Conference Session

Persistence, Outcomes and Barriers for Women in Engineering

Collection

2025 ASEE Annual Conference & Exposition

Authors

Anna Keune, Technical University of Munich; Daniela Villarreal Bermúdez; Kylie Peppler, University of California, Irvine

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering Division (WIED)

students (Halpern, 2000; Case& Ganley, 2021). This phenomenon has profound implications for gender representation andsuccess in STEM careers, where spatial skills play a fundamental role in professional practice. Gender differences in spatial ability emerge as early as age 4 (Levine et al, 1999) andappear to be significantly influenced by early childhood experiences. For example, differentialexposure to construction toys and spatial play activities between genders can create an initialskills gap (Utta et. al, 2012) that is further shaped by interactions with caregivers (Reilly &Neumann, 2013). This disparity typically intensifies during adolescence and becomes morepronounced in adulthood, particularly after age 18 (Linn &

Conference Session

WIP II

Collection

FYEE 2025 Conference

Authors

Olukemi O. Akintewe, University of South Florida

Tagged Topics

Diversity, FYEE 2025

and career aspirations. Training modules are beingdeveloped for mentors through LinkedIn Learning and other resources.Each mentor plays a unique role for the mentee. The peer mentors are available on a weeklybasis, providing academic tutoring and campus support. Mentees meet with their faculty mentorsat least once a semester to share their academic goals and inquire about academic strategies froman educator's perspective. The industry mentors must have at least one virtual or physicalmeeting with their mentees per year. Their role includes mentoring on career readiness,professional development skills, and internship opportunities. Throughout the study, the menteeshave the autonomy to interact with their three-tier mentors outside of the

Conference Session

First-Year Programs Division (FPD) Technical Session 13: Equity in Action - Identity, Mentorship, and Inclusion

Collection

2025 ASEE Annual Conference & Exposition

Authors

Morgan F Rooney, North Carolina State University at Raleigh; Nathalie Lavoine, North Carolina State University at Raleigh; Julio Enrique Terán, North Carolina State University at Raleigh

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FPD)

advanced materials meanwhile offering career opportunities and professional development support to undergraduate and graduate students. Dr. Lavoine was recently awarded the 2022 TAPPI NanoDivision Mid-Career award and the 2022 Quanser Sustainability award; both awards recognizing her research and education activities in renewable nanomaterials, sustainability and innovation.Dr. Julio Enrique Ter´an, North Carolina State University at Raleigh Dr. Julio Ter´an (he/him) is a Lecturer and Academic Advisor in the Engineering First Year Program, College of Engineering at NC State University (Raleigh, NC). He received his PhD degree in 2023 from NC State University in Polymer Science. He has a Master degree in Chemistry

Conference Session

Liberal Education/Engineering & Society Division (LEES) Technical Session 1: Critical Reflections on Teaching and Learning

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jennifer Howcroft, University of Waterloo; Kate Mercer, University of Waterloo; Julie Vale, University of Guelph; D'andre Jermaine Wilson-Ihejirika P.Eng., University of Toronto; Stephen Mattucci, University of Guelph

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

to tell a story, write a reflection, follow provided prompts, or write a commentary.Contributors were given a series of prompts, that they could use formally, informally, or choosenot to use. They were told to write in a way that was meaningful to them, reflected who theywere, and how they wanted to communicate to other people. There are five reflections includedin this paper, but we had a total of 11 conversations with potential participants. Each of theseindividuals was enthusiastic about the vision and goal for the paper. However, six were unable tocommit to contributing to this paper. The reasons given for not participating included funding,discomfort being this transparent, concerns regarding career stability, and other reasons

Conference Session

Minorities in Engineering Division(MIND) Technical Session 6

Collection

2025 ASEE Annual Conference & Exposition

Authors

Haiying Long, University of Kansas; Jingjing Liu, Florida International University; Joseph Ronald Sturgess, Florida International University; Julian Rodrigo Sosa-Molano, Florida International University; Bruk T Berhane, Florida International University; Stephen Secules, Florida International University

