Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Monika Neda, University of Nevada, Las Vegas; Melissa Lynn Morris, University of Nevada, Las Vegas; Matthew Paul Pusko; Vanessa W. Vongkulluksn Ph.D., University of Nevada, Las Vegas; JeeHee Lee, University of Nevada, Las Vegas; Jacimaria Ramos Batista, University of Nevada, Las Vegas

Tagged Topics

Diversity, NSF Grantees Poster Session

://files.eric.ed.gov/fulltext/EJ1076158.pdf.[5] K. Mattern, J. Radunzel, and P. Westrick. “ Development of STEM Readiness Benchmarks to Assist Educational and Career Decision Making.” ACT Research Report Series, 2015 (3). ACT, Inc., 2014[6] A. Sithole, E. T. Chiyaka, P. McCarthy, D.M. Mupinga, B.K. . Bucklein, and J. Kibirige. “ Student Attraction, Persistence and Retention in STEM Programs: Successes and Continuing Challenges”. Higher Education Studies, 7(1), pp.46-59, 2017[7] E. R. Kurban, and A. F. Cabrera. “Building readiness and intention towards STEM fields of study: using HSLS: 09 and SEM to examine this complex process among high school students”. The Journal of Higher Education, 91(4), pp.620, 2020.[8] W. Lake

Conference Session

Empowering Change: Cultivating Inclusive and Sustainable Futures in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Monica Lynn Miles, University at Buffalo, The State University of New York; Alexandra Schindel, University at Buffalo, The State University of New York; Kate Haq, University at Buffalo, The State University of New York

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education Division (EQUITY), Equity

Paper ID #41946Bridging the Equity Gap: Environmental Justice Education in K–16 for EngineeringTeaching and LearningDr. Monica Lynn Miles, University at Buffalo, The State University of New York Monica L. Miles, Ph.D. is an early career Assistant Professor of Engineering Education at the University at Buffalo in the School of Engineering and applied sciences. Dr. Miles considers herself a scholar-mother-activist-entrepreneur where all her identities work in harmony as she reshapes her community. She is a critical scholar who seeks transformative solutions to cultivate liberated and environmentally just environments for Black

Conference Session

Track 1: Technical Session 6: stEm PEER Academy: the Power of Human Capital

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Jennifer Ocif Love, Northeastern University; Claire Duggan, Northeastern University; Elizabeth H. Blume, Northeastern University Engineering PLUS Alliance

Tagged Topics

CoNECD Paper Sessions, Diversity

-career faculty or professional staff in engineering education roles.We are now in year 3 of the 5 year grant. 5Specifically, the Academy’s mission is train, empower, resource and support anational network of educational change agents through 5 objectives, based on a 2-year professional development & research experience that guides participants todesign and implement an engineering-focused high-impact ImplementationProject at their home institution.stEm PEER Fellows as change agents will: Understand the engineering education pathway landscape with emphasis on Diversity, Equity and Inclusion – nationally, regionally and locally at their own institution

Conference Session

Track 5: Technical Session 5: Successful mentoring practices for women undergraduate STEM students

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Suzanne Zurn-Birkhimer, Purdue University at West Lafayette (COE); Elizabeth Hart, University of Dayton

Tagged Topics

CoNECD Paper Sessions, Diversity

, concentration areas, how to findstudy groups, etc. (note: a mentor is NOT a tutor) 2. Personal: finding your fit at Purdue, study abroad, exploring your interests outside ofthe classroom, getting involved in clubs, etc. 3. Professional: how to find internships/jobs, networking, career discovery, gettinginvolved in research, etc.Department - # of participants in Fall 2023ME - 215BME - 168AAE - 146ECE - 145CE/CEM - 102CHE - 94IE - 76EEE - 48ABE - 46MSE/NE/MDE/IDE - 15/16/9/3 8Dayton: There are no requirements to participate in UD’s mentoring program. Studentsare incentivized to participate regularly in several ways: ● Students who participate in monthly

