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

Breaking Barriers: Unveiling the Journeys and Triumphs of Faculty Women of Color (FWoC) in STEM AcademiaWelcome audience and introduce presentation 1 Introduction of Speakers The Problem The Significance Agenda Research Questions Methodology Findings Discussion Next StepsBriefly review agenda

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

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2025 CoNECD Paper Submissions, Diversity

-REU), which provides intensivementorship and research opportunities to over 20 undergraduate engineering students. TheGCSP-REU specifically targets students from marginalized populations and those without priorresearch experience; thus catalyzing their future successes [1]. The ECHS aligns with similar principles, focusing on holistic education to address the NAEGrand Challenges. It is dedicated to developing URM students by integrating project-basedlearning, problem-based inquiry, project management, and research skill into its curriculum. TheECHS and GCSP share core values and objectives, making their partnership a strategic effort toincrease participation in engineering higher education and provide students with the supportnecessary for

Conference Session

Track 4: Technical Session 6: Building a Future in STEM: The Girl Scouts and a University Partnership

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Elizabeth Hart, University of Dayton

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2025 CoNECD Paper Submissions

impact on our Challenge Seeking outcome. ▪ Some leaders are intimidated to offerGirl Scouts engineering badges ▪ Access to university facilities, equipment, and expertise.of the USA ▪ Access to college role modelsSpecific STEM Activities and BadgesFacilitated THINK LIKE AN ENGINEERING JOURNEY FOR BROWNIES & JUNIORS Grade Level ▪ Brownies – grades 2 – 3 ▪ Juniors – grade 4 – 5 Badge Requirements: 1. Find out how engineers use design thinking to solve problems. 2. Do 3 design thinking activities

Conference Session

Track 3: Technical Session 2: Bridging the Gap: Leveraging Intersectional Leadership to Foster Inclusive Excellence in STEM

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Beth Anne Johnson, Lamar Creative Co. ; Ershela L. Sims, WEPAN, Inc.; Brooke Charae Coley, Arizona State University, Polytechnic Campus

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2025 CoNECD Paper Submissions, Diversity

Bridging the Gap LEVERAGING INTERSECTIONAL LEADERSHIP TO FOSTER INCLUSIVE EXCELLENCE IN STEM Lamar Creative Co.In an evolving professional landscape, the need for inclusive excellence in STEM is morecritical than ever. This presentation will explore the intersectional leadership strategiesthat executive leaders can employ to foster a more inclusive and equitable environment inspite of today's political challenges.CoNECD Presentation 2025 Acker Coley Johnson Sims Page 1 of 24 AGENDA Our Mission We answer: How & Why Your Job is Difficult We

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

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2025 CoNECD Paper Submissions, Diversity

. in Educational Policy and Planning from UT Austin. ©American Society for Engineering Education, 2025 Strategic Insights into Recruiting and Retaining Women in STEM at Minority-Serving InstitutionsIntroductionThe culture in science, technology, engineering, and mathematics (STEM) is often perceived as awelcoming and inclusive environment—where success is believed to be the result of objectivelydetermined merit, training, and hard work [1], [2]. A space where if we have the knowledge,training, and skill set coupled with enough ambition to do the job—and do well at our job—wewill naturally progress up the ladder of success via promotions and other forms of

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

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2025 CoNECD Paper Submissions, Diversity

undergraduate students specifically. Previous work on peer mentorship focuseson how mentoring exposes and prepares undergraduates for graduate education, and wecontribute to this discussion by analyzing specific traits and strategies that make peer mentoringeffective towards cultivating students’ interest in graduate school. Our study explores successfactors in peer mentoring of students from underrepresented groups in STEM.We developed a mentoring program between Hispanic graduate and Hispanic undergraduatestudents to identify aspects of peer mentoring that may increase Hispanic representation inadvanced STEM degree programs. We aim to address these questions: 1) How do interactionsbetween mentoring pairs affect access to professional resources? 2

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

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2025 CoNECD Paper Submissions, Diversity