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering Division(MIND)

degrees in engineering from Dartmouth College, a master’s in Architectural Acoustics from Rensselaer Polytechnic Institute, and a PhD in Education (Curriculum and Instruction) from the University of Maryland. Prior to his academic career, Stephen was an acoustical consultant for 5 years in both London, UK and Silicon Valley, CA. His research has focused on culture and equity in engineering education, particularly undergraduate contexts, pedagogy, and student support. Through his work he aims to use critical qualitative, video-based, participatory, and ethnographic methods to look at everyday educational settings in engineering and shift them towards equity and inclusion. He also leads the Equity Research Group where he

Conference Session

Engaging and Empowering K-12 Students through Collaborative STEM Projects and Inclusive Outreach

Collection

2025 ASEE Annual Conference & Exposition

Authors

Vanessa Blas, University of Illinois at Urbana - Champaign; Joshua E. Katz, University of Illinois at Urbana - Champaign; Molly H Goldstein, University of Illinois at Urbana - Champaign; Tamara J Moore, Purdue University at West Lafayette (PWL) (COE); Greg J Strimel, Purdue Polytechnic Institute, Purdue University – West Lafayette; Morgan M Hynes, Purdue University – West Lafayette (College of Engineering)

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

University at West Lafayette (PPI) Greg J. Strimel, Ph.D., is an assistant professor of Technology Leadership and Innovation and coordinator of the Design & Innovation Minor at Purdue University. Dr. Strimel conducts research on design pedagogy, cognition, and assessment as well as the pre ©American Society for Engineering Education, 2025 Team Discourse of Middle School Girls in Collaborative Microelectronics Lessons (Fundamental)AbstractEngineering and technical activities are crucial aspects of education curriculum and standards.Substantial efforts have been made to increase the number of women in STEM careers and majors;however, they remain underrepresented. Even at the

Conference Session

Minorities in Engineering Division(MIND) Technical Session 1

Collection

2025 ASEE Annual Conference & Exposition

Authors

Joel Alejandro Mejia, University of Cincinnati; M. Sidury Christiansen, The University of Texas at San Antonio; Karla Mariana Escobar, The University of Texas at San Antonio

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering Division(MIND)

, and bilingual education to explore how language, race, and socialization shape engineering pathways and engineering practice. In 2025, Dr. Mejia received the Presidential Early Career Award for Scientists and Engineers (PECASE) Award for his contributions to engineering education.M. Sidury Christiansen, The University of Texas at San AntonioKarla Mariana Escobar, The University of Texas at San Antonio ©American Society for Engineering Education, 2025 Cultivating Critical Consciousness through Pláticas: Empowering Students’ Engineering IdentitiesAbstractAs part of a larger, multi-year study, this full-length research paper presents a preliminary effortto describe how

Conference Session

ENT-1: Innovative Approaches to Student Engagement and Belonging in Engineering

Collection

2025 ASEE Annual Conference & Exposition

Authors

Andrea T Kwaczala, Western New England University; Andrea Davis, Western New England University; Heidi Ellis, Western New England University

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation Division (ENT)

, which was asked to identify 8 unique themes. The results are as follows:Summary of transcripts evaluated by ChatGPT: 1. Identity and Personal Background: • Many students reflect on their upbringing, cultural identity, and familial influences. • First-generation students and those inspired by family members' careers (e.g., engineering, healthcare) often mention their desire to make their families proud. 2. Passion and Discovery of Major: • A significant number of students chose their majors after early exposure to technology, engineering, or healthcare. • Many reference personal projects (e.g., building computers, robotics teams) or life experiences

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Daniel Kane, Utah State University; Wade H Goodridge, Utah State University; Linda Davis Ahlstrom, Utah State University; Oenardi Lawanto, Utah State University; Michaela Harper, Utah State University; Cassandra J McCall, Utah State University

