Conference Session

Minorities in Engineering Division(MIND) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Azadeh Bolhari P.E., University of Colorado Boulder; Angela R. Bielefeldt, University of Colorado Boulder

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Diversity

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Minorities in Engineering Division(MIND)

. Identification of our neurodivergent studentassets can then motivate the degree to which that engineering program requires adaptation tosupport these students, such as cohorts, space/dorms, etc. Beyond this, it also gives insights tohow interactions with others may affect the confidence and self-efficacy of neurodiverse studentsin the major, particularly as interventions are designed and deployed. Low self-efficacy has beenlinked to low retention rates in programs, particularly for Students of Color, so a measurement ofsocial capital, as an example, is a way for a program to address issues in retention and alignopportunities for students of color with goals of improving relations and confidence.LimitationsIt is uncertain how students self-defined

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

Xiuhao Ding, University of Illinois, Urbana-Champaign; Kang Sun; Zhiyuan Xiao, University of Illinois, Urbana-Champaign; Sujit Varadhan, University of Illinois, Urbana-Champaign; Jiaxi Li, University of Illinois, Urbana-Champaign; Noah Gersich; Ananya Agarwal; Meghana Gopannagari; Alan Tao, University of Illinois, Urbana-Champaign; Chrysafis Vogiatzis, University of Illinois, Urbana-Champaign; David Dalpiaz, University of Illinois, Urbana-Champaign; Jennifer R Amos, University of Illinois, Urbana-Champaign; Lawrence Angrave, University of Illinois, Urbana-Champaign; Hongye Liu, University of Illinois, Urbana-Champaign

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Diversity

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Minorities in Engineering Division(MIND)

needs. We not only investigated the low-stakesassessments, students’ perceived learning, but also their social learning metrics includingbelongingness and self-efficacy because belonging and self-efficacy in learning are knownimportant factors that positively influence students academic performance [7], and students’success should not be limited to only performance based measurements. Furthermore, we studieda new instrument (PAIM) based on the POUR model [8] that measured students’ perceivedaccessibility. PAIM was found to be predictive of SWD perceived learning [8].Background Perceivable Users can use their available senses, such as sight, hearing, and touch, to fully process information in their electronic

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)

of the relationship between the student and the student’s advisor andthe support received from this advisor. Some of these factors are productivity, self-efficacy, andcommitment. The second category, Student experience, grouped the factors related to theExpectancy Value Theory [8], such as the perceived cost, the intrinsic and extrinsic motivation,and the sense of belonging. The Faculty-Student interaction refers to factors that come from thefaculty professors, besides the advisor. The latter category includes factors such as receivingadvice, mentorship, or special attention from a professor. Finally, the academic support categoryincluded factors that are related to the institution, for example, participation in research projectspreviously

Conference Session

Fostering Diversity and Innovation in Engineering Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Minorities in Engineering Division(MIND)

promptedstudents to synthesize and apply the concepts learned during the hands-on activities.Data AnalysisStatistical AnalysisData were analyzed using SPSS software, Version 29 [18]. The analysis included independentsamples t-tests to compare the pre-test scores of participants based on their prior attendance at aSaturday STEM Academy. Paired samples t-tests were then conducted to evaluate the impact ofthe intervention on the students' self-efficacy, STEM identity, and engineering knowledge. Theassumptions for each test were verified prior to analysis. Hedges' g was calculated to estimate theeffect sizes, providing a measure of the magnitude of the intervention's impact while accountingfor the small sample size.Qualitative AnalysisFollowing the academy

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)

engineering drew on familial capital to navigate unwelcomingengineering environments [Smith, 2022]. Mexican-American and Latinx learners, in otherstudies, regularly drew on their strengths in cultivating familismo and other cultural assets intheir progression through engineering programs [Rodriguez et al., 2023; Rincón & Rodriguez,2021; Wilson-Lopez et al., 2016]. While many of these studies employ qualitative and mixedmethods, several have used quantitative methods [Denton et al., 2020]. In a systematic review ofCCW in STEM education research, Denton et al. (2020) identified two studies that utilize asolely quantitative approach. The first quantitative study explored the relationship between thecapitals of CCW and the self-efficacy of

Conference Session

Minorities in Engineering Division(MIND) Technical Session 15

Collection

2025 ASEE Annual Conference & Exposition

Authors

Azadeh Bolhari, University of Colorado Boulder; Angela R Bielefeldt, University of Colorado Boulder; Caroline Steely, University of Colorado Boulder

