ASEE PEER - Search Results

Displaying all 24 results

Gendered Impacts of Code Critiquers on Self-Efficacy in First-Year Engineering Students.

Conference Session: Track 6: Technical Session 1: Gendered Impacts of Code Critiquers on Self-Efficacy in First-Year Engineering Students.
Collection: 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
Authors: Mary Benjamin, Michigan Technological University; Laura Albrant, Michigan Technological University; Michelle E Jarvie-Eggart P.E., Michigan Technological University; Leo C. Ureel II, Michigan Technological University; Laura E Brown, Michigan Technological University; Jon Sticklen, Michigan Technological University; AJ Hamlin, Michigan Technological University
Tagged Topics: 2025 CoNECD Paper Submissions, Diversity

scale was employed to measure students' self-efficacy in engineering tasks. Thisinstrument assesses various dimensions of engineering self-efficacy, including students’confidence in their ability to succeed in engineering courses, solve technical problems, andpersist in their engineering studies [15]. The assessment of engineering self-efficacy amongstudents will be focused on several constructs, each measured through specific items that providea comprehensive understanding of students’ confidence and perceived abilities within the field ofengineering, including Factor1: Engineering Self-Efficacy, Factor 2: Engineering CareerExpectations, Factor 3: Sense of Belonging, and Factor 4: Coping Self-Efficacy.Computer Programming Self-Efficacy Scale

Relevance Score: 3.645599

“Si no servimos, no servimos”: A Pilot Study on the Influence of Perceived Advisor Support on Graduate Student Thesis Self-Efficacy

Conference Session: Track 2: Technical Session 2: "Si no servimos, no servimos": A Pilot Study on the Influence of Perceived Advisor Support on Graduate Student Thesis Self-Efficacy
Collection: 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
Authors: Abimelec Mercado Rivera, Arizona State University, Polytechnic Campus; Brooke Charae Coley, Arizona State University, Polytechnic Campus; Samantha Ruth Brunhaver, Arizona State University, Polytechnic Campus
Tagged Topics: 2025 CoNECD Paper Submissions, Diversity

psychosocial needs of the students, with statements such as “My advisor takes aninterest in my well-being and life-work balance,” and “My advisor provides emotional supportwhen I need it.” Finally, TSE is our dependent variable and is measured by the Thesis Self-efficacy factor, measured on a confidence-anchored Likert scale and includes items that deal withthe various skills surrounding the completion of a terminal document.Participants and InstitutionsWhile our focus is set on the experiences of Latin* engineering graduate students, our surveywas open to students of all racial and ethnic backgrounds. The target population could bedescribed as engineering graduate students enrolled in master’s and doctoral programs whowere actively working towards

Relevance Score: 2.9180384

Revisiting Assessment Tools Used to Measure the Impact of Summer Program Interventions on Perceptions and Interest in Engineering Among Underrepresented Pre-College Students – A Work in Progress

Conference Session: Track 5: Technical Session 2: Revisiting Assessment Tools Used to Measure the Impact of Summer Program Interventions on Perceptions and Interest in Engineering Among Underrepresented Pre-College Students – A Work in Progress
Collection: 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
Authors: Zeynep Ambarkutuk, Virginia Polytechnic Institute and State University; Jesika Monet McDaniel, Virginia Tech Department of Engineering Education; Cynthia Hampton Ph.D., Virginia Polytechnic Institute and State University; Kim Lester, Virginia Polytechnic Institute and State University
Tagged Topics: 2025 CoNECD Paper Submissions, Diversity

as theSTEM-CIS (STEM Career Interest Survey) [15] tool measures self-efficacy and interest inSTEM classes and careers. The surveys included a pre-survey before arriving on campus, asurvey at the end of week 1 and week 2 to capture feedback on specific activities, and a post-survey at the end of BETA. All surveys were available via QR code for mobile devices. Thepost-surveys include whether students found material in the individual program sessions relevantto their goals, contained new knowledge, and presented in a learning-conducive way. The surveyof activities spanned departments in engineering [16].Additionally, we conducted pre- and post-camp focus groups. These focus groups involvedmeeting with a groups of 12-15 students in a room

Relevance Score: 0.60624945

Evaluating the five pillars of a Summer Bridge Program and their influence on participants' intentions to complete an engineering degree.