Tagged Topics

Diversity

Tagged Divisions

Computers in Education Division (COED)

Utah State University (USU). Her research focuses on the intersections of disability, identity formation, and culture and uses anti-ableist approaches to enhance universal access for students with disabilities in STEM, particularly in engineering. At USU, she serves as the Co-Director of the Institute for Interdisciplinary ©American Society for Engineering Education, 2025 Paper ID #47960Transition Services. In 2024, Dr. McCall received a National Science Foundation CAREER grant toidentify systemic opportunities for increasing the participation of people with disabilities in engineering.Her award-winning

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jameka Wiggins, The Ohio State University; Monica Farmer Cox, The Ohio State University; Shawanee' Patrick, The Ohio State University; Winifred Opoku, The Ohio State University

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

communities often faced the challenges of navigating anti-DEI legislationwithout understanding its potential impact on their faculty careers. While most scholarssuccessfully transitioned to faculty roles within the university, some departments were unwillingto make the necessary sacrifices. Ultimately, these legislative actions resulted in institutionalharm to postdoc scholars, with universities and departments offering little acknowledgment ofthe damage caused.Acknowledging and Addressing Institutional Wrongdoings As a former inaugural department chair at the Ohio State, the director of the LEGACYScholars Program was keenly aware of the cultures and politics at play at the institution. Amongthese included several marginalized postdoctoral

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Paul M Yanik, Western Carolina University; Wendy Cagle, Western Carolina University; Andrew Ritenour, Western Carolina University; Chip W Ferguson, Western Carolina University; Scott Rowe, Western Carolina University

Tagged Topics

Diversity, NSF Grantees Poster Session

resources to this mission. To date, theprogram has provided eighty-three semesters worth of tuition support to thirty-six students.Additionally, the program provides financial support to promising student projects that havebeen vetted by the scholar cohort and undertaken as class projects in the host department’sProject-Based Learning (PBL) curriculum. This paper outlines the program and activitiesundertaken in 2024.2. Program ObjectivesThe FLiTE scholarship program is strongly motivated by the financial needs of students and thecommercial needs of the western North Carolina region that WCU serves. Frequently, studentsfrom the region who obtain STEM degrees will choose to build their careers elsewhere due to adearth of local employment

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Michelle E Jarvie-Eggart P.E., Michigan Technological University; Stephanie Tubman, Michigan Technological University; Luke Bowman, Michigan Technological University; Marianne Semones; Joseph Lubig, Northern Michigan University; Christi Underwood Edge, Northern Michigan University; Cody T Williams, Western Michigan University; Jacqueline E. Huntoon, Michigan Technological University

Tagged Topics

Diversity, NSF Grantees Poster Session

interest in STEM careers byempowering teacher leaders to enhance their own and their colleagues' effectiveness.Faculty and staff at MTU and NMU are collaborating for MTP to enact long-standing plans forcollaboration to improve teaching and learning in Michigan schools. The partnership betweenNMU and MTU leverages NMU’s strengths in teacher education in pedagogy and praxis andMTU’s strengths in STEM. The project is managed by the PI team at MTU in coordination withrepresentatives from NMU and an external evaluator from Western Michigan University.Program ObjectivesTwenty teachers with master’s degrees are supported as a cohort in their development asteacher-leaders. Years 1-2 of the teacher leadership programming will include training onleadership

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Dina Verdin, Arizona State University, Polytechnic Campus; Tim Wells, Arizona State University, Polytechnic Campus; Ulises Juan Trujillo Garcia, Arizona State University; Andrea Lidia Castillo, Arizona State University