Tagged Topics

Diversity

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Minorities in Engineering Division(MIND)

engineering and social science, focusing on understanding how innovation self-efficacy develops among engineering students with diverse neurotypes. Additionally, she investigates household resilience capacity in relation to sustainable practices, employing both quantitative and qualitative research methods.Dr. Angela R Bielefeldt, University of Colorado Boulder Angela Bielefeldt is a professor at the University of Colorado Boulder in the Department of Civil, Environmental, and Architectural Engineering (CEAE) and Director of the Engineering Education Program. Her research interests in engineering education include community engagement, ethics, and sustainability. Bielefeldt is a Fellow of the American Society for Engineering

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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Diversity

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Minorities in Engineering Division(MIND)

LearningStrategies Scales.​Within the MSLQ, intrinsic motivation, extrinsic motivation, self-efficacy for learning andperformance, time and study management, peer collaboration with academic help seeking wasadapted to measure student’s engagement and participation.Data Collection and AnalysesA mixed methods research approach (both quantitative and qualitative data) were used, surveyresults from 33 International Graduate Engineering Students at an HBCU show a generallypositive response regarding diversity, inclusiveness, and engagement, the open ended questionsand qualitative interview also helps to highlight some of the existing strategies in place andsuggests notable areas for improvement.Quantitative Data CollectionBy utilizing these validated instruments

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

Tagged Topics

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

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

Tagged Topics

Diversity

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Minorities in Engineering Division(MIND)

B. A. Montelone, “KS-LSAMP pathways to STEM: A system approach to minority participation in STEM,” in Proceedings of the American Society for Engineering Education Annual Conference, Seattle, WA, USA, June 14-17, 2015. Available: https://peer.asee.org/24389[2] C. S. H. Kamphoff, Bryant I; Amundsen, Scoot A, Atwood, Julie A, "A motivational/empowerment model applied to students on academic probation". Journal College Student Retention, vol. 8, no. 4, pp. 397-412, 2006.[3] A. Bandura, Self-efficacy: The exercise of control. New York: Freeman, 1997.[4] W. Glasser, Reality therapy in action. New York: HarperCollins, 2000.[5] J. L. Bloom, and N. A. Martin, “Incorporating appreciate inquiry into academicadvising

Conference Session

Minorities in Engineering Division(MIND) Technical Session 3

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kassandra Fernandez, University of Florida; Krista Dulany Chisholm, University of Florida; Nancy Ruzycki, University of Florida

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Diversity

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Minorities in Engineering Division(MIND)

effective as “the goal is assistingthe mentee in becoming more expert in a role [they and their] mentor already share” [26].Undergraduate students from under-resourced communities that serve as peer mentors to otherundergraduates have been shown to benefit from increased STEM identity, sense of belonging,and self-efficacy [27]. Undergraduate students can also serve as near-peer mentors for middle andhigh school student mentees [12], the GGEE program’s target audience (Figure 1). Figure 1. Types of Mentoring Relationships that May Exist in the GGEE Program.Undergraduate student mentors have been shown to gain “personal, educational, and professionalbenefits” from mentoring their K-12 mentees [12]. Tenenbaum et al. [12] studied the impacts ofthe

Conference Session

Empowering Marginalized Voices in STEM: Perspectives and Initiatives

Collection

2024 ASEE Annual Conference & Exposition

Authors

Adrian Rodriguez, The University of Texas at Austin

Tagged Topics

Diversity

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Minorities in Engineering Division(MIND)

, and self-efficacy with conducting research and working on a research team and in a lab. • Skills: writing scientific papers, making oral presentations, and conducting observations in the lab or field. • Attitudes and Behaviors: working in a scientific community and feelings of creativity, independence, and responsibility around working on scientific projects.This survey instrument is shown in the literature to accurately validate a research experienceprogram for undergraduates in STEM [20]. A copy of the survey questions is provided in theAppendix section and listed as instrument A4. The survey was administered only once after theresearch experience. Despite pairing 8 students with mentors for the research

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

Tagged Topics

Diversity

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Minorities in Engineering Division(MIND)