’ STEM degrees.BackgroundIn 2017, researchers from the Society of Women Engineers (SWE) sought to understand thesuccess rates of students who began their postsecondary education at a community college inpersisting and completing bachelor’s degrees in engineering and technology. Their hypothesiswas that community college women were moving out of these majors at higher rates than theirmale counterparts, a phenomenon that has historically been seen in four-year STEM programs[1]. With community colleges serving as a popular pathway for underrepresented students inSTEM, efforts to increase diversity in engineering and technology professions must considerways to increase success of students who begin their studies at a two-year college. Given

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

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2025 CoNECD Paper Submissions, Diversity

paperdescribes our development process and the final model we developed.Purpose and Research QuestionsSocioeconomic inequality is an intersectional experience (Mutua, 2008; McCall, 2002; Bixby,2024); measurement techniques are needed that reflect its holism. In this paper, we describe ourprocedure for developing a collective measure of intersectional socioeconomic inequality, theModel of Intersectional Socioeconomic Inequality, that includes the finite domains whereintersectionality exists, including, but not limited to, neighborhoods, educational contexts, and theworkplace.The research questions driving this work are as follows:1) Which traditional measures of socioeconomic status can be modeled collectively to describe the complexities of

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

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2025 CoNECD Paper Submissions, Diversity

-generation date. implemented. students to enroll. ● Enrollment has steadily increased, from 20 students in the first semester to 35 in the latest semester. This growth demonstrates the positive impact of our promotional strategies and the value students see in the program.ASSESSMENT OF EFFECTIVENESSQUALITATIVE MEASURES: QUANTITATIVE MEASURES: CONNECTIONS BETWEEN STUDENT FEEDBACK. ACADEMIC PERFORMANCE. OUTCOMES AND ASSESSMENT METHODS.On a scale of 1 to 5, the average rating for

Conference Session

CANCELLED: Track 4: Technical Session 2: Examining Gender Differences in Engineering Students' Reflections on Combating Systemic Racism

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Sakhi Aggrawal, Purdue University at West Lafayette (PPI); Aparajita Jaiswal, Purdue University at West Lafayette (PPI); Gaurav Nanda, Purdue University at West Lafayette (COE); Saloni Parkar

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2025 CoNECD Paper Submissions, Diversity

theory, intersectionality, diversity and inclusion 1. Background 1.1 Systemic Racism Systemic racism refers to the ongoing practices and policies within various sectors of society that result in unequal treatment and outcomes for different racial groups [1]. Systemic racism is deeply rooted within the institutional units such as the education sector, healthcare, housing, and the criminal justice system and this leads to significant differences in access to opportunities, resources, and fair treatment [2]. These differences are often reinforced by biased policies and practices contributing to the marginalization of communities of color [3]. Such discrimination keeps them in cycles of poverty, limited access to quality education, poorer health

Conference Session

CANCELLED: Track 2: Technical Session 6: Exploring Gender Dynamics in Intercultural Competence Development through a Study Abroad Program

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

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2025 CoNECD Paper Submissions, Diversity

: metacognition, study abroad, undergraduate, intercultural competence, globalmindset, higher education, gender differences1. BackgroundIntercultural competence is an increasingly prominent skill that needs to be taught by highereducation institutions to foster global-mindedness in students [1], [2]. Intercultural competencerefers to an individual’s ability to communicate effectively and appropriately with people fromdifferent cultural backgrounds [3]. In higher education, students’ intercultural development isnow a necessary skill, whether they pursue global careers or not, because the scope of issues andwork individuals encounter today has grown on a global scale [4], [5]. Research shows that withhigher education institutes prioritizing

Conference Session

Track 5: Technical Session 4: Fostering an Inclusive Community Among Electrical Engineering Students with Mixed-Reality Technologies at a Hispanic-Serving Institution

