Conference Session

Track 2: Technical Session 5: From Barriers to Bridges: The GEES Program's Impact on Low-Income Master's Students' Success and Professional Development

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Ximing Li, University of Pittsburgh; Sylvanus N. Wosu, University of Pittsburgh; Keith Trahan, University of Pittsburgh; Tagbo Herman Roland Niepa, Carnegie Mellon University

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2025 CoNECD Paper Submissions, Diversity

accessibility of mentor interactions, specificcontributions of mentorship to their academic success and faced challenges. Intervieweeswere encouraged to provide specific examples and describe the most valuable qualities intheir mentorship. The last theme focused on how the GEES program contributed to students’career readiness. Interviewees were asked to reflect on specific courses or programs that thegreatest impact on their career preparedness and to discuss other career guidance theyreceived during their studies. Results and FindingsSurvey ResultsDemographicsThis study included 27 GEES program students who completed the pre-survey and 23 whocompleted the post-survey. Regarding gender distribution, the pre-survey

Conference Session

Track 3: Technical Session 5: Technology and Society: Incorporating ethics, inclusion, and societal understanding into computer and technology and engineering education curriculum design.

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Carrie Prior, Excelsior University; James Tippey, Excelsior College

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2025 CoNECD Paper Submissions, Diversity

professional practice.• We emphasize the importance of understanding and maintaining ethical standards in every aspect of their work, helping students to navigate complex situations with integrity and accountability.• By embedding these ethical considerations into our teaching, we prepare students to make informed, responsible choices that reflect their commitment to professionalism and societal impact. Why Inclusive Belonging for Excellence Matters in an Education Setting• Goes beyond merely providing access to education.• Involves actively reducing barriers to understanding the material presented.• To achieve this, it's essential to consider the unique and varied lived experiences of students. • For example

Conference Session

Track 4: Technical Session 3: A narrative study of food insecure students in engineering and computing

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Justin Charles Major, Rowan University

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2025 CoNECD Paper Submissions, Diversity

. ©American Society for Engineering Education, 2025 A narrative study of food insecurestudents in engineering and computing Justin C. Major, Ph.D 2025 CoNECD Conference This material is based upon grants supported by the New Jersey Office of the Secretary of Higher Education (NJOSHE). Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the reviews of NJOSHE. 1 Hunger is a serious issue among college students. • ~24-30% of college

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

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2025 CoNECD Paper Submissions, Diversity

speaker workshops, STEM activities, and industryfieldtrips. One major goal of the ANGELS program was to promote self-efficacy, interest, and asense of belonging for the young girls. Throughout the summer experience, we encouraged thestudent participants to imagine themselves as engineers or agricultural scientists and had studentsengage in reflective processes (e.g., journaling) to foster their sense of connection to STEM.A secondary focus was on ‘soft’ skills such as teamwork and problem-solving through project-based learning using the Project Management Institute Education Foundation’s PM Skills for Lifecurriculum. The ANGELS Enrichment Program began in the Fall of 2023 providing projectmanagement tools and techniques that encouraged a

Conference Session

Track 5: Technical Session 5: Partnering with Rural K-12 Schools in Southwest Virginia to Broaden Participation in Engineering

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Felicity Bilow, Virginia Polytechnic Institute and State University; Hannah Glisson, Virginia Polytechnic Institute and State University; Malle R Schilling, Arizona State University; Jacob R Grohs, Virginia Polytechnic Institute and State University

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2025 CoNECD Paper Submissions, Diversity

activity with students in one of herengineering classes. Many teachers have decided to teach their own engineering activities intheir classrooms. For instance, several teachers have used some version of the breakout boxactivity presented during the workshop to integrate engineering into their curriculum. Oneteacher who teaches a career and technical education course focused on introducing studentsto teaching careers developed a lesson that required students to apply systems thinking, a skillrequired for engineers, when designing a lesson plan.As we reflect on this project, there are several key lessons that stand out. First, it’s essential tounderstand the local context and the specific needs of the population you’re working with—thiswas the