Conference Session: Track 5: Technical Session 1: Evaluating the five pillars of a Summer Bridge Program and their influence on participants' intentions to complete an engineering degree
Collection: 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
Authors: Lorena Benavides-Riano, Mississippi State University; Mahnas Jean Mohammadi-Aragh, Mississippi State University
Tagged Topics: 2025 CoNECD Paper Submissions, Diversity

-efficacy(general, design, and experimental), the Achievement Goal Questionnaire (AGQ), and itemsfrom the Longitudinal Assessment of Engineering Self-Efficacy (LAESE) were applied.Participation in SBP showed statistically significant differences in items that measured self-efficacy, academic readiness, sense of belonging, and knowledge about university life andindustry. However, goal orientation and career expectations did not exhibit changes. Resultssupport that the current five-pillar structure effectively promotes student success and persistencein engineering degrees for first-year students at Mississippi State University.Introduction In the United States, educational efforts aim to increase enrollment in 2- or 4-yearinstitutions right

Relevance Score: 0.13169023

Report of a Survey of Early Career Latinx Engineers: Trends across 3 Years in Perceptions of the Workplace, Social Cognitions, Job Satisfaction, and Turnover Intentions

Conference Session: Track 4: Technical Session 1: Report of a Survey of Early Career Latinx Engineers: Trends across 3 Years in Perceptions of the Workplace, Social Cognitions, Job Satisfaction, and Turnover Intentions
Collection: 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
Authors: Lisa Y Flores, University of Missouri - Columbia; Rachel L Navarro, University of North Dakota; Jinkoo Lee, University of Missouri - Columbia; Bo Hyun Lee, The Ohio State University; Han Na Suh, Georgia State University - Perimeter College; Sarah Lynn Orton P.E., University of Missouri - Columbia; Pat Garriott
Tagged Topics: 2025 CoNECD Paper Submissions, Diversity

environment in terms of support, organizational climate, incivility, microaggressions, and work-family conflict? 1a. Are there differences across Latino men and Latina women on perceptions of the workplace? 1b. Are there changes in these measures across time? 2. What are their perceptions of their self-efficacy and outcome expectations in domains of engineering tasks, organizational skills, and multiple roles? 2a. Are there differences across Latino men and Latina women on self-efficacy and outcome expectations

Relevance Score: 0.08721374

Fostering Tomorrow's Black STEM Entrepreneurs: Insights from an Innovative STEM Program Promoting Equity-Centered Entrepreneurship

Conference Session: Track 1: Technical Session 1: Fostering Tomorrow's Black STEM Entrepreneurs: Insights from an Innovative STEM Program Promoting Equity-Centered Entrepreneurship
Collection: 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
Authors: Ebony Omotola McGee, The Johns Hopkins University; Shelly Engelman, The Johns Hopkins University; Binh Chi Bui, The Johns Hopkins University
Tagged Topics: 2025 CoNECD Paper Submissions, Diversity

undergraduate studentsin STEM and inform the development of tailored interventions through the STEM-RAEE program.With the overarching goal of fostering diversity, equity, and inclusion in the engineering andcomputing professions, our research aims to empower racially minoritized students to leveragetheir STEM knowledge for entrepreneurial success and community impact. We employed anonline survey instrument, integrating constructs from empirically validated scales inentrepreneurship literature, to gather insights from 86 undergraduate STEM majors enrolled at twoHBCUs in the Southern region of the United States. The survey assessed various factors, includingintent to pursue entrepreneurship, self-efficacy in entrepreneurship, role models

Relevance Score: 0.062125206

Agriculture & Nutrition for Girls While Encouraging Leadership & Stem-Enrichment (ANGELS) Program