Conference Session

Track 2: Technical Session 4: View from the Kaleidoscope: Conceptualizing antiracist priorities for engineering as a collective across vantages

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Brooke Charae Coley, Arizona State University; Alaine M Allen, Carnegie Mellon University; Sharnnia Artis, George Mason University; Jennifer M Bekki, Arizona State University, Polytechnic Campus; Khalid Kadir, University of California, Berkeley; Meagan C Pollock, Engineer Inclusion; Renetta Garrison Tull, University of California, Davis; Linda Vanasupa, Franklin W. Olin College of Engineering; Rochelle L Williams, Northeastern University; Haley R. Hatfield, University of Georgia; Ebony Omotola McGee, Vanderbilt University

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CoNECD Paper Sessions, Diversity

. 3 Vision The Racial Equity Center envisions an equitable and just future for all who dream of a career in engineering and even those who don’t.We will discuss the vision of the center and why this vision is paramount in the spaceof engineering. 4 Mission The Racial Equity Center cultivates and models a radically just engineering future

Conference Session

Advancing Robotics Education: Frameworks, Platforms, and Teacher Preparation for K-12 Engagement

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ricardo Moreira; Tommaso Verdiglione, Wentworth Institute of Technology; Saurav Basnet, WentWorth Institute of Technol; Tahmid Latif, Wentworth Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

and hobbyists alike [1-2]. These skills may prove to be crucial in preparingstudents for their future education and careers. As such, education and tools in robotics may helpwith encouraging and attracting them to science, technology, engineering, and mathematics(STEM) fields, improve retention rates, and facilitate their learning [3].Many educational robotic kits are commercially available for purchase. However, many of thesekits could be made affordable for purchase, especially by underserved or low-incomecommunities. These may lack some prominent features, including guided instruction modules orAuthors Ricardo Alves Almeida Moreira and Tommaso Verdiglione contributed equally to this work.lesson plans. This means the users may have to

Conference Session

Two-Year College Division (TYCD) Technical Session 1: Transfer Pathways

Collection

2025 ASEE Annual Conference & Exposition

Authors

Heidi G. Loshbaugh, University of Colorado Boulder; Chris Anderson, University of Colorado Boulder; Nick A. Stites, University of Colorado Boulder; Janet Yowell, University of Colorado Boulder

Tagged Topics

Diversity

Tagged Divisions

Two-Year College Division (TYCD)

good business sense. Improving transfer outcomes is also key to fulfilling Colorado’shigher education master plan, which calls for increasing credential completions by 9,200 beyondnatural enrollment growth and boosting completion of the STEM credentials urgently needed forour state’s workforce.At the turn of the 21st century, transfer leading to engineering graduation was rare for studentsstarting in a community college [9]. Colorado was no exception. About a decade ago, onemember of this team left his community college job for a career as an academic advisor for theengineering college at UCB. He immediately noted the low transfer enrollment, weak retentionand graduation rates, and discovered inequitable admissions policies/requirements

Conference Session

Track 6: Technical Session 5: Development of a measure of intersectional socioeconomic inequality that extends beyond income

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Justin Charles Major, Rowan University; Allison Godwin, Cornell University

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

development. Dr. Godwin graduated from Clemson University with a B.S. in Chemical Engineering and Ph.D. in Engineering and Science Education. Her research earned her a National Science Foundation CAREER Award focused on characterizing latent diversity, which includes diverse attitudes, mindsets, and approaches to learning to understand engineering students’ identity development. She has won several awards for her research including the 2021 Chemical Engineering Education William H. Corcoran Award, 2022 American Educational Research Association Education in the Professions (Division I) 2021-2022 Outstanding Research Publication Award, and the 2023 AIChE Excellence in Engineering Education Research Award

Conference Session

Graduate College Industry Partnerships

Collection

2025 ASEE Annual Conference & Exposition

Authors

Reem Khojah, University of California, San Diego; Alyssa Catherine Taylor, University of California San Diego

Tagged Topics

Diversity

Tagged Divisions

College Industry Partnerships Division (CIP)