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Preeti De Maurya, New Mexico State University; Hilda Cecilia Contreras Aguirre, New Mexico State University; Theoderic Thomas Platt, New Mexico State University; Cristina Miriam Esparza, New Mexico State University; REDWAN UL HAQ CHOYON, New Mexico State University; Bill Hamilton, New Mexico State University; Marshall Allen Taylor, New Mexico State University; Luis Rodolfo Garcia Carrillo, New Mexico State University

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2025 CoNECD Paper Submissions, Diversity

collaboration across different environments, to address students’ lacking sense of belonging.1 IntroductionEnrollment statistics at a Hispanic-Serving Institution (HSI) reveal that the number of studentsenrolled in Electrical and Computer Engineering (ECE) graduate studies is considerably lowerthan those in undergraduate studies. The institution enrolls a large Latinx and multiculturallydiverse student population [1]. The socio-economic conditions and educational inequalities in thesurrounding area pose a challenge for this minority population to pursue graduate studies [2].After the COVID-19 pandemic, there has been a notable shift towards hybrid and blendedlearning models [3]. These approaches offer a combination of scheduled class sessions

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

and their career progression in STEM fields [1]-[2].In order to bridge these gaps, the U.S. National Science Foundation (NSF) Scholarships inScience, Technology, Engineering, and Mathematics Program (S-STEM) has fundedprograms aimed at supporting students through scholarships, mentorship, and careerdevelopment. The Graduate Engineering Education Scholarship (GEES) of the University ofPittsburgh is one of the success cases of the NSF S-STEM (Track 2) initiative. The GEESprogram, launched 2019 by the University of Pittsburgh’s Swanson School of Engineering(SSoE), is an attempt to address the financial issues that low-income students face. There aretwo primary objectives: (1) to increase access to Master of Science (MS) degrees

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

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2025 CoNECD Paper Submissions, Diversity

scores amongfemale students suggest they are better at seeking and achieving personal and professionalsatisfaction. By understanding these gender differences in global identity development, HigherEducation Institutions can tailor their programs and support services to better meet the needs ofall students. Encouraging the development of these beneficial traits across the student body canenhance overall intercultural competence and readiness for the global workforce.1. Background1.1 Importance of Global Identity Development & Intercultural Learning in STEM EducationThe globalization of economies and societies has created an urgent need for higher educationinstitutions to prepare students for an increasingly interconnected world [1], [2]. This

Conference Session

Track 6: Techncal Session 7: Growing BPE Efforts: Lessons Learned from a College-Wide Seed Grant Program

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Gabriella Coloyan Fleming, Virginia Polytechnic Institute and State University; Christine Julien, Virginia Tech

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2025 CoNECD Paper Submissions, Diversity

: 1.New ideas are given support so they can be developed at our institution 2. These ideas have led to changes; new programs implemented and recommendations made for new policy and practiceDill, David D. "Academic accountability and university adaptation: The architecture of an academic learning organization." Higher education 38.2 (1999): 127-154. ● This seed grants program was part of a Center for Equity in Engineering modeled on a learning organization ● The seed grants program seeks to contribute to both of these conditions ● First, it provides financial and personnel support for ideas to be developed at the institution

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

-Champaign she • Leads the strategy enhancing the Grainger College of Engineering (GCOE)’s commitment to diversity, equity, inclusion, and access. • Develops robust structures to support faculty and staff appropriately to ensure an equitable, inclusive, and supportive workplace and learning community. • Collaborates with the Associate Dean (AD) to 1) define strategic priorities and examine policies, and 2) develop DEI goals and objectives for the College and its units. • Utilizes data collection and analysis to identify challenges, enhance transparency, establish accountability measures, propose effective solutions, and define metrics for evaluating progress within the college’s units and other assigned areas. • Leads and

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

from birth. This study underscores the need for enhancements in GenAI technologyto better support accessibility, offering insights into both the day-to-day applications andspecialized academic uses for visually impaired students pursuing STEM education.IntroductionThe introduction of technology in education has brought significant advancements, however, thespecific needs of blind and visually impaired students often remain underrepresented andinadequately addressed [1]. Generative AI tools hold the potential to bridge these gaps. Thispaper will explore the evolving relationship between GenAI and accessibility in education,aiming to create learning environments that inclusively support all students as these technologiesbecome as pervasive as