Conference Session: Track 7: Technical Session 1: Agriculture & Nutrition for Girls While Encouraging Leadership & Stem-Enrichment (ANGELS) Program
Collection: 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
Authors: Sandra C Affare, University of Tennessee at Chattanooga; Marissa McElrone, University of Tennessee at Chattanooga; Rachelle Pedersen, Texas Tech University
Tagged Topics: 2025 CoNECD Paper Submissions, Diversity

, particularly women ofcolor, continue to be grossly underrepresented in engineering and agrisciences [2], [3]. TheANGELS Education/ Teaching Programs were designed to support increased participation ofwomen and underrepresented minorities in STEM, with a unique focus on broadening participationthrough motivational impact for middle school girls. Affare, Pedersen, McElrone, Barbosa, and RamnarineMotivation, such as personal-professional identity, self-efficacy, and belonging, has long beenshown to play a role in interest and integration in STEM fields, particularly for women andunderrepresented minorities [4], [5]. According to a 2018 Confidence Code poll, self-confidencelevels drop by thirty percent (30%) for girls between the ages

Relevance Score: 0.057765495

Supporting Engineering Graduate Students to Create Inclusive Learning Environments: A Professional Development Program at a Hispanic-Serving Institution

Conference Session: Track 1: Technical Session 1: Supporting Engineering Graduate Students to Create Inclusive Learning Environments: A Professional Development Program at a Hispanic-Serving Institution
Collection: 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
Authors: Katherine R. McCance, The University of Texas at San Antonio
Tagged Topics: 2025 CoNECD Paper Submissions, Diversity

malleable and can be shifted to growthmindset beliefs with simple, low-cost interventions [8]. Additionally, less experiencedinstructors, such as TAs, may be more likely to change their teaching beliefs than moreexperienced instructors [9].After participating in the PD, the graduate students reported high levels of confidence in theirability to use various inclusive teaching practices, such as confidence in reflecting on the impactof their mindset on students’ classroom experiences, using student data and feedback to informtheir teaching, and promoting students’ identity safety. These pilot results align with previousresearch that reported high TA confidence and self-efficacy [9], [18], [19]. Wheeler et al. [9]found that chemistry TAs had high

Relevance Score: 0.055408075

Pulled In or Pushed Out? Underrepresented Minority High School Students Describe Socio-environmental Factors Shaping STEM Persistence and Post-Secondary Plans

Conference Session: Track 2: Technical Session 1: Pulled In or Pushed Out? Underrepresented Minority High School Students Describe Socio-environmental Factors Shaping STEM Persistence and Post-Secondary Plans
Collection: 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
Authors: Alexis Grace Daniels, Johns Hopkins University; Rachel E Durham; Michael L Falk, The Johns Hopkins University; Alisha Nicole Sparks, The Johns Hopkins University; Emily J Yanisko, American University
Tagged Topics: 2025 CoNECD Paper Submissions, Diversity

, family, andadults at school. The protocol, adapted from an existing protocol [18], was originally written toaugment quantitative research measures (such as student surveys, data from the LearningManagement System, and achievement data) and gather insight into socioenvironmental factorsimpacting BOAST participants. This interview protocol was revised before Year 2, for exampleto acquire more consistent math self-efficacy ratings and re-order questions for fluidity.Interviews were conducted one-on-one in person or via Zoom. Digital audio recordings weretranscribed and coded using Nvivo analytical software.Data Analysis The First Cycle of coding [19] highlighted SCCT theory-derived constructs (Table 1). Inthe Second Cycle, language used by

Relevance Score: 0.04606551

Latine STEM Doctoral Students’ Perceptions Regarding Doctoral Mentoring Relationships - A Qualitative Study

Conference Session: Track 7: Technical Session 3: Latine STEM Doctoral Students' Perceptions Regarding Doctoral Mentoring Relationships - A Qualitative Study
Collection: 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
Authors: Dilara Yaya-Bryson Ph.D., University of North Carolina at Charlotte; Lisa R Merriweather, University of North Carolina at Charlotte
Tagged Topics: 2025 CoNECD Paper Submissions, Diversity

engineering technology fields, with Latine faculty representing only 4% of theoverall faculty [33].Although studies show that having faculty mentors from similar backgrounds enhances theoutcomes for doctoral students, low faculty representation inevitably sets the stage for cross-cultural mentoring in the STEM doctoral context [4], [6], [19], [23], [24]. Cross-culturalmentoring occurs when mentees and mentors come from different cultural or racial backgrounds,in which cases racially and ethnically minoritized doctoral students are more likely to benefitfrom individualized support and guidance academically and emotionally for completion of thedoctoral program and develop self-efficacy as a scholar [4], [6], [19], [23], [24]. In a case studyby Sangiago