-lecture formative assessments and designing AI-proof assignments. Her educational background includes a B.S. in Medical Technology, a Master’s degree in Chemical and Biological Engineering from KAUST, and a Ph.D. in Bioengineering from the University of California, Los Angeles. Reem has also engaged in post-doctoral research at the University of California, Santa Cruz, and the University of California, Irvine.Dr. Alyssa Catherine Taylor, University of California San Diego Alyssa C. Taylor is a Teaching Professor in bioengineering with thirteen years of teaching experience across introductory, laboratory, and capstone design courses. Her teaching career began in 2010 when she joined the University of Washington as an

Conference Session

Lightning Talk - "Innovating for Impact: Community-Engaged Education, Technology, and Infrastructure for a Sustainable Future

Collection

2025 ASEE Annual Conference & Exposition

Authors

Pierre Rahme, Lebanese American University; George E Nasr, Lebanese American University; Abbas A. Tarhini, Lebanese American University; Michel Elkhoury, Lebanese American University; Evan Fakhoury, Lebanese American University

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division (COMMENG)

skills necessary tosucceed in dynamic professional environments.To replicate the success of the VIP+ program, other institutions should consider the followingrecommendations: • Establish dedicated administrative support and secure funding to ensure the sustainability of the program. • Encourage participation from multiple academic departments to promote diversity and inclusivity in project teams. • Build strong relationships with industry partners to provide mentorship, resources, and real-world insights. • Embed entrepreneurial training and project-based learning into the academic curriculum, ensuring alignment with institutional goals and student career pathways. • Invest in

Conference Session

Faculty Development: Student Engagement

Collection

2025 ASEE Annual Conference & Exposition

Authors

Shenghua Wu, University of South Alabama; Drew Gossen, University of South Alabama

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

over 100 employees,while only 57% of students did. Smaller firms (under 50 employees) were more common forstudents (23%) than faculty (10%) most likely due to students securing internships or early-career roles in smaller firms, while faculty, given their advanced career stages, may have beenemployed by larger organizations. Both groups reported experience across various companytypes, including local, regional, family-owned, domestic, international, profit-driven, and non-profit organizations (Figure B16).Engineering companies’ diversity initiatives were evaluated by asking both students and facultyabout their experiences working for such companies. From the responses (Figure B17), 50% ofstudents reported their companies had a dedicated

Conference Session

First-Year Programs Division (FPD) Technical Session 1: Tech-Forward Teaching - Digital Tools to Enhance Engagement

Collection

2025 ASEE Annual Conference & Exposition

Authors

Caroline Cvetkovic, University of Illinois Urbana-Champaign; Madison Christine Fanning, University of Illinois at Urbana - Champaign; Shreya Khosla Gustafson, University of Illinois Urbana-Champaign; Sarah Meece, University of Illinois at Urbana - Champaign; Divya Bendigeri, University of Illinois Urbana-Champaign; Trisha Patnaik, University of Illinois at Urbana - Champaign

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FPD)

bioengineering, and on the development of certain technical skills.MethodsCourse BackgroundsIntroduction to Bioengineering (BIOE 120, Table 1) meets once per week to offer lectures anddiscussions of recent trends in the field. Topics include cancer detection technologies, medicaldevices, biomaterials, biomechanics, neural engineering, and medical imaging techniques.Regardless of prior experience (there are no prerequisite classes), students gain an understandingof bioengineering’s research topics, career paths, and coursework opportunities.BIOE 120 is made up of approximately 50% first year students and 50% engineers, with the vastmajority pursuing a STEM-related degree, a BIOE minor, or transferring into the BIOEundergraduate program. The course

Conference Session

International Division (INTL): Humanitarian Design and Sustainable Development

Collection

2025 ASEE Annual Conference & Exposition

Authors

Joanna G Burchfield, University of South Florida; Jamie Chilton, University of South Florida