Conference Session

Track 3: Technical Session 4: Introducing a Virtual Dashboard to Benchmark and Monitor Engineering Graduate Degree Retention Trends at Penn State

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Enrique D Gomez; Catherine G. P. Berdanier, Pennsylvania State University

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2025 CoNECD Paper Submissions, Diversity

writing and communication; and methodological development. ©American Society for Engineering Education, 2025Slide 1 Introducing a Virtual Dashboard to Benchmark and Monitor Engineering Graduate Degree Retention Trends at Penn State Dr. Enrique Gomez, Interim Assoc. Dean for Equity and Inclusion, Penn State University Dr. Catherine Berdanier, Assoc. Prof. of Mechanical Engineering, Penn State UniversityNote: Target is 2 minutes per slide plus time for Q&ASlide 2 Literature shows differences

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

their education and career paths. Withinthe frame of this study, contextual factors refer to mentoring relationships with faculty. Theresearch team interviewed seven Latine STEM doctoral students individually to understand theirperceptions and experiences regarding doctoral mentoring and relationships. Data collectionoccurred between Fall 2018 and Spring 2021 in two historically white institutions (HWI) and ahistorically Black college and university (HBCU) in the southeastern region of the US as part ofa larger study. The interviews were analyzed using interpretative phenomenological analysis(IPA). IPA revealed three themes, describing Latine STEM doctoral students’ perceptionsaround (1) social-emotional needs in day-to-day interactions with

Conference Session

Track 4: Technical Session 5: Insights and Updates on Identity Constructs Among Hispanic Engineering Students and Professionals: A Longitudinal Study

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Dayna Lee Martínez, Society of Hispanic Professional Engineers, Inc.; Andrea D. Beattie, Society of Hispanic Professional Engineers, Inc.; Kimberly D Douglas P.E., Society of Hispanic Professional Engineers, Inc.

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2025 CoNECD Paper Submissions, Diversity

. This comprehensive approach ensuresthat a wide range of relevant information is captured, providing a more complete picture ofSHPE members' experiences and requirements. In the 2023 Needs Assessment, the organizationgathered a total of 2,529 responses, achieving an 81.5% completion rate. Figure 1 presents thedistribution of respondents across different member types.Figure 2 shows the gender identity composition of respondents and Table 1 provides a detailedbreakdown of racial and ethnic identities among the survey respondents, with a significant 73.8%and 64.3% identifying as Hispanic and/or Latino/a, respectively.Some other important demographics worth reporting include that 54.4% of respondents werefirst-generation college students. This was

Conference Session

CANCELLED: Track 3: Technical Session 2: Learning and Adopting Principles of Diversity, Equity, Inclusion and Justice through the Development of a Sustainability Mindset Among First Year Engineering Students

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Krystal Colón-Rivera, University of Puerto Rico, Mayaguez Campus; Nayda G. Santiago P.E., University of Puerto Rico, Mayaguez Campus; Aidsa I. Santiago-Roman, University of Puerto Rico, Mayaguez Campus; Christopher Papadopoulos, University of Puerto Rico, Mayaguez Campus; Sandra Loree Dika, University of North Carolina at Charlotte

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2025 CoNECD Paper Submissions, Diversity

Learning and Adopting Principles of Diversity, Equity, Inclusion and Justice through the Development of a Sustainability Mindset Among First Year Engineering StudentsAbstract. Justice, Equity, Diversity, and Inclusion (JEDI) are important elements of a sustainability mindset. As partof an initiative to develop a new program in Sustainability Engineering at the University of Puerto Rico, Mayagüez,and to evaluate the growth of a sustainability mindset among participants, we performed a qualitative analysis ofresults from a cohort of first year students (5 men, 2 women) who completed a 1-credit JEDI seminar as part of theirenrollment in the program. Based on coding student essays, we identified three themes that