Tagged Topics

Diversity, NSF Grantees Poster Session

)IntroductionAccess to enriching engineering experiences remains a challenge, particularly for Latinx highschool students with one or more parents who are migratory seasonal farmworkers, herein referredto as migratory students. A migratory student is a child/ whose parent(s) is a migratory agriculturalworker. There are approximately half a million migratory children navigating the Americaneducation system, and they face unique challenges—including frequent relocations, Englishlanguage learners, and disrupted schooling—that significantly impact their academic outcomesand career aspirations [1], [2]. Migratory students have limited access to engineering learningexperiences and also encounter curricula that often fail to connect meaningfully with their

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Michael W. Thompson, Baylor University; Anne Marie Spence, Baylor University; Nathan F Alleman, Baylor University; William A Booth, Baylor University; Sarah E Madsen, Baylor University; Taylor Wilby, United States Military Academy; Pacey Ham Mitchell, Baylor University

Tagged Topics

Diversity, NSF Grantees Poster Session

were at acomparable point in their degree program. Of the 22 students in the two cohorts, 10 graduatedwithin 4 years, 10 are on track to graduate within 4 years while 2 are progressing toward degreecompletion within an extended timeline of 4.5 years. Key successes included full placement ininternships or research experiences, which proved to be vital for both professional and academicdevelopment. Additionally, graduates of the program achieved high rates of professionalplacement or entry into graduate programs. These outcomes underscore the program’s ability toeffectively prepare students for success in their careers or further education, reflecting the robustsupport and opportunities provided throughout their participation in the ECS Scholars

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Shabnam Wahed, Virginia Polytechnic Institute and State University; Nicole P. Pitterson, Virginia Polytechnic Institute & State University; Jennifer M Case, Virginia Polytechnic Institute and State University; David B Knight, Virginia Polytechnic Institute and State University

Tagged Topics

Diversity, NSF Grantees Poster Session

courses. The Postsecondary Instructional Practices Survey (PIPS) revealed severalcore strategies consistently employed by instructors. These included guiding students throughmajor topics, connecting course content to their lives and future careers, and crafting detailedsyllabi that provided clear expectations. Immediate feedback emerged as a key practice whichenabled students to quickly correct misconceptions. Additionally, instructors frequentlyacknowledged and built upon students’ prior knowledge and created a foundation for deeperlearning. Peer and instructor interaction were also emphasized that fostered collaborative andinteractive learning environments.Classroom observations offered further evidence of thoughtful course design and

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Danni Lopez-Rogina, Colorado School of Mines; Stacey Roland, Colorado School of Mines; Jessica Mary Smith, Colorado School of Mines; Lakshmi Krishna, Colorado School of Mines

Tagged Topics

Diversity, NSF Grantees Poster Session

worth investing time into amidst their stressful schedules. Particularly in thefield of engineering, graduated students find work everywhere from the oil and gas industry inHouston and Qatar to civil engineering projects in Flint, Michigan and the Dominican Republic.We believe that framing teaching about the variety of people they will work with intoprofessional-skill career preparation [13] will engage students further. Through this mechanism,we will still engage trained peer leaders to have mentorship groups for discussion, reflection, andsupport, but teaching all students communication and conflict resolution skills will hopefullyreach a broader student population.AcknowledgmentsWe would like to thank the National Science Foundation for the

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Nuria Jaumot-Pascual Ph.D., TERC; Maria Ong; Tiffany Smith, American Indian Science & Engineering Society

Tagged Topics

Diversity, NSF Grantees Poster Session

Paper ID #48436BOARD # 357: ECR: Core. Identity Intersections of Indigenous Engineersand Computer ScientistsNuria Jaumot-Pascual Ph.D., TERC Nuria Jaumot-Pascual, Ph.D. is a Research Scientist at TERC. She leads studies on the experiences of people of color in STEM education and careers through creative methods and meta-synthesis, methods that she provides professional development on. She is Co-PI in four NSF-funded projects and a Spencer Foundation project, two of which focus on the experiences of Native students and professionals in STEM. She has a Ph.D. in Qualitative Research Methodologies from the University of