Tagged Topics

Diversity

Tagged Divisions

International Division (INTL)

internships or co-opprograms, which are crucial for their future careers. Optimal times to engage in internships and co-ops can conflict withstudy abroad timelines. Third, engineering students often prioritize gaining specialized skills or knowledge in their field,and they may perceive study abroad programs as less beneficial for their career development compared to other academicpursuits. Fourth, some engineering students may not be adequately informed about study abroad opportunities or may lackguidance on how to integrate these experiences into their academic plans. Finally, engineering professors, advisors, andacademic leadership may conceptualize study abroad programs as frivolous and unnecessary vacations, and deter studentsfrom participating

Conference Session

Innovations and Inclusion in Pre-Service and Pre-College STEM Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Marcelo Caplan, Independent Researcher; Aaron Cortes

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

organizations such as the OEA and Virtual Educa. Currently, I am developing a blended learning strategy to bring high-quality STEM education to remote and rural communities. This initiative aims to spark students’ interest in STEM subjects and careers, fostering local talent and opportunities.Aaron Cortes ©American Society for Engineering Education, 2025Connecting Cultures through Computer Science: An Online International STEAMInitiative for Spanish speaking High School Students. (Evaluation)AbstractThe STEAM Global Academy was established in 2020 amid the COVID-19 pandemic, initiated by theSTEAM Pathways program from the Center of College Access and Success (CCAS) at Northeastern IllinoisUniversity (NEIU

Conference Session

Military and Veterans Division (MVD) 2 - Becoming Engineering Professionals

Collection

2025 ASEE Annual Conference & Exposition

Authors

David Paul Harvie, Embry-Riddle Aeronautical University - Worldwide; John K Wilson, Embry-Riddle Aeronautical University - Worldwide; Kimberly A Luthi, Embry-Riddle Aeronautical University - Worldwide; Monica Surrency, Embry-Riddle Aeronautical University - Worldwide

Tagged Topics

Diversity

Tagged Divisions

Military and Veterans Division (MVD)

. Goyings, "A Systems Engineering Approach to a Mentorship Program for Online Military and Veteran Engineering Students," 2020 ASEE Virtual Annual Conference, 2020.[8] K. Wilson, K. Luthi, D. Harvie and M. Surrency, "Strategies for Engagement of Non- Traditional Students in Engineering Pathways," The Chronicle of Mentoring & Coaching, vol. 7, no. 16, pp. 506-510, 2023.[9] D. P. Harvie, K. A. Luthi, M. Surrency and J. K. Wilson, "Veterans Assisting Veterans Using Peer-led Team Learning," in 2024 ASEE Annual Conference & Exposition, Portland, OR, 2024.[10] K. Luthi, D. Harvie, K. Wilson and M. Surrency, "Peer Support Structures: Documenting the Experiences of Veterans and Adult Learners in Engineering Education Career

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Lekshmi Sasidharan, University of Arkansas

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

engineering is considered as a promising career path with demand for engineersalways exceeding the supply, a lot of students struggle to persist through their undergraduatedegree programs resulting in students dropping engineering programs or changing to non-engineering majors. A lot of research has been conducted in this area identifying sundry reasonsfor this including academic, social and personal reasons. One reason identified is the criticaltransition from high school to college. It needs to be noted that the traditional engineeringstudents join their respective colleges of engineering directly after high school, having lived withtheir parents, had the company of their childhood friends and community support. From thatenvironment, they get

Conference Session

Computers in Education Division (COED) Poster Session (Track 1.A)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Nadya Shalamova, Milwaukee School of Engineering; Olga Imas, Milwaukee School of Engineering; James Lembke; Maria Pares-Toral, Milwaukee School of Engineering; Derek David Riley, Milwaukee School of Engineering; Daniel Bergen, Milwaukee School of Engineering