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

Conference Session

Track 2: Technical Session 3: Piloting A Personalized Learning Model for Chemical Engineering Graduate Education: Lessons Learned from Creating a Chemical Engineering Body of Knowledge

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

April Dukes, University of Pittsburgh; Mary E. Besterfield-Sacre, University of Pittsburgh; Susan K Fullerton Shirey, University of Pittsburgh

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2025 CoNECD Paper Submissions, Diversity

development and training of CHE graduate students. • Customized Learning Paths • Individual Development Paths • Modular Coursework • Student-Centered Approach • Continuous Assessment and FeedbackOverall Research Goals• Goal 1: • Create a personalized learning model (PLM) for graduate STEM education that is inclusive and incorporates professional training• Goal 2: • Generate the knowledge and examine the potential to extend the PLM from one STEM context to anotherDiversity, Inclusivity, and our PLM• IDPs are a student-centered tool for academic and career development planning. (Instructional Goals)• Increased choice in courses and professional development stream activities respects diverse interests and career paths. (Task

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

students who are in suchprograms, particularly those from historically underrepresented groups, drop out, change majors,or ultimately do not pursue STEM-related careers [1]. It is important to attract and retain studentsin STEM fields by understanding their experiences in such programs. The expectations forsuccess, sense of belonging, interest, and perceived relevance are critical factors for students toembrace; therefore, interventions that effectively foster these perceptions, particularly early intheir education such as during high school, can significantly enhance the success ofunderrepresented groups in STEM fields. Four such programs exist at a large, four-yearinstitution in the Southeast. The focus of this work is the revision and

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

related to recognizing rurality.you do, whether that be connected to research, practice, or both. 1 2 Who are we? What is rural? • Applied research with students, teachers, schools and industry in Southwest Virginia (PI Grohs, GRA Schilling) • Research focused on rurality and engineering education with What are the issues? a specific focus on partnership and

Collection

2025 ASEE PSW Conference

Authors

Sunai Kim, California State Polytechnic University, Pomona; Giuseppe Lomiento, California State Polytechnic University, Pomona; Jeyoung Woo, California State Polytechnic University, Pomona

Tagged Topics

Diversity

divisionengineering courses. A comprehensive literature review was conducted to identify proven bestpractices for improving student performance in STEM disciplines. The literature highlights theeffectiveness of targeted interventions, as follows: (1) prepare all students for success in thegatekeeper courses and close the achievement gaps, through a Summer Bridge Program, (2)improve the students’ performance in Statics, Mechanics of Materials, and subsequent courses,and reduce Time-to-Degree, and (3) address variability in teaching between all instructors throughtraining workshops. This paper provides a review of interventions utilized to write a proposal torequest funding to agencies such as National Science Foundation and offers actionable insights

Collection

2025 ASEE PSW Conference

Authors

William Charles Sobolewski, University of California, Santa Cruz

Collection

2025 ASEE PSW Conference

Authors

Christine E King, University of California, Irvine; kadin diec, University of California, Irvine; Dalton Salvo, University of California, Irvine

Tagged Topics

Diversity

critical skills in identifying and addressing unmet clinical needs [1-4], clinical immersionin previously inaccessible environments allows BMEs to engage with daily operations andtranslate unmet needs into human-centric design [5, 6]. ABET highlights unmet clinical needsfinding in its “Student Outcome 2: ability to apply engineering design to produce solutions thatmeet specified needs with consideration of public health, safety and welfare, as well as global,cultural, social, environmental, and economic factors” [7]. Growing BME cohorts and limitedprogram capacity [8, 9] exclude many students, prompting a shift toward virtual reality (VR) [10,11] and digital clinical immersion platforms [12, 13] to broaden accessibility.ABET’s Student Outcome 2

Collection

2025 ASEE PSW Conference

Authors

Vartenie Aramali, California State University, Northridge; S.K. Ramesh, California State University, Northridge; Nathan Durdella, California State University, Northridge

Collection

2025 ASEE PSW Conference

Authors

Brian P. Self, California Polytechnic State University, San Luis Obispo