Conference Session

Innovative Pedagogies and Assessment Strategies

Collection

2025 ASEE Annual Conference & Exposition

Authors

Spencer Johnathan Sabatino, Cornell University; Allison Godwin, Cornell University; Trevor Franklin, University of Colorado Boulder

Tagged Topics

Diversity

Tagged Divisions

Chemical Engineering Division (ChED)

. 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.Trevor Franklin, University of

Conference Session

ENT-8: Mentorship, Creativity, and Ethics in Academic Entrepreneurship

Collection

2025 ASEE Annual Conference & Exposition

Authors

Nathalie Duval-Couetil, Purdue University at West Lafayette (COE); Voichita Maria Dadarlat; Yi Wang, Purdue University at West Lafayette (COE)

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation Division (ENT)

, which can have important implications for faculty andgraduate student research, publishing, funding, and careers. Literature ReviewAcademic EntrepreneurshipAcademic entrepreneurship refers to the activities in which faculty, students, and researchersbecome involved to translate research, knowledge, and innovations into commercially viableproducts, services, and entities. These activities include patenting, the founding of startupcompanies, consulting, and licensing agreements with industry, all of which generate economicdevelopment and societal impact from academic science (Etzkowitz, 2003; Rothaermel et al.,2007). Shifting attention to entrepreneurial outcomes represents a change in how universities

Conference Session

PCEE Instructional Showcases

Collection

2025 ASEE Annual Conference & Exposition

Authors

Tamara J Moore, Purdue University at West Lafayette (PWL) (COE); Siddika Selcen Guzey, Purdue University at West Lafayette (PWL) (COE); Greg J Strimel, Purdue University at West Lafayette (PPI); Morgan M Hynes, Purdue University at West Lafayette (COE); Kerrie A Douglas, Purdue University – West Lafayette (College of Engineering); Molly H Goldstein, University of Illinois Urbana-Champaign; Rick Hill, University of Detroit Mercy; Imani Adams, Purdue University – West Lafayette (College of Engineering); Vanessa Blas, University of Illinois at Urbana - Champaign; Victoria Constantine, Purdue University at West Lafayette (COE); Emily M. Haluschak, Purdue University at West Lafayette (COE); Rachel E. Higbee, Purdue University – West Lafayette (College of Engineering); Joshua E. Katz, University of Illinois at Urbana - Champaign; Maxwell Lee Beach, University of Illinois Urbana-Champaign; Deana Lucas, Purdue University at West Lafayette (COE); Christine H. McDonnell, Purdue University at West Lafayette (PWL) (COE); Azizi Penn, Purdue Engineering Education; Brian Povilus, University of Illinois at Urbana - Champaign; Bruce Wellman, Purdue University at West Lafayette (COE); Tugba Abanoz, Visiting Scholar to Purdue University at West Lafayette (COE), Ankara University Faculty of Educational Sciences; JaKobi Burton, Purdue University – West Lafayette (College of Engineering); Anne DeLion, Purdue Engineering Education; Jennifer Heap, Purdue Engineering Education; Rena Ann Sterrett, Purdue Engineering Education

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

. McDonnell, Purdue University at West Lafayette (PWL) (COE) Christine is a PhD student in the school of Engineering Education at Purdue University. Christine is interested in exploring the connections between integrated STEM education in K-12 classroom settings and the impact on student learning, career interests, and reducing premature departure from STEM pathways.Ms. Azizi Penn, Purdue Engineering Education Azizi Penn is a professional software engineer, a professor at California State University, Sacramento, and an engineering education Ph.D. student. Prior to and during her graduate work, she developed a passion for providing engineering practice experiences to pre-college students.Brian Povilus, University of

Conference Session

Systemic and Policy Issues affecting Women Engineers

Collection

2025 ASEE Annual Conference & Exposition

Authors

Angela R Bielefeldt, University of Colorado Boulder

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering Division (WIED)