Tagged Topics

Diversity

Tagged Divisions

Computers in Education Division (COED)

underscores the necessity for students to acquireskills that complement AI, leveraging its capabilities to enhance their work. Concurrently, AI'spotential to automate current "nonroutine" jobs highlights the importance of AI education inpreparing students for a dynamic labor market. As of early 2024, the skill most in demand in jobpostings was artificial intelligence (0.56%), followed by machine learning (0.5%) [9]. In thiscontext, AI literacy is essential, equipping students to harness AI to improve efficiency andproductivity in their future careers [10], [11].Additionally, higher education must align current pedagogical practices with the changing waysof thinking, learning, and interacting resulting from people’s regular use of AI in

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Katherine C. Chen, Worcester Polytechnic Institute; Theresa Fs Bruckerhoff, Curriculum Research & Evaluation, Inc.; Jillian A DiBonaventura, Worcester Polytechnic Institute; Noemi Robertson, Worcester Polytechnic Institute; Thomas Noviello, Worcester Polytechnic Institute

Tagged Topics

Diversity, NSF Grantees Poster Session

within four years, and then have the option of entering the classroomto teach, attending graduate school, or working in industry. The NSF Noyce Track 1 grant offers$20k/year scholarships in the junior and senior year that could offset the need to work in industryto pay off school loans instead of entering the K-12 classroom. We have been continuouslyshifting the culture at our institution to highlight the challenging, yet rewarding and impactful,career in teaching. Over the past 4 years (i.e., the duration of our grant), the number of TPPstudents have been increasing, as well as the number who plan to teach math, science,technology/engineering, or digital literacy/computer science at the secondary level (i.e., middleand high school). Roughly 1/3

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kirsten Heikkinen Dodson, Lipscomb University; Ruth Fessehaye, Lipscomb University

Tagged Topics

Diversity, NSF Grantees Poster Session

, diversity equity andinclusionIntroduction:Traditional engineering education has focused largely on teaching technical knowledge and skills with aheavy emphasis on theory, problem-solving, and math/science concepts. Of course, these are foundationalfor competency as an engineer, but as described in a report published by the National Academies ofEngineering, new engineering graduates lacked the skills to succeed professionally [1]. Though these newgraduates were technically capable, they struggled with communication, teamwork, and othernontechnical expectations of the career field that grew through the 1980s. In response to these challenges,the Accreditation Board for Engineering and Technology (ABET) with support from various stakeholdersdeveloped

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Emilie Hein, Skyline College; Rick Hough, Skyline College

Tagged Topics

Diversity, NSF Grantees Poster Session

greatly benefitedscholars. In the words of one of them: “I like the one-on-one meetings with my mentor whoprovide academic and professional guidance. Not only that, but being able to discuss my thoughtsand opinions on my career and topics related to my major. I am also grateful for the opportunitiesto be able to travel to different places such as the upcoming out-of-state conference in Chicago tomeet new people and get a sense of what the STEM realm has to offer.” As a result, the programhas become more popular, with an increase in the number of applicants every year.3 ResultsA confidential IMMERSE in STEM scholars feedback survey was administered in collaborationwith the Skyline College’s Office of Planning, Research, Innovation and

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Eric Davishahl, Whatcom Community College; Anna Fay Booker, Whatcom Community College; Pat Burnett, Whatcom Community College; Seth Greendale, Whatcom Community College; Petra McDonnell-Ingoglia, Whatcom Community College; Anna Wolff, Whatcom Community College; Tran M Phung, Whatcom Community College; Tyler L Honeycutt, Whatcom Community College

Tagged Topics

Diversity, NSF Grantees Poster Session

opportunities to integrate geometry and data science with environmental and historical research in the Pacific Northwest region. ©American Society for Engineering Education, 2025 The Engineering in Context Learning Community at Whatcom Community College (NSF IUSE ITYC Program)IntroductionCommunity colleges play an important role in providing access to engineering careers,particularly for students from historically marginalized backgrounds. However, many incomingstudents place below calculus-level mathematics [1] [2], creating a challenging pathway throughmultiple prerequisite courses before they can begin core engineering coursework. The extendedsequence of abstract mathematical concepts, often taught

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ryon Vinay Peddapalli, Clemson University; Ella Kokinda, Clemson University; D. Matthew Boyer, Clemson University; Andrew Begel, Carnegie Mellon University; Paige Rodeghero, Clemson University

