and a core institution has launched a graduate program in Aerospace Engineering,further enhancing the capacity for aerospace education within the network.The train-the-trainer mentorship model was pivotal for integrating these

Conference Session

Minorities in Engineering Division(MIND) Technical Session 13

Collection

2025 ASEE Annual Conference & Exposition

Authors

Fahad Khan, Springfield Technical Community College

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Minorities in Engineering Division(MIND)

. During his time at STCC, Professor Khan developed a curriculum in building heating efficiency and restructured the hands-on portion of the heating program to focus on providing traditional and non-traditional students with the fundamental skills required for workforce development. ©American Society for Engineering Education, 2025 The Effect of SLOs Focused Lectures and Class Modality on STEM Latinx Students’ Success In schools serving minority students or Hispanic-Serving Institutes (HSIs), therestructuring of class material delivery methods is crucial for improving student learningoutcome (SLO) attainment. The recent pandemic has accelerated the shift towards

Conference Session

Minorities in Engineering Division(MIND) Technical Session 3

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

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Minorities in Engineering Division(MIND)

Resilient Infrastructure Engineering at the Department of Civil Engineering, Morgan State University. He is also a graduate research assistant at the Sustainable Infrastructure Development, Smart Innovation and Resilient Engineering Research Laboratory also at the Civil Engineering Department. His research interests include UAV applications in high-rise and bridge infrastructures monitoring, Remote Sensing and GIS in engineering applications, engineering education, student success and hands-on engineering pedagogy for program enhancements. He is an alumnus of University of Nigeria (UNN), having earned his M.Sc. in Surveying and Geoinformatics (Remote Sensing and Geographic Information System). He previously completed

Conference Session

Minorities in Engineering Division(MIND) Technical Session 4

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

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Minorities in Engineering Division(MIND)

at Austin and his M.S. and Ph.D. degrees in Mechanical Engineering from The University of Texas at Arlington.Andrea Lidia Castillo, Arizona State University A.Lili Castillo is a second-year graduate student in the Engineering Education Systems and Design PhD program at Arizona State University. Lili is a recipient of the 2022 National Science Foundation’s Graduate research fellowship. Her research interests include engineering identity formation, high-impact learning experiences, and Latino/a/x & first-generation college student pathways in engineering. Through her research, Lili hopes to amplify the voices of historically underrepresented populations in engineering to foster an inclusive space in engineering

Conference Session

Voices of Diversity: Perspectives and Experiences in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Nagash Clarke; Joi-Lynn Mondisa, University of Michigan

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Diversity

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Minorities in Engineering Division(MIND)

white male faculty and administrators engage in ally work. Race Ethnicity and Education, 18(4), 488-514.Plummer, D. L., & Slane, S. (1996). Patterns of coping in racially stressful situations. Journal of Black Psychology, 22(3), 302-315.Pierceall, E. A., & Keim, M. C. (2007). Stress and coping strategies among community college students. Community College Journal of Research and Practice, 31(9), 703-712.Riley, D. (2017). Rigor/Us: Building boundaries and disciplining diversity with standards of merit. Engineering Studies, 9(3), 249-265. Russo‐Tait, T. (2022). Color‐blind or racially conscious? How college science faculty make sense of racial/ethnic underrepresentation in STEM. Journal of Research in Science Teaching, 59

Conference Session

Minorities in Engineering Division(MIND) Technical Session 12

Collection

2025 ASEE Annual Conference & Exposition

Authors

Hua Li, Texas A&M University - Kingsville; Kai Jin, Texas A&M University - Kingsville; Larry Peel PE, Texas A&M University - Kingsville; Michael Preuss, Exquiri Consulting, LLC; Selinda Martinez, Laredo College; Yan Xu, Del Mar College; Yi Ren, Texas A&M University - Kingsville; Antonio Guadalupe Carranza III, Laredo College

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Minorities in Engineering Division(MIND)

there is to be a representative distribution of participants in the futureSTEM workforce. In this project, different types of learning modules have been designed toincrease students’ interest in STEM, especially Aerospace Engineering. Seven different types oflearning modules with a total of 12 options were developed. These learning modules were sharedwith high school teachers and community college faculty in settings where the majority ofstudents are Hispanics. The instructors then chose the best options for their classes. In this paper,the authors will introduce the designs of 12 learning modules and discuss feedback from courseinstructors and more than 200 students collected through post-surveys. Survey data frominstructors and students