MicroaggressionsAbstractThis full research paper draws attention to challenges faced by women of color in their academicjourneys in STEM. Within the stories shared by minoritized women, many were recentlyexploited during their time as doctoral students, research scientists, postdoctoral scholars, and asearly career faculty within STEM fields in academia. Many of these incidents could becharacterized as hierarchical microaggressions. Listening to their stories we can consider theextent to which individual bad actors were responsible for these harms, versus exploring thesystem-level conditions and cultures that enable these situations. This work encourages faculty tolean into the power, positionality, and agency they possess to work toward creating a culture

Conference Session

Biomedical Engineering Division (BED) Postcard Session (Best of WIPs)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Nathan Hyungsok Choe, The George Washington University; Chanyee Hong; Hyeyeon Lim

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering Division (BED)

on engineering identity development, career pathways, and integrating computational and AI-based methods in engineering education. He has been actively involved in developing and assessing engineering courses, including project-based learning initiatives.Chanyee HongHyeyeon Lim ©American Society for Engineering Education, 2025Work in Progress: Exploring Biomedical Engineering Students’ Perceptionsof Large Language Model in Academic SettingsIntroductionIn Work in Progress (WIP) study, we are particularly interested in how engineering studentsperceive utility value and self-efficacy in using LLM for their engineering studies. Previousresearch has shown that self-efficacy is closely linked to academic

Conference Session

Faculty Development: Works-in-Progress room 1

Collection

2025 ASEE Annual Conference & Exposition

Authors

Megan Morin, North Carolina State University at Raleigh; Joel J. Ducoste, North Carolina State University at Raleigh; Meredith McDevitt, North Carolina State University at Raleigh

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

Paper ID #48491WIP: A Call to Action: Developing A Leadership Program that SupportsAcademic Caregivers Using the Kotter Change ModelDr. Megan Morin, North Carolina State University at Raleigh Megan Morin, Ph.D. (she/her) is the Associate Director in the Office of Faculty Development and Success at North Carolina State University’s College of Engineering. Her career began as a middle school teacher in the North Carolina Wake County Public School System. Following that, she took on roles such as the KEEN Program Coordinator at UNC-Chapel Hill and Senior Project Specialist at ASHLIN Management Group. In her current position

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jeffrey L Kauffman, University of Central Florida

Tagged Topics

Diversity, NSF Grantees Poster Session

cultivates and unites multidisciplinary interests to studyadvanced structures and systems with application to hypersonics, space, propulsion, and energy.Participants engage in a 10-week experience, conducting graduate-level research under a facultymentor and alongside a graduate student teammate. In addition to the core research experience,HYPER incorporates a series of professional development seminars, technology training sessions,faculty mentor presentations, and social events.HYPER has seven core objectives: (1) technically prepare students for graduate school and/orresearch oriented careers, (2) escalate students’ abilities to simulate phenomena using multi-physics software, (3) improve participants’ oral/written communication skills, (4

Conference Session

Design in Engineering Education Division (DEED) Technical Session 5

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kavitha Chandra, University of Massachusetts Lowell; Sumudu Lewis, University of Massachusetts Lowell; Susan Thomson Tripathy, University of Massachusetts Lowell

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education Division (DEED)

qualitative research methods. She received her doctorate in Anthropology from Harvard University. ©American Society for Engineering Education, 2023 Engaging Future Engineers through Active Participation in Diversity, Equity, Inclusion, and BelongingAbstractIt is important for future engineers to understand themselves in relation to the many culturalinfluences they may encounter during their career, and to confront their own biases wheninteracting with colleagues whose cultural backgrounds are different from their own. This paperdescribes and evaluates a series of nine diversity, equity, and inclusion (DEI) workshopsdeveloped and implemented during the summer of 2022 for high school and

Conference Session

Graduate Studies Division (GSD) Technical Session 8: Professional Development for Graduate Students

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sandy Christlieb; Katy Luchini-Colbry, Michigan State University