: Getting to Ph.D. JHU Press, 2006.[11] T. Hodapp and K. S. Woodle, “A bridge between undergraduate and doctoral degrees,” Phys. Today, vol. 70, no. 2, pp. 50–56, Feb. 2017, doi: 10.1063/PT.3.3464.[12] J. M. Barth, S. T. Dunlap, A. C. Bolland, D. M. McCallum, and V. L. Acoff, “Variability in STEM Summer Bridge Programs: Associations with Belonging and STEM Self-Efficacy,” Front. Educ., vol. 6, 2021, Accessed: Jan. 19, 2024. [Online]. Available: https://www.frontiersin.org/articles/10.3389/feduc.2021.667589[13] V. Born and C. Brock, “Writing for Social Sciences and Humanities: Bridge Programs and Improving Graduate Student Outcomes,” J. Polit. Sci. Educ., vol. 19, no. 3, pp. 371–385, Jul. 2023, doi: 10.1080

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

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Minorities in Engineering Division(MIND)

some self-efficacy that I can do things that will make change. It also was good to feel like there arepeople that are ready to … make positive differences to Engineering Education…This academyprovided (1) self-efficacy, (2) network, (3) knowledge exchange.”Also in the focus group, when thinking about additional resources or follow-up support theydesired after the academy, Fellows primarily talked about three ideas:1. Mentoring and/or regular meetings to answer questions and ensure steady progress on their projects.2. More information and resources associated with NSF funding.3. Providing their administrator colleagues with workshop materials and other information about the Academy.For approximately half of the Fellows, their next step was

Conference Session

Minorities in Engineering Division(MIND) Technical Session 8

Collection

2025 ASEE Annual Conference & Exposition

Authors

Yvette E. Pearson; Casey Harris; Charmane Caldwell, Florida A&M University - Florida State University; Reginald Perry, Florida A&M University - Florida State University; Melanie L Wicinski, Arkansas State University

Tagged Topics

Diversity

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Minorities in Engineering Division(MIND)

engineering students andthe factors that influence those intentions (Park et al, 2022; Patrick et al, 2021; Abe & Chikoko,2020). Knowing and understanding how both intrinsic and extrinsic factors contribute tostudents’ attitudes, perceptions, and self-efficacy, and how these ultimately impact their post-graduation intentions and outcomes can help educators and administrators shape programs andexperiences to foster student success. Further, understanding whether students from low-incomebackgrounds experience differences in beliefs, influences, and outcomes can help identify,mitigate, and strive to eradicate systemic barriers to their success.This study was part of a larger project designed to understand the impacts of the EducatingEngineering

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

Tagged Topics

Diversity

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Minorities in Engineering Division(MIND)

, Engineering, and Mathematics. A Review of Literature,” Tomas Rivera Policy Institute, Apr. 2008. Accessed: Jan. 04, 2024. [Online]. Available: https://eric.ed.gov/?id=ED502063[3] NGCP, “The State of Girls and Women in STEM,” 2023. Accessed: Jan. 04, 2024. [Online]. Available: https://ngcproject.org/resources/state-girls-and-women-stem[4] A. Brem, P. M. Bican, and C. Wimschneide, Gender Differences in Technology and Innovation Management. De Gruyter Oldenbourg, 2020. Accessed: Jan. 22, 2024. [Online]. Available: https://www-degruyter- com.libweb.lib.utsa.edu/document/doi/10.1515/9783110593952/html[5] N. Huang, Y. Chang, and C. Chou, “Effects of creative thinking, psychomotor skills, and creative self-efficacy on engineering

Conference Session

Empowering Marginalized Voices in STEM: Perspectives and Initiatives

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ulises Juan Trujillo Garcia, Arizona State University

Tagged Topics

Diversity

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Minorities in Engineering Division(MIND)

Knowledge Among U.S.‐Mexican Households,” Anthropology & Edu Quarterly, vol. 23, no. 4, pp. 313–335, Dec. 1992, doi: 10.1525/aeq.1992.23.4.05x1582v.[18] M. Volman and J. ’t Gilde, “The effects of using students’ funds of knowledge on educational outcomes in the social and personal domain,” Learning, Culture and Social Interaction, vol. 28, p. 100472, Mar. 2021, doi: 10.1016/j.lcsi.2020.100472.[19] A. C. Barton and E. Tan, “Funds of knowledge and discourses and hybrid space,” J Res Sci Teach, vol. 46, no. 1, pp. 50–73, Jan. 2009, doi: 10.1002/tea.20269.[20] D. Verdín, J. M. Smith, and J. Lucena, “Funds of Knowledge as Pre-College Experiences that Promote Minoritized Students’ Interest, Self-Efficacy Beliefs, and Choice of

