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Work-In-Progress: Exploring the Contributions of Varied Neurotypes to Innovation in Engineering Teams through Qualitative Analysis of Reflective Memos

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
Tagged Divisions
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
Relevance Score: 0.03363293

Strategies for Enhancing Diversity, Inclusiveness, and Engagement Among Graduate Engineering Students at one of the Nation’s Historically Black Colleges and Universities (HBCU).

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
Tagged Topics
Diversity
Tagged Divisions
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
Relevance Score: 0.03323646

Cultivating Future Engineers through Mentoring Experiences: Undergraduate Student Perceptions of Mentorship in an Educational STEM K-12 Summer Program (EBR)

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
Tagged Topics
Diversity
Tagged Divisions
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
Relevance Score: 0.0270527

Understanding Post-Graduation Intentions of Undergraduate Engineering Students

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
Tagged Divisions
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
Relevance Score: 0.024318593

Expanding the Pool: Recognizing the Potential in Underprepared Students (Experience)

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
Tagged Topics
Diversity
Tagged Divisions
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
Relevance Score: 0.020809313

Work-in-Progress: Evaluating the impact of changes in DEI programs, policies, and initiatives on graduate student experiences across three HSI universities

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
Tagged Topics
Diversity
Tagged Divisions
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
Relevance Score: 0.019437939

Understanding the needs of students to make Mathematics and other STEM Contents more accessible in college Engineering courses

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
Tagged Topics
Diversity
Tagged Divisions
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
Relevance Score: 0.016816465