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies Division (GSD)

engineering. For example, theProfessional Development Fellow took on responsibility for coordinating several “Lunch &Learn” sessions each semester; topics included:  Resources provided by the MSU Graduate School, the campus-wide Council of Graduate Students, and the graduate student teaching assistants union  Graduate career services at MSU  Responsible conduct of research, including data management, authorship, and resources available through the university library  College-level resources, programs, and support for graduate students in engineering  Graduate student health and wellness, including campus and community resources  Networking events for graduate students, faculty and staff from across the

Conference Session

Self-Advocacy, Sense of Belonging, Measuring Authentic Diversity, Equity, and Inclusion, and Construction Management Education Programs

Collection

2023 ASEE Annual Conference & Exposition

Authors

Simonne Renee Whitmore, Southern University and A&M College; Opeyemi Peter Ojajuni

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering Division(MIND)

, theconstruction industry will need to attract untapped human resources such as racial minorities andwomen [6]. In fact, Manesh et. al, theorize that diversifying the construction workforce is aneffective strategy to ensure the economic growth of the nation and will also help the industry tomeet the increased demand for new workers [7]. The potential for additional minorityrepresentation in the construction industry remains great. In 2021, only 11% of constructionworkers were women, 6.3% were African American and 2.1% were Asian. Choi et. al. identifiedinsufficient interest and poorly sustained participation in Architecture, Engineering andConstruction (AEC) careers from underrepresented demographic groups as a critical issue.Compounding this issue is

Conference Session

First-Year Programs Division (FYP) - WIPS 2: Advising & Mentoring

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kelyn Rola, Southern Methodist University; Caitlin Anderson, Southern Methodist University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

from low-socioeconomic backgrounds leave the engineering pipeline at higher rates than their majoritypeers [5]. Reasons that these students report leaving engineering often include poor performancein introductory coursework [6], negative experiences with faculty [7], a poor sense of fit [8], andgenerally unwelcoming environments in their schools of engineering [9]. Conversely, whenunderrepresented students experience social support, encounter role models [10], and receiveassistance navigating the engineering curriculum [11], they experience positive engineering-related outcomes. One way to provide these beneficial layers of support for students who areearly in their academic careers is through the implementation of formalized peer mentoring

Conference Session

Analysis of Feedback Loops, Understanding the Impact of a LSAMP Scholar Program, Sustainable and Equitable Infrastructure, and Indigenous Innovators

Collection

2023 ASEE Annual Conference & Exposition

Authors

Rubaya Rahat, Florida International University; Mohamed Elzomor, P.E., Florida International University

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering Division(MIND)

participation of marginalized communities in civil and constructionindustries as well as in the academic sector [22]. Furthermore, very few studies focused onimproving the competencies of Hispanic and other historically marginalized students in CMincluding communication and presentation skills and other professional skills, while other studiesassessed their preferences for sustainability and relevant career choices [23]–[25]. In order tosupport the skilled labor shortage in the CM industry as well as to preserve the economicalsuccess of the US, marginalized professionals must be involved in infrastructure constructionprojects. The findings of this study would contribute to increasing awareness of infrastructureinequality and preparing the forthcoming

Conference Session

Technical Session 9 - Paper 2: Course Interventions to Promote Diversity, Equity, and Inclusion in Engineering Curricula

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Richard Blackmon, Elon University; Sirena C. Hargrove-Leak, Elon University

Tagged Topics

CoNECD Paper Sessions, Diversity

Paper ID #35558Course Interventions to Promote Diversity, Equity, and Inclusion inEngineering CurriculaDr. Richard Blackmon, Elon University Richard Blackmon is an Assistant Professor in the Engineering Program at Elon University. Blackmon has a BS in Electrical Engineering and a PhD in Optical Science and Engineering. His scientific and engineering research focuses on the development of laser-based medical imaging and treatment systems. Blackmon has worked to promote LGBTQIA inclusion, both within engineering and in the broader com- munity, throughout his career. He became interested in engineering education when joining