Conference Session

Minorities in Engineering Division(MIND) Technical Session 1

Collection

2025 ASEE Annual Conference & Exposition

Authors

Cameron Robert Rusnak, Lincoln University - Missouri; David Heise, Lincoln University

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Diversity

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Minorities in Engineering Division(MIND)

challenges collectively, promoting self-efficacy and empowering students to contribute to their own success. These approaches have collectively appeared effective in supporting underprepared students. By meeting students at their current level and offering structured pathways for growth, these strategies empower learners to build confidence and competence. Our experience shows that with the right support and guidance, every student has the potential to thrive in engineering education, regardless of their starting point. Fig. 1 illustrates a flowchart summarizing the strategies employed to support underprepared students. This visual representation highlights the interconnectedness of these methods and their role in

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Minorities in Engineering Division(MIND)

mentoring has thepotential to create a more diverse and inclusive learning environment that can promote thesuccess of Hispanic engineering students.AcknowledgementsThis work was funded by the Institute for Inclusion, Diversity, Equity, and Access in theGrainger College of Engineering, University of Illinois (Grant #GIANT2021-01). We also thankour mentors Victor Cervantes and Ivan Favila for their feedback.References[1] F. Arbelo, K. Martin, and A. Frigerio. Hispanic Students and Online Learning: Factors of Success. In HETS Online Journal, 9(2), May 2019.[2] A. Carpi, D.M. Ronan, H.M. Falconer, and N.H. Lents. Cultivating Minority Scientists: Undergraduate Research Increases Self-Efficacy and Career Ambitions for Underrepresented

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)

, perceived learning, and academic performance," International Review of Research in Open and Distributed Learning, vol. 11, no. 2, pp. 73-84, 2010.[27] Y.-C. Kuo, A. E. Walker, K. E. Schroder, and B. R. Belland, "Interaction, Internet self- efficacy, and self-regulated learning as predictors of student satisfaction in online education courses," The internet and higher education, vol. 20, pp. 35-50, 2014.[28] Y.-C. Kuo, A. E. Walker, B. R. Belland, and K. E. Schroder, "A predictive study of student satisfaction in online education programs," International Review of Research in Open and Distributed Learning, vol. 14, no. 1, pp. 16-39, 2013.[29] M.-H. Cho and S. Tobias, "Should instructors require discussion in

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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Diversity

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Minorities in Engineering Division(MIND)

of College Student Development, vol. 53 (5), pp. 636-655, 2012.[16] M. Vuong, S. Brown-Welty, S. Tracz, “The effects of self-efficacy on academic success of first-generation college sophomore students,” Journal of College Student Development, vol. 51 (1), pp. 50-64, Jan.-Feb. 2010.[17] S.L. Kohler, “Persistence personified: Understanding the experiences of female first- generation doctoral students,” Ph.D. dissertation, Grad. Prog. in Ed., Culture & Society, Rutgers, The State Univ. of New Jersey, New Brunswick, NJ, 2023.[18] L.L. Phillips and R.L. DeLeon, “Living testimonios: How Latinx graduate students persist and enact social justice within higher education,” IEEE Transactions on Professional Communication

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

Tagged Topics

Diversity

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Minorities in Engineering Division(MIND)

institutions will be presented.IntroductionVirtual mentoring is not a new practice, it has been in existence for over 20 years [5], [6] [7], [8],[9]. The online setting can seamlessly connect undergraduate students across the country withmentors, and the GradTrack program was initially started in 2021 during the COVID-19pandemic. Virtual mentoring has also been shown to increase sense of community, STEMachievement, career self-efficacy, and drive to persist in mentors and mentees [10].The GradTrack mentoring structure is a scalable group and peer mentoring model, with 2graduate student mentors from Purdue with 5-7 URM undergraduate student mentees fromacross the United States and Puerto Rico joined in a mentoring circle. The second iteration of

Conference Session

Fostering Diversity and Inclusion in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Royce A Francis, The George Washington University

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Diversity

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Minorities in Engineering Division(MIND)

to theSTEMcx Environmental Justice internship have implications for persistence in STEM (Grahamet al., 2013), pathways into engineering (Godwin & Kirn, 2020; Kirn & Benson, 2018), and self-efficacy (Newton et al., 2020). Rather, to motivate this research I rely on three anecdotalobservations I made during the 2022 pilot of the STEMcx Environmental Justice Internship.These anecdotes will make clear the critical need for phenomenological exploration of theexperiences of Black and underrepresented students in out-of-classroom engineering and scienceinternships and other pre-college work experiences.During the summer 2022 pilot environmental justice internship cohort, I had many opportunitiesto engage with the interns in informal