Conference Session

Track 2: Technical Session 4: A Descriptive Study on Biased and Non-Inclusive Language Use in the Engineering Education Research Community

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Xingchen Xu, Arizona State University; Anjing Dai, Arizona State University, Polytechnic Campus; Li Tan, Arizona State University, Polytechnic Campus

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2025 CoNECD Paper Submissions, Diversity

providesupdated guidelines for language use (APA, 2020a; APA, 2020b). This latest edition reflects thegrowing scholarly recognition of language’s role in impacting diverse populations, particularly inhow bias and discrimination can be minimized through careful language choices andexpressions. For instance, the manual advocates for the use of gender-neutral language andadvises against stereotypes based on gender, race, and cultural background, among otherdimensions (APA, 2020a; APA, 2020b). Furthermore, this updated version of the APA manualaligns with the organization’s commitment to addressing issues of diversity, inclusion, andnondiscriminatory practices. It encourages scholars and researchers to carefully consider howtheir language may affect readers

Conference Session

Track 7: Technical Session 2: Taking it One Step at a Time: The Growth of a Program to Support the Doctorates of Tomorrow

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Travis Chan; Tremayne O'Brian Waller, Virginia Polytechnic Institute and State University; Cynthia Hampton Ph.D., Virginia Polytechnic Institute and State University

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2025 CoNECD Paper Submissions, Diversity

2023cohort of S2D consisted of students from ten universities.MethodsThe following describes an initial exploration of the program effectiveness of S2D using the dataavailable from participant information. As a newer program, the data collected over four yearsallows for comprehensive exploration resulting in future considerations for subsequent cohortsthat will continually expand the dataset.Data CollectionData collection is executed using three QuestionPro surveys: a pre-program self-evaluationsurvey utilizing the Graduate Education Self-Efficacy Scale (GESES), program application, andpost-program evaluation survey [2]. The surveys support student self-reflection regardinggraduate education self-efficacy, highlight the importance of gathering

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

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2025 CoNECD Paper Submissions, Diversity

sections of their manuscripts via weekly assignments; and3.Feature intersession office hours during which teams will receive feedback from mentors.”Our research team advanced as one of 10 teams to participate in the Mini-Grant Program, whichbrings us to our session today.1 https://apa-eng.asee.org/program-components/apa/ 4Introduction of the Problem 5• Women account for significantly less STEM degrees than men and among women, there are racial/ethnic divides.• This image reflects data collected from 2010 and 2019 through the National Center for Educational Statistics and show discrepancies in the acquisition of STEM

Conference Session

Track 1: Technical Session 4: The Effects of Group Size on the Experiences of First-Year Engineering Students in Mixed Gender Groups

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Koenraad E Gieskes, State University of New York at Binghamton; Ioana Elena Tiu, State University of New York at Binghamton

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2025 CoNECD Paper Submissions, Diversity

. Respect wasalso perceived most positively in these evenly ratioed groups. This trend continued for thedistribution of work was considered most fair and equitable in groups with an equal number ofmale and female members. Finally, in terms of overall success, most groups received ratingsbetween 4 and 5. It’s important to note that most female students were placed in majority-malegroups, which is reflective of the larger male population in the class.We also observed that there are outliers in how female students perceived the success of theirpredominantly male groups, rating it as low as 2. This is noteworthy despite the mean ratingsbeing consistent across all group ratio types. Figure 4. Perception of Female Students in Spring 2024 Semester in

Conference Session

Track 6: Technical Session 6: WIP: Factors Influencing Faculty Pedagogical Decisions around Diversity, Equity, Inclusion, and Justice (DEIJ) in Engineering: A Comparative Case Study

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Avis Carrero, Tufts University