Tagged Topics

Diversity, NSF Grantees Poster Session

essential for theirfuture careers in software development.AcknowledgementsThe authors thank NSF’s Divison of Research on Learning in its effort of promoting for its role infostering this research under NSF Grant #2148720: ”Preparing High School Students withAutism for the Future of Remote Software Development Work.” under NSF programs I-Test andCSforAll.References[1] T. Armstrong, Neurodiversity: Discovering the extraordinary gifts of autism, ADHD, dyslexia, and other brain differences. ReadHowYouWant.com, 2010.[2] C. Crook, “Children as computer users: The case of collaborative learning,” Computers & Education, vol. 30, no. 3-4, pp. 237–247, 1998.[3] M. R. SASPORTES, “Challenges and opportunities for neurodivergent software engineers

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kristin A Searle, Utah State University; Bolaji Ruth Bamidele, Utah State University; Michaela Harper, Utah State University

Tagged Topics

Diversity, NSF Grantees Poster Session

connections. Teachers valued this cross-disciplinaryapproach for its potential to prepare students for future learning and careers, seeing it as away to make history and social studies more relevant to students who might notspecifically pursue these fields. Student engagement emerged as the third major strength. Overall, teachers praisedthe creative and hands-on aspects of the projects as engaging for their students. Thecurriculum's hands-on approach was exemplified in projects like the treaty braceletmaking, which Hayden, a computer science teacher, praised for its creative designelements and tactile learning opportunities. The integration of real-world applicationsfurther deepened student engagement by connecting learning to students

Conference Session

Liberal Education/Engineering & Society Division (LEES) Technical Session 8: Communication and Liberal Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

John William Lynch, University of Cincinnati; Sheryl A. Sorby, University of Cincinnati; Teri J Murphy, University of Cincinnati; Betsy M. Aller, Western Michigan University

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

spatial skills based upon gender and socio-economic status [16]-[19] whichcould explain gaps in diversity in engineering; however, studies have also shown that spatialskills are malleable [20], which means disparities in graduation rates in engineering can bereduced through spatial skills intervention.Communication Skills in EngineeringOne crucial ability for engineering graduates is communication abilities, including visual, oral,written, and other forms of communication aimed at various audiences. Technicalcommunication skills are critical for engineering graduates’ success as they enter an increasinglyglobalized market and must interact with those from various cultures. The importance ofcommunication for career success is reflected by ABET’s

Conference Session

First-Year Programs Division (FPD) GIFTS Session 2: Foundational Skills in the First-Year Engineering Classroom

Collection

2025 ASEE Annual Conference & Exposition

Authors

Benjamin Goldschneider, University of Virginia

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FPD)

SemesterThis GIFT describes a creative reflection assignment to be given at the end of engineeringstudents’ first semester and again at the end of the first year.Motivation:Reflection is a powerful tool for students to evaluate their own learning and growth. It allowsstudents to synthesize learning across lectures, assignments, and classes, as well as giving them ameans to connect their past, present, and future selves with their experiences in a project orcourse [1]. First Year Engineering (FYE) courses are a prime opportunity for students to engagein reflective assessments. Though they are still early in their academic careers, the first year is apivotal period for making decisions around major selection, on-campus engagement, personalvalues, and

Conference Session

Military and Veterans Division (MVD) 1 - Access and Integration

Collection

2025 ASEE Annual Conference & Exposition

Authors

Alyson Grace Eggleston, Pennsylvania State University; Ronald W. Welch P.E., The Citadel

Tagged Topics

Diversity

Tagged Divisions

Military and Veterans Division (MVD)

the United States Military Academy in 1982. He received his M.S. and Ph.D. degrees in Civil Engineering from the University of Illinois, Champaign-Urbana in 1990 and 1999, respectively. He taught at The United States Military Academy during his 25 year military career. After retiring form the military he has taught at the University of Texas at Tyler and The Citadel, where he was the Dean of Engineering for 10 years. ©American Society for Engineering Education, 2025 Green Zone Training – Aligning Faculty and Staff Perceptions of Student VeteransAbstractGreen Zone Training (GZT) is a common name for a higher education inclusion program to helpstaff, faculty, and