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Eleazar Marquez, The University of Texas, Rio Grande Valley; Samuel Garcia, Texas State University

Tagged Topics

Diversity

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Minorities in Engineering Division(MIND)

explore each of these themes in the following sections: Ability to learn the material. The theme of “My ability to learn the material” was a concernfor the 90.9% of participants. This finding illustrates students’ learning styles and preferencesregarding the most effective way to engage and learn course material. It also highlights thechallenges associated of adjusting rapidly to a new learning modality. Confidence in Class. The theme of “Confidence in Class” was a concern for 75.8% ofparticipants. This finding helps to highlight students’ concern regarding their own self-efficacy tolearn course material in this new learning setting. It can be argued that a large part of student’soverall confidence in class originates from

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)

for mentoring and to providefaculty training in optimizing mentoring relationships for mentors with their mentees at all levelsof their research careers. The Academy is based on the research mentoring curriculum, ”EnteringMentoring”, an evidence-based curriculum from the Center for the Improvement of MentoredExperiences in Research (CIMER) at the University of Wisconsin-Madison. Course topicsinclude aligning expectations, assessing understanding, promoting professional development,cultivating ethical behaviors, promoting mentee research self-efficacy, enhancing work-lifeintegration, and articulating a mentoring philosophy and action plan. 37Plans for Evaluation and ExpansionWe are currently designing a peer-to-peer mentoring certification

Conference Session

Minorities in Engineering Division(MIND) Technical Session 2

Collection

2025 ASEE Annual Conference & Exposition

Authors

Xiuhao Ding, University of Illinois at Urbana - Champaign; Delu Zhao, University of Illinois at Urbana - Champaign; Alan Tao, University of Illinois Urbana-Champaign; Meghana Gopannagari, University of Illinois at Urbana - Champaign; Pablo Robles-Granda, University of Illinois at Urbana - Champaign; Yang Victoria Shao, University of Illinois Urbana Champaign; Chrysafis Vogiatzis, University of Illinois Urbana - Champaign; Ann Jeanne Fredricksen; Jennifer R Amos, University of Illinois Urbana-Champaign; Lawrence Angrave, University of Illinois Urbana-Champaign; Hongye Liu, University of Illinois at Urbana - Champaign

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Diversity

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Minorities in Engineering Division(MIND)

STEM Contents more accessible in college Engineering coursesAbstractMaking digital content accessible is essential for student success in engineering courses.Previously, we found that the digital books generated from lecture videos with transcriptions as aUniversal Design for Learning (UDL) approach helped all students retain course content,particularly for Students with Disabilities (SWD). Furthermore, we found Students withAccessibility Needs (SWAN) improved their sense of belonging, self-efficacy, and perceivedlearning significantly. However, we recognize there is a common unmet need to makemathematical equations, terms, or subject-specific diagrams more accessible. In addition, there isa lack of understanding of the Math accessibility

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Minorities in Engineering Division(MIND)

involves designing and assessing interventions for extra- and co-curricular activities for students throughout the educational ecosystem. He is also a member of the ASEE CDEI Spotlight Team. Dennis holds a B.S. in mechanical engineering from The University of Alabama and a M.S. in mechanical engineering from the University of Florida.Jabari Wilson, University of FloridaDr. Karen Theodora HicklinDr. Jeremy A. Magruder Waisome, University of Florida Dr. Jeremy A. Magruder Waisome is an Assistant Professor in the Engineering Education Department at the University of Florida (UF). Her research focuses on self-efficacy and critical mentoring. She is pas- sionate about broadening participation in engineering, leveraging

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)

], entrepreneurship competitions[17], and peer-led leadership programs [18], contribute demonstrably to the development ofSTEM identity and subsequently to persistence and motivation to study engineering.Intentionally designed mentorship programs as well as research experiences for undergraduatestudents that happen outside of the core curriculum strengthen students’ engineering identity,including their confidence and self-efficacy to study engineering [35, 36]. Programs that buildcommunity among students construct a familial atmosphere that has been shown to be a catalystfor engineering identity building [37]. Platforms that allow students to share engineeringexperiences and build engineering portfolios, both connected to formal classroom work andoutside of