Conference Session

Minorities in Engineering Division(MIND) Technical Session 16

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

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Minorities in Engineering Division(MIND)

students, including women, underserved students of color, andlow-income learners [5], [6], [7].Community colleges provide an affordable entry point, yet many students struggle withprogression into advanced coursework [5], [8]. Policy and program leaders play a key role inmitigating these barriers through policy development, institutional partnerships, and strategicinitiatives [9]. Despite their impact, little research explores how policy and program leaders thinkabout achieving transfer objectives, particularly in STEM disciplines like engineering.This study addresses this gap using the collective impact framework [10], [11], [12] whichpromotes cross-sector collaboration through shared goals and coordinated actions to tacklesystemic challenges

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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Minorities in Engineering Division(MIND)

://eric.ed.gov/?id=EJ1133766[4] E. A. Cech, “Engineering’s Systemic Marginalization and Devaluation of Students andProfessionals With Disabilities”.[5] M. J. Erickson and K. H. Larwin, “The Potential Impact of Online/Distance Education forStudents with Disabilities in Higher Education,” vol. 5, no. 1.[6] P. Golding et al., “Building STEM Pathways for Students with Special Abilities,” in 2018ASEE Annual Conference & Exposition Proceedings, Salt Lake City, Utah: ASEE Conferences,Jun. 2018, p. 30165. doi: 10.18260/1-2--30165.[7] C. Groen, L. McNair, M. Paretti, D. Simmons, and A. Shew, “Board 52: ExploringProfessional Identity Development in Undergraduate Civil Engineering Students WhoExperience Disabilities,” in 2018 ASEE Annual Conference &

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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Minorities in Engineering Division(MIND)

the City College Black Male Leadership and Mentoring Program and has taught courses in Black Studies and Chemistry at the City College. At the NYC Alliance, he oversaw the day- to-day operation of the NYC Alliance programming across the 18 participating campuses at the City University of New York for 20 years. Dr. Brathwaite began his college education at Hostos Community College, received his BS in Chemistry from the City College of New York and his Ph.D. in Organic Chem- istry from the Graduate Center of CUNY. He served as a Chancellors Fellow, and conducted additional postdoctoral training at Weill Cornell in the Division of Molecular Medicine. ©American Society for Engineering Education

Conference Session

Minorities in Engineering Division(MIND) Technical Session 1

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

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Minorities in Engineering Division(MIND)

Paper ID #48001Reducing Bias in Interviews with Undergraduate Student Applicants for STEMResearch (Work In Progress)Dr. Jad El Harake, Vanderbilt UniversityProf. Jonathan Ehrman, Department of Biomedical Engineering, Vanderbilt University, Nashville, TN, USAKatrina L. Leaptrot, Vanderbilt University ©American Society for Engineering Education, 2025 Reducing Bias in Interviews with Undergraduate Students for STEM Research Involvement (Work In Progress)Abstract Undergraduate research can play a large role in diversifying STEM fields, giving manystudents from underrepresented groups the opportunity to

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Collette Patricia Higgins; Emily Joanna Kamp; Kenneth Stewart; Azadeh Bolhari, P.E., University of Colorado, Boulder; Daniel Ivan Castaneda, James Madison University

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Diversity

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Minorities in Engineering Division(MIND)

notion that all engineering learners maintain vast knowledge,experiences, and skills that can be used to meet the demands of engineering coursework andengineering programs. Yet, those cultural assets may remain invisible, unrecognized, and under-leveraged by engineering educators. As engineering educators continue to make strides insupporting their diverse learners, additional steps are needed to make visible the unseen culturalassets that engineering learners use in the engineering classroom as they develop into theengineers of the 21st-century STEM workforce.This paper presents the findings of an exploratory, quantitative study of the cultural assets thatengineering students use while enrolled in undergraduate engineering degree

Conference Session

Minorities in Engineering Division(MIND) Technical Session 15

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

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Minorities in Engineering Division(MIND)

, and belonging. Across all groups, college specific prejudice generallydeclined which suggests that the experiences of prejudice within the academic environmentdeclined over time across the whole group, and trends were the same within differentdemographic groups. A moderate decline in engineering specific social distance in online contextwas also observed but only for those experiencing mental health conditions. However, a decreasein engineering identity and engineering belonging were evident across gender, race, sexualorientation, and parental education level, suggesting a weak connection to the engineering fieldand its community over time. These patterns were particularly less pronounced or absent amonginternational students, likely due to 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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Minorities in Engineering Division(MIND)

