Conference Session

Track 6: Technical Session 3: Breaking Barriers: Unveiling the Journeys and Triumphs of Faculty Women of Color in STEM Academia

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Kemesha Gabbidon, University of South Florida; Saundra Johnson Austin, University of South Florida

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

what it's like to actually work in the field, which means in the real world, as an engineer with making actual products, and I have that. And so I never really try to bring that to light and actually value that part of me instead of focusing on what I don't have, I neglected what I do have and somehow I was able to make the transition, hey, I can connect with the students because they are gonna go into the field and I've been there and I actually know what it's like to work in the field producing a product, being out there, talking to technicians, other engineers and how it doesn't matter what kind of engineer we all need to work as a team. – Rosa – Latina Mexican/Indigenous• Skills (primarily soft skills) – A

Conference Session

Track 7: Technical Session 1: Agriculture & Nutrition for Girls While Encouraging Leadership & Stem-Enrichment (ANGELS) Program

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Sandra C Affare, University of Tennessee at Chattanooga; Marissa McElrone, University of Tennessee at Chattanooga; Rachelle Pedersen, Texas Tech University

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

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

Collection

2025 ASEE -GSW Annual Conference

Authors

Mohammad Waqar Mohiuddin, Texas A&M University, College Station, Texas; Jonathan Weaver-Rosen, Texas A&M University; Carlos R. Corleto P.E., Texas A&M University; Joanna Tsenn, Texas A&M University; Shadi Balawi, Texas A&M University

Tagged Topics

Diversity

the lecture notesinto videos. This will allow the complete learning modules to be shared with the global engineeringteaching community through the university’s library system. AcknowledgmentThis work was supported by the National Science Foundation Grant EEC-2022275. References1. R. J. Marandi, B. K. Smith, R. F. Burch, and S. C. Vick, “Engineering soft skills vs. engineering entrepreneurial skills,” Int J Eng Educ, vol. 35, no. 4, pp. 988-998, 2019.2. R. Reagans and E. W. Zuckerman, “Networks, diversity, and productivity: The social capital of corporate R&D teams,” Organization Science, vol. 12, no. 4, pp. 502-517, 2001.3. P

Collection

2025 ASEE North Central Section (NCS) Annual Conference

Authors

Ragavanantham Shanmugam, Fairmont State University; Madhan Gopal Perumal, The University of Texas at Dallas; Uma Maheswari Krishnamoorthy

Tagged Topics

Diversity

such as MIT and Stanford integrate these modelsinto STEM curricula, fostering real-world application and skill development [19].A study by the National Academies of Sciences found that PBL students score 10–20% higher onproblem-solving assessments than those in traditional courses. Additionally, PBL promotesessential soft skills such as teamwork and leadership. As a result, IBL and PBL have becomecornerstones of modern education, equipping students with the skills needed for success in anincreasingly complex and interconnected world. By structuring curricula around inquiry andproblem-solving, educators can equip students with technical expertise and collaborative abilitiesnecessary for careers in science, engineering, and business. The graph

Conference Session

Track 1: Technical Session 5: Motivations for Engineering Faculty Engagement in an Inclusive Pedagogy Program

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Renee M. Desing, University of Washington; Joyce Yen, University of Washington; Karen Thomas-Brown, University of Washington

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

skills, suchas giving presentations, while Jacob has a desire to learn how to fairly grade students in his lab-based class that work independently rather than as a group, noting that historically students thatwork independently receive a lower grade. I think what really excites me, going back to your original question, is trying to incorporate not only the didactic, like teaching fundamental ideas, but then also teaching them kind of the soft skills required in academic science. It's actually really intimidating, for example, to give a poster presentation or talk in a good way, and so trying to help them with those things and incorporate that into the curriculum would be really cool. That excites me to allow