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2025 CoNECD Paper Submissions, Diversity

backgrounds. In the deductive analysis (Cycles 2 and 4), elements from theconceptual framework (e.g., APM, WRC/FB), research questions, and existing literature wereapplied to deductively code the data [47], [48], examining how academic strategies influencepedagogical choices and how faculty racial consciousness affects equity-oriented practices.Deductive codes focus on topics such as faculty experiences, motivations, beliefs on equity, DEIJintegration, institutional priorities, systemic inequities, DEIJ adoption, faculty mindsets, and theculture of engineering education. Throughout the analysis, memos capture researcher’s initial thoughts, connecting themesto the conceptual framework, reflections on research goals, methodological decisions

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

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2025 CoNECD Paper Submissions, Diversity

motivated and take the necessaryaction to handle potential scenarios based on their beliefs about their own efficacy [12]. For thepurpose of the study, the interest is to understand if participants feel confident in performing wellin academics, experiments, and engineering design[13]. These approaches reflect how thelearning experiences contained in each pillar of the program might influence participants' beliefin succeeding in engineering curriculums.Goal Orientation Achievement goal theories study individual motivation to engage or not in educationaltasks. This can be measured either by personal improvement (mastery) or by comparing oneselfto others (performance). When goal achievement focuses on mastery, the purpose is to gain newskills

Conference Session

Track 4: Technical Session 5: Impact of Generative AI Technologies on Blind and Visually Impaired Students: A Case Study

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Lance Leon Allen White, Texas A&M University; Sara Amani, Texas A&M University; Trini Sofia Balart, Texas A&M University; Amanda Kate Lacy; Gene Sung-Ho Kim, Stanford University; Gibin Raju, Texas A&M University; Karan Watson P.E., Texas A&M University; Kristi J. Shryock, Texas A&M University

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2025 CoNECD Paper Submissions, Diversity

complex and understaffed disability services, and societal biases that can furtherhinder access Amanda’s story exemplifies these obstacles: a turning point in her academicjourney occurred in elementary school when she received her first laptop, sparking an interest incomputing that later evolved into a career as a quality assurance specialist focused onaccessibility at a Forbes Fortune 100 company. This achievement is notable, given thataccessibility was often an afterthought in her educational environments, a reality that,regrettably, persists today. Her experiences reflect broader issues facing blind and visuallyimpaired students pursuing STEM careers in the 21st century.Recognizing and celebrating the achievements of STEM professionals who

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

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2025 CoNECD Paper Submissions, Diversity

on Latinx in engineering.Latinx are the youngest and one of the fastest growing groups in the US, comprising 17% of population.They accounted for a significant proportion of the population growth since 2000 and are projected to comprise30% of population by 2050.These trends are reflected in our public schools, where their representation is increasing. And they are a growingsegment of the US labor force…where almost 1 in 5 workers in the workforce today are Latinx. 2 Background search

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

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2025 CoNECD Paper Submissions, Diversity

-environmental factors shaping STEM persistence and post-secondary plans Pulled in or pushed out? Underrepresented minority high school students describe socio- environmental factors shaping STEM persistence and post-secondary plans AbstractIntroductionThis research applies the Phenomenological Variant of Ecological Systems Theory to understandthe persistence of racially underrepresented minority (URM) youth in STEM pathways. URMyouth aspire to STEM careers at the same rate as White peers [1], but Black and Latinx studentsleave STEM disciplines at nearly twice the rate of White students [2]. As a result, the STEMworkforce does not reflect the country’s diversity. Literature reveals key

Conference Session

Track 2: Technical Session 4: Research- and Practice-Informed Insights for Recognizing Rurality in Engineering Education

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Malle R Schilling, Virginia Polytechnic Institute and State University; Jacob R Grohs, Virginia Polytechnic Institute and State University

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2025 CoNECD Paper Submissions, Diversity

Conference Session

Track 6: Technical Session 4: WIP: investigate recruitment strategies used by engineering bridge and success programs to recruit underserved students

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Xinyu Zhang, Purdue University; Lynette Michaluk, West Virginia University; N’Diya Harris, Wright State University; Ansley Lynn Shamblin, West Virginia University