Relevance Score: 0.04372474

Fostering Critical Awareness: Incorporating a Critical Consciousness Framework into Engineering Professional Development

Conference Session: Track 1: Technical Session 5: Fostering Critical Awareness: Incorporating a Critical Consciousness Framework into Engineering Professional Development
Collection: 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
Authors: Jameka Wiggins, The Ohio State University; Monica Farmer Cox, The Ohio State University
Tagged Topics: 2025 CoNECD Paper Submissions

. 12 Scholars & Theories Expanding Critical Consciousness Matthew Diemer Three Alexis Jemal Transformative Components of Critical Potential Consciousness Diemer et al. (2015) expanded upon Transformative potential uses anFreire’s components of CrC (i.e., critical intersectional approach to social analysis reflection & action) by adding critical focusing on both the positions of oppression motivation or political self-efficacy. and privilege as forms of inequity. 13 Scholars & Theories Expanding Critical

Relevance Score: 0.038928784

A Student-Centered, Theory-Informed, Integrated Model to Academic and Career Advising to Educate the Whole Engineer: Transforming Engineering Education and Broadening Participation in Engineering is Possible!

Conference Session: CANCELLED: Track 6: Technical Session 1: A Student-Centered, Theory-Informed, Integrated Model to Academic and Career Advising to Educate the Whole Engineer: Transforming Engineering Education and Broadening Participation in Engineering is Possible!
Collection: 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
Authors: Olga Pierrakos, Wake Forest University; Melissa C Kenny, Wake Forest University
Tagged Topics: 2025 CoNECD Paper Submissions, Diversity

who has worked with social scientists for 20+ years. She has investigatedengineering student identity development, self-efficacy, motivation, goal orientation, cognitiveflexibility, adaptive expertise, complex problem solving, etcetera in collaboration with socialscientists (Pierrakos, 2017; Pierrakos, 2016; Pierrakos et al., 2016a; Pierrakos et al., 2016b;Williamson et al., 2016; Pappas et al., 2013; Pierrakos et al., 2013; Pierrakos et al., 2010a;France et al., 2010; Pierrakos et al., 2010b; Zilberberg et al., 2010b; Pierrakos et al., 2010c;Pierrakos et al., 2009; Pierrakos and Trenor, 2009; Trenor and Pierrakos, 2008). These uniqueperspectives in understanding engineering students and knowledge gains as an interdisciplinaryand cross

Relevance Score: 0.03561721

Use of a multi-level self-study to engage campus stakeholders and improve STEM student learning outcomes

Conference Session: Track 1: Technical Session 6: "Use of a multi-level self-study to engage campus stakeholders and improve STEM student learning outcomes "
Collection: 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
Authors: Jennifer Speed, Texas State University; Don Pair, University of Dayton
Tagged Topics: 2025 CoNECD Paper Submissions, Diversity

approach taken by other studies, which have focused on suchinstitutional factors as faculty-student ratio, school size, school type, and undergraduatepopulation diversity [13]. Instead, the team sought to investigate the ways in which learners’experiences are shaped by key facets of the entire learning environment, such as faculty attitudes,advising support, approaches to DEI, and student sense of belonging and self-efficacy. Whenstudents face multifaceted barriers, educators and administrators are obliged to exploremultifaceted solutions [14]. For this reason, the team sought to understand barriers from multipleperspectives using quantitative and qualitative data.MethodsThe current study describes the development and implementation of an

Relevance Score: 0.033582363

Grassroots Approach to Advancing Inclusion, Diversity, Equity, and Access in Engineering