Conference Session

International Division (INTL): Cultivating Global Competencies

Collection

2025 ASEE Annual Conference & Exposition

Authors

Chun Kit Chui, University of Hong Kong; Match Wai Lun Ko, University of Hong Kong; Kei Yiu Mo, University of Hong Kong; Chun Kit Chan, University of Hong Kong; LEI YANG, University of Hong Kong; Tien-Hsuan Wu, University of Hong Kong

Tagged Topics

Diversity

Tagged Divisions

International Division (INTL)

(Individual Award) in the Faculty of Engineering for the 2023-24 and 2012-13 academic years. Additionally, he has been honoured with the Teaching Excellence Award in the Department of Computer Science for the academic years 2011-12, 2012-13, 2013-14, 2014-15, and 2015-16. Furthermore, he was a shortlisted candidate for the UGC Teaching Award (Early Career Faculty Member).Dr. Match Wai Lun Ko, University of Hong Kong Dr. Match Wai Lun Ko holds the position of Assistant Head of Department, Senior Lecturer and MSc(Eng) in Mechanical Engineering Programme Director in the Department of Mechanical Engineering, the University of Hong Kong. He is also fractionally appointed in Innovation Academy, Faculty of Engineering of HKU

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)

Ile-Ife, Nigeria. As part of his contribution to science and engineering, Pelumi has taught as a teaching assistant both at Morgan State University and Obafemi Awolowo University. With passion to communicate research findings and gleaned from experts in the field as he advances his career, Olaitan has attended several in-persons and virtual conferences and workshop, and at some of them, made presentation on findings on air pollution, waste water reuse, and heavy metal contamination.Dr. Oludare Adegbola Owolabi P.E., Morgan State University Dr. Oludare Owolabi, a professional engineer in Maryland, joined the Morgan State University faculty in 2010. He is the director of the sustainable infrastructure development, smart

Conference Session

ERM Technical Session: Strategies for Student Support

Collection

2025 ASEE Annual Conference & Exposition

Authors

Matthew Bahnson, Purdue University at West Lafayette (COE); Eric Trevor McChesney, University of Pittsburgh; Allison Godwin, Cornell University; Christian D Schunn, University of Pittsburgh; Linda DeAngelo, University of Pittsburgh

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

McCormick Teaching Excellence Institute Research Fellow. Her research focuses on how identity, among other affective factors, influences diverse groups of students to choose engineering and persist in engineering. She also studies how different experiences within the practice and culture of engineering foster or hinder belonging, motivation, and identity development. Dr. Godwin graduated from Clemson University with a B.S. in Chemical Engineering and Ph.D. in Engineering and Science Education. Her research earned her a National Science Foundation CAREER Award focused on characterizing latent diversity, which includes diverse attitudes, mindsets, and approaches to learning to understand engineering students’ identity

Conference Session

Marginalization, Identity, and Student Development (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 9)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Vanessa Svihla, University of New Mexico; Donna M Riley, University of New Mexico; Ruben D. Lopez-Parra, Universidad del Norte; Susannah C. Davis, University of New Mexico; Eva Chi, University of New Mexico

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education Division (EQUITY), Equity

Paper ID #46902WIP: QuantCrit Analysis of the Impacts of Teaching Innovations on StudentDevelopmentDr. Vanessa Svihla, University of New Mexico Dr. Vanessa Svihla is a Professor in Organization, Information & Learning Sciences and in Chemical & Biological Engineering at the University of New Mexico. Dr. Svihla received the National Academy of Education / Spencer Postdoctoral Scholarship and the NSF CAREER Award, which President Biden also recognized with a PECASE. Their scholarship has been recognized for its contributions to diversity, equity, and inclusion by the American Society for Engineering Education and the