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2025 CoNECD Paper Submissions, Diversity

]. Additional challenges inrecruitment were reported during and after COVID [3, 26, 27].Effective recruitment strategies should consider factors critical to both students’ awareness anddecision making. Practical recruitment methods (e.g., language, personalization, communicationmethods, parental involvement, etc.) can impact the effectiveness of recruiting underrepresentedstudents [28, 29]. For example, it has been suggested that the use of gender-fair language canreduce male bias during job recruitment [30]. Woods et al. increased their female engineeringundergraduate enrollment by changing their recruitment materials and website to reflect factorsimportant to both men and women and they added information about helping others, theenvironment, working

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

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2025 CoNECD Paper Submissions, Diversity

students consenting toparticipate, resulting in a 90% participation rate.No control group was used in this study, as only one offering of the class was available in thespring semester. The lack of a control group is acknowledged as a limitation, and this isdiscussed further in the limitations section. The fall semester includes several offerings ofENG1101. Current research is repeating this work in the fall semester with control groups (classofferings in which the intervention is not implemented).ParticipantsThe gender distribution of the participants was as follows: 37 (58.7%) identified as male, 26students(41.3%) identified as female, and one student (1.6%) identified as non-binary. Thisbreakdown reflects a slightly higher proportion of male

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

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2025 CoNECD Paper Submissions, Diversity

this inquiry could be expanded beyond STEM fields, capturing Latine students and otherracially minoritized student populations from different fields to enhance the literature. AcknowledgmentsThis material is based upon work supported by the National Science Foundation under Grant Nos.1820536, 1820538, and 1820582. Any opinions, findings, conclusions, or recommendations expressed inthis material are those of the authors and do not necessarily reflect the views of the National ScienceFoundation. References[1] A. Bandura, “Social cognitive theory in cultural context,” Applied Psychology, 51(2), 269-290, 2002.[2] B. M. Morgan and L. F. Alcocer, “Descriptive

Conference Session

Track 2: Technical Session 1: Pathways into Statistics and Data Science for Low-Income, Academically Talented Undergraduate Students

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Erin Carll, University of Washington; Aryaa Rajouria, University of Washington; Rebecca Schachtman, University of Washington; Judith E Canner; Jackie Bryce Miller, University of California, Santa Barbara; Abel Rodriguez, University of Washington

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2025 CoNECD Paper Submissions, Diversity

],which reflects broader trends in STEM more broadly [8], [9], [10]. In addition to helping toequip members of our societies to understand and assess the vast information they come intocontact with in their day-to-day lives, expanding participation in SDS will be important asprofessionals in this field have an increasing presence in the labor market and the broad array ofsectors that employ them [11]. The U.S. Bureau of Labor Statistics estimates that the number ofdata science jobs will grow by 35% between 2022 and 2032, growth it characterizes as “muchfaster than average” [12]. Appropriate representation in the field could improve the capacity ofunderrepresented groups to help shape many aspects of life and culture in the United States

Conference Session

Track 6: Technical Session 6: An Exploratory Analysis of Cultural Capital Among Black Engineering Students at Minority Serving Institutions

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Jerrod A Henderson, University of Houston - COE; Cheery Chukwukelu, University of Houston; David Horton Jr., University of Houston

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2025 CoNECD Paper Submissions, Diversity

iscrucial for non-Black faculty to adopt anti-deficit approaches to effectively educatestudents of color.The bi-directional nature of capital is reflected in mentees harnessing and building theircapital in the same way mentors may be supporting their own cultural wealth.Previous studies (Tolbert Smith, 2022; Samuelson & Litzler, 2016) have recognized that akey motivator for students to persist in engineering is the idea that they may be able tohelp the future generation do better in engineering. This manifests in creation of mentor-mentee relationships and continued peer support. These relationships exhibit overlaps ofsocial, aspirational, and navigational capital.Student organizations like NSBE are great hubs for Black students to come