Conference Session: Track 7: Technical Session 7: Grassroots Approach to Advancing Inclusion, Diversity, Equity, and Access in Engineering
Collection: 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
Authors: Ashleigh R. Wright, University of Illinois at Urbana - Champaign; Ellen Wang Althaus, University of Illinois at Urbana - Champaign; Akshina Sood, University of Illinois at Urbana - Champaign; Lance Cooper, University of Illinois at Urbana - Champaign; Lynford Goddard, University of Illinois Urbana-Champaign
Tagged Topics: 2025 CoNECD Paper Submissions, Diversity

quantitative measures may not beassessed until decades later, e.g., when a 2nd grader eventually chooses to pursue a STEM majorin college. Qualitative aspects can include analyses of interviews and free response survey datato ascertain improved sense of belonging, self-efficacy, or access to educational opportunitiesamong the target population. They could also include an increased understanding of gender orrace/ethnicity in STEM opportunities, skills development in becoming an equity advocate, and adeepening passion for DEI in STEM. They could also include subtle data-driven shifts in cultureor practice, e.g., creating groups for class assignments where female students are not isolated,sustaining near peer-mentor networks, or sustainability and

Relevance Score: 0.030960992

Bridging Futures Takes a Village: A Pre-College Collaborative Education and Research Approach to Broaden Participation of Underrepresented Population in STEM Career Pathways

Conference Session: Track 2: Technical Session 2: Bridging Futures Takes a Village: A Pre-College Collaborative Education and Research Approach to Broaden Participation of Underrepresented Population in STEM Career Pathways
Collection: 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
Authors: Olgha Bassam Qaqish, North Carolina State University at Raleigh; Chloe Hincher, North Carolina State University at Raleigh; Veronica Mbaneme, North Carolina State University; Sarah Olivia Harris, North Carolina State University at Raleigh
Tagged Topics: 2025 CoNECD Paper Submissions, Diversity

, confidence, and professional skill development among students. Allof these factors also influence engineering identity and research self efficacy [1]. In addition tofacilitating interactions with strategically trained faculty mentors, these ECHS REU students arementored by more senior researchers in their respective research labs, and within the GCSP-REUprogram, where various levels and fields of students have been collaborating for five weeks priorto the ECHS joining the team. This structured, tiered mentoring approach lessens the burden onany one member and expands the community of practice each student has. It has already proveneffective in previous GCSP-REU cohorts and could serve as a model for scaling in similarinitiatives [1]. In reflection

Relevance Score: 0.02844545

An exploration of the relationship between physical, social, and emotional resource access and the development of engineering identity and belonging

Conference Session: Track 4: Technical Session 7: An exploration of the relationship between physical, social, and emotional resource access and the development of engineering identity and belonging
Collection: 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
Authors: Anne-Marie C.A. Zamor, Rowan University; Justin Charles Major, Rowan University
Tagged Topics: 2025 CoNECD Paper Submissions, Diversity

,‬ ‭they‬ ‭are‬ ‭more‬ ‭likely‬ ‭to‬ ‭overcome‬ ‭obstacles‬ ‭in‬ ‭their‬ ‭academic‬ ‭journey,‬ ‭allowing‬‭them‬‭to‬‭build‬‭resilience.‬‭Academic‬‭resilience‬‭is‬‭significantly‬‭associated‬‭with‬‭enhanced‬ ‭performance‬ ‭and‬ ‭a‬ ‭greater‬ ‭likelihood‬ ‭of‬ ‭achieving‬ ‭educational‬ ‭goals,‬ ‭as‬ ‭resilient‬ ‭students‬ ‭are‬ ‭better‬ ‭able‬ ‭to‬ ‭overcome‬ ‭challenges‬ ‭and‬ ‭maintain‬ ‭motivation‬ ‭[17].‬ ‭Research‬ ‭supports‬ ‭that‬ ‭self-efficacy,‬‭or‬‭belief‬‭in‬‭one's‬‭abilities,‬‭enhances‬‭motivation‬‭and‬‭engagement,‬‭which‬‭are‬‭crucial‬f‭ or‬‭academic‬‭success‬‭[18].‬‭Higher‬‭self-efficacy‬‭is‬‭associated‬‭with‬‭the‬‭use‬‭of‬‭deeper‬‭cognitive‬‭and‬ ‭metacognitive strategies, ultimately resulting in better academic