, no. 1. Wiley- Blackwell Publishing Ltd, pp. 6–27, 2012. doi: 10.1002/j.2168-9830.2012.tb00039.x.[9] K. G. Ricks, J. A. Richardson, H. P. Stern, R. P. Taylor, and R. A. Taylor, “An Engineering Learning Community To Promote Retention And Graduation Of At-Risk Engineering Students,” 2014.[10] M. J. Grimm, “Work in progress - An engineering bridge program - the foundation for success for academically at-risk students,” in Proceedings - Frontiers in Education Conference, FIE, 2005. doi: 10.1109/fie.2005.1612214.[11] S. J. Gates Jr and C. Mirkin, “Encouraging STEM students is in the national interest,” Chron High Educ, vol. 58, no. 39, 2012.[12] Florida International University (FIU

Conference Session

Minorities in Engineering Division(MIND) Technical Session 16

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

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Minorities in Engineering Division(MIND)

— excludingscholarships — are now permanent fixtures within the university. Rather than operating as short-term, grant-funded efforts, these initiatives have been woven into the institution’s fabric in a waythat would require active removal to discontinue, demonstrating a strong commitment to theirlong-term viability. Key aspects of the ELC and its lasting impact include: • Multi-faceted Support System: Students benefit from an academic and co-curricular support structure designed to remove obstacles and increase graduation rates. • Engineering Learning Community (ELC): By fostering a shared learning experience, students develop a stronger STEM identity and build peer networks that contribute to their success. • Leadership and

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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Minorities in Engineering Division(MIND)

self-identified as Hispanic (6.33%). Of these 840 Hispanicstudents, undergraduates made up 664 (5% of GCOE), and graduate students made up 176 (1.3%of GCOE) [14]. Throughout the program, we hosted workshops to enhance mentoring participation withtopics such as the importance of mentoring, leadership skills development, and career pathwayexpectations. Social events were also included to build community among participants. Weinvited speakers who identified as Hispanic and held a graduate degree to promote visibility ofHispanics in STEM. Participants were also encouraged to meet independently, virtually or inperson. Our contributions are listed below: • We create a program structure for the development of Hispanic engineering students

Conference Session

Minorities in Engineering Division(MIND) Technical Session 12

Collection

2025 ASEE Annual Conference & Exposition

Authors

Sehba Midhat Hasan, Tufts University

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Minorities in Engineering Division(MIND)

education and developed STEM curricula. Sehba’s leadership shines through her involvement in the Bridge to Engineering Success at Tufts (BEST) program and her work as a Robotics Head Coach. She is also dedicated to expanding STEM education and has created technology-based programs for low-income students. Her journey is a testament to her commitment to educational equity and inclusive STEM opportunities. ©American Society for Engineering Education, 2025 More Than a Summer Bridge (Work in Progress)The Bridge to Engineering Success at Tufts (BEST) program was established at Tufts Universityto support underrepresented students. BEST focuses on providing holistic support 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)

-minded learning (EML) strategy has been of recent interest incollegiate-level courses to encourage an application-focused framework of thought. EMLapproaches to coursework involve the development of assignments or projects that lead studentsto actively think and participate in designing and justifying the practical application of products.For biomedical engineering (BMEG) students, this approach has value due to the high degree ofimportance that design in healthcare and commercial BME-related ventures entails. We created anEML project in a sophomore-level biomechanics course that aimed to develop entrepreneurialskills through designing an orthopedic implant using biomechanical concepts. We have previouslydemonstrated that this approach increased

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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Minorities in Engineering Division(MIND)

American families,where she used social and cultural capital documented how these families and other close networksare the first providers of educational experiences and aspirations for their children to pursue highereducation. Additionally, Castillo and Verdin [42] found that community networks, includingneighborhood friends, help Latinx students with their engineering coursework, consequentlysupporting their external recognition, sense of belonging, and persistent beliefs. As such, theinstrument here suggests the significance of social networks, in this case, neighborhood friends ofmigratory students, in the development, activation, or exchange of funds of knowledge to navigateSTEM spaces.The results in this piece not only provide an initial