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

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2025 CoNECD Paper Submissions, Diversity

who look like me.” This response highlights a commitment to addressing disparitiesthrough entrepreneurial endeavors. Similarly, another student stated, “No connections at thismoment. But living in food deserts has motivated me to pursue a degree in Agriculture to make apositive change in my own environment.” These statements reflect a broader theme of leveragingentrepreneurship to foster community equity and improve local conditions. Overall, the thematicanalysis reveals that while these students may lack personal role models, their entrepreneurialaspirations are deeply influenced by a desire to create equitable solutions and address communityneeds

Conference Session

Track 3: Technical Session 1: Bridging Educational Equity Gaps: A Systematic Review of AI-Driven Tools for Students Living with Disabilities in Engineering and STEM Education

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Kevin Zhongyang Shao, University of Washington; Denise Wilson, University of Washington; Eric Kyeong-Min Cho, University of Washington; Sophia Tang, University of Washington; Hanlin Ma, University of Washington; Sep Makhsous, University of Washington

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2025 CoNECD Paper Submissions, Diversity

environment, setting a newparadigm in personalized, diverse, and inclusive engineering education through AI technology.1. IntroductionThe pursuit of educational equity for students living with disabilities (SLWD) has been atransformative journey, marked by a series of legal and policy milestones that reflect an evolvingunderstanding of what equity should look like in learning environments. Initially, the concept ofeducational equity in the United States emerged from the need to provide accessible education toa diverse population amid industrialization and increased immigration [1], [2]. However, thisearly notion of equity often overlooked the needs of marginalized groups, including the poor,SLWD, indigenous peoples, and African Americans. The Civil

Conference Session

Track 3: Technical Session 3: Work-in-Progress: Development of an HBCU/Research 1 Collaborative to Increase African American Semiconductor Manufacturing Researchers

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Laura Sams Haynes, Georgia Institute of Technology; Kinnis Gosha, Morehouse College; Talia Capozzoli Kessler, Georgia Institute of Technology; R. Christian Ford, Georgia Institute of Technology; Whitney L Nelson

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2025 CoNECD Paper Submissions, Diversity

Tech andHBCU initiatives related to the US CHIPS and Science Act; 2.) the range of dual-degreeengineering opportunities available at Georgia Tech; 3.) Georgia Tech’s cleanroom laboratory asthe largest in the southeastern US with over 15,000 square feet of lab space situated in localproximity to Morehouse College; and 4.) Georgia Tech Research Institute with 1-billion-dollarsin research funding and more than 200 clients in industry and government [15]. Intentionallytargeting Georgia Tech African American research faculty as guest speakers for the SummerBridge Program provided a clear vision for the African American pre-first-year participants tosee themselves reflected in the image of the Georgia Tech African American guest speakers andthereby

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

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2025 CoNECD Paper Submissions, Diversity

' perceptions of the program and engineering, and lessonslearned for refining both the evaluation methods and the structure of future camps to improvetheir effectiveness.To understand students' perceptions of the camp and their attitudes toward engineering, webegan by cleaning the data—removing duplicate responses, excluding students who completedthe survey significantly faster than others (indicating they may not have read the questions), anddiscarding incomplete responses. After data cleaning, we averaged the scores for key constructsfrom the Likert-type survey items. Preliminary findings suggest that participants maintained highlevels of motivation and engagement, as reflected in their consistent scores across the MUSICModel constructs [17

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

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2025 CoNECD Paper Submissions, Diversity

leads to publications, all of which are vital for career advancement. Reflecting on the Kezar framework for systemic change, the GIANT program exhibits its characteristics. Mobilize: individuals within The Grainger College of Engineering at all levels are empowered to propose projects to address an IDEA issue. A broad range of ideas and some suggested topics are open for submission. Implement: projects are provided with funding, mentoring, and a supportive community to achieve their goals and disseminate findings. Institutionalize: Within the GIANT program, there are examples of projects that are institutionalized. For example, the Grainger Engineering Graduate Student Diversity Ambassadors Program is now