Relevance Score: 0.024478223

Enhancing Inclusion for First-Generation Students: A First Year Seminar Course Approach

Conference Session: Track 5: Technical Session 3: Enhancing Diversity and Inclusion for First-Generation Students: A First Year Seminar Course Approach
Collection: 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
Authors: Alandra Kahl, Pennsylvania State University, Greater Allegheny
Tagged Topics: 2025 CoNECD Paper Submissions, Diversity

' distinct needs (Pascarella et al., 2004). Engineering education, in particular, should consider these challenges because the field demands not only academic rigor but also the development of a strong professional identity and self-efficacy—areas where first-generation students may experience additional hurdles (Strayhorn, 2012).Research shows that first-generation students are less likely to persist in STEM fields, includingengineering, compared to their continuing-generation peers (Chen, 2013). This disparity is oftenattributed to lower levels of social and academic integration, fewer support systems, and a lackof role models in STEM (Terenzini et al., 1996). These factors highlight the need for targetedsupport programming

Relevance Score: 0.023984298

Diversity in STEM: Strategies of Professional Engineering Organizations in Recruiting and Retaining Women from Minority-Serving Institutions

Conference Session: Track 7: Technical Session 4: Diversity in STEM: Strategies of Professional Engineering Organizations in Recruiting and Retaining Women from Minority-Serving Institutions
Collection: 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
Authors: Rebeca Petean, Society of Women Engineers; Roberta Rincon, Society of Women Engineers
Tagged Topics: 2025 CoNECD Paper Submissions, Diversity

andunderstood by someone who has walked a similar path.” This shared reflection of supportsuggests that intentional modes of mentoring does not only create a sense of belonging, butrecreates a space—a community that extends beyond SWE events. Moreover, within suchspaces, students are able to build their confidence and self-efficacy—enabling them to thrive inSTEM traditionally male-dominated fields—both on and off campus.By contrast, several barriers appear to influence the effectiveness of retention and recruitment ofMSI students. In particular, the distribution of resources via grant funds and challenges inmaintaining engagement beyond the initial recruitment phase (see Table 5 for StakeholderChallenges and Lessons Learned). At the same time, a few

Relevance Score: 0.022126282

Engaging Two-Year Students in STEM: A Professional STEM Society’s Efforts to Support Community College Students

Conference Session: Track 3: Technical Session 4: Engaging Two-Year Students in STEM: A Professional STEM Society's Efforts to Support Community College Students
Collection: 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
Authors: Roberta Rincon, Society of Women Engineers; Beth C McGinnis-Cavanaugh, Springfield Technical Community College; Sohn Paul Cook, Society of Women Engineers
Tagged Topics: 2025 CoNECD Paper Submissions, Diversity

boosting confidence.These findings led SWE to consider ways in which they could better support women startingtheir engineering and computer science studies at a community college, to encourage them tostay in these majors, transfer, and complete their degrees in these fields. SWE’s plans centeredon the outcomes from their research; specifically, the role that the society should play inincreasing community college women’s knowledge about engineering as a career, buildingconfidence and self-efficacy, and ensuring that they felt a sense of inclusion in engineering,despite often being one of few women in their STEM classes [16].First, SWE added supporting students attending two-year colleges as a strategic priority in2021. To this end, an affinity

Relevance Score: 0.021903902

Empowering Hispanic Engineering Students for Success in Graduate Education with Hybrid Mentorship

Conference Session: Track 6: Technical Session 2: Empowering Hispanic Engineers' Success Towards Graduate Education with Hybrid Mentorship
Collection: 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
Authors: Federico Cifuentes-Urtubey, University of Illinois Urbana-Champaign; Paola Alexandra Baldaguez Medina, University of Puerto Rico at Mayagüez; Julie E Lorenzo, University of Illinois at Urbana - Champaign; Natasha Mamaril, University of Illinois Urbana-Champaign
Tagged Topics: 2025 CoNECD Paper Submissions, Diversity

. McDermott, "Assessing the Effectiveness of the GradTrack Virtual Mentoring Program," in Proceedings of the 2023 ASEE Annual Conference & Exposition, June 2023. https://doi.org/10.18260/1-2--42681[2] K. Atkins, B.M. Dougan, M.S. Dromgold-Sermen, H. Potter, V. Sathy, and A.T. Panter, "“Looking at Myself in the Future”: how mentoring shapes scientific identity for STEM students from underrepresented groups," International Journal of STEM Education, vol. 7, no. 1, p. 42, August 2020. https://doi.org/10.1186/s40594-020-00242-3[3] 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 students

Relevance Score: 0.020318178

Think-Aloud Insights: Exploring QuantCrit Challenges and Diverse Survey Responses Among Undergraduate Engineering Students

Conference Session: CANCELLED: Track 5: Technical Session 6: Think-Aloud Insights: Exploring QuantCrit Challenges and Diverse Survey Responses Among Undergraduate Engineering Students
Collection: 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
Authors: Sheila Kathryn Castro, University of Florida; Bruce Frederick Carroll, University of Florida; Janice Mejía, Northwestern University; Kent J. Crippen, University of Florida
Tagged Topics: 2025 CoNECD Paper Submissions, Diversity

appointment in Engineering Education. His research interests include engineering identity, self-efficacy, and matriculation of Latine/x/a/o students to graduate school. He works with survey methods and overlaps with machine learning using quantitative methods and sequential mixed methods approaches.Dr. Janice Mej´ıa, Northwestern University Dr. Mejia is an Associate Professor of Instruction in the Department of Industrial Engineering and Management Sciences. She also teaches in the Design Thinking and Communication (DTC), Masters in Engineering Management (MEM), and College Prep programs. Her research interests focus on mixed methods research in engineering education, curriculum assessment and development, and engineering

Relevance Score: 0.020045767

Breaking Barriers: Unveiling the Journeys and Triumphs of Faculty Women of Color in STEM Academia

Conference Session: Track 6: Technical Session 3: Breaking Barriers: Unveiling the Journeys and Triumphs of Faculty Women of Color in STEM Academia
Collection: 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
Authors: Kemesha Gabbidon, University of South Florida; Saundra Johnson Austin, University of South Florida
Tagged Topics: 2025 CoNECD Paper Submissions, Diversity

development. In our sample, participants often reported on how crucial the influence and support of members of the community and family was in shaping their career interests and self-efficacy in achieving a career in STEM.2. Redefining success was an important aspect of the counter narrative about motivations for academic and professional pursuits. While participants did report recognition, personal fulfillment, and a desire for success as motives toward their academic and professional pursuits, they also reported the need to have an impact on emerging FWoC and other minority populations entering STEM fields, a need to create value specifically around having a social impact either within or outside their current institution. Often the

Relevance Score: 0.018774772

Gender Differences in Global Identity Development: Implications for Intercultural Competence in Higher Education

Conference Session: CANCELLED: Track 6: Technical Session 2: Gender Differences in Global Identity Development: Implications for Intercultural Competence in Higher Education
Collection: 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
Authors: Aparajita Jaiswal, Purdue University at West Lafayette (PPI); Sakhi Aggrawal, Purdue University at West Lafayette (PPI); Vidya Reddy Madana, Purdue University
Tagged Topics: 2025 CoNECD Paper Submissions, Diversity

comparison of the mean scores across genders for each construct. A more in-depth exploration of these differences is discussed in the subsequent paragraphs. Figure 1: Gender-wise Mean Scores Comparison4.1 Needs FulfillmentFemale students (M= 58.16, SD = 28.04) showed higher gains in Needs Fulfillment than malestudents (M= 41.42, SD = 28.22, t=-8.92, df=998, p=0.00), indicating a statistically significantdifference between the two groups. This result suggests that female students are better at seekingand achieving personal and professional satisfaction compared to male students. The higherNeeds Fulfillment scores among female students imply that they have higher self-efficacy andmight experience a greater sense of fulfillment