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

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Diversity, NSF Grantees Poster Session

Paper ID #47049BOARD # 326: BASE Camp at Mines: NSF BPE Track 4 Phase 1: Year 1Dr. Danni Lopez-Rogina, Colorado School of Mines Danni Lopez-Rogina has a Sociology PhD from the University of Colorado Boulder with additional certifications in College Teaching and Behavioral Statistics. They work as a Post-Doctoral Researcher at the Colorado School of Mines. They specialize in race/ethnic relations, immigration, and social inequality. Danni is interested in building programs and curriculum that focus on shifting the tone from shame and anxiety on what people did not know to a proactive desire to rebuild institutions

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Mark A Chapman, University of San Diego

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Diversity, NSF Grantees Poster Session

Paper ID #47482BOARD # 223: AI-UPP IRES Year 1: Program Development and InitialLessons LearnedProf. Mark A Chapman, University of San Diego Mark Chapman is an associate professor at the University of San Diego in the Department of Integrated Engineering. His interests lie in the fields of skeletal muscle mechanics, muscle disease, exercise physiology, international education and engineering education. He earned his MS and PhD in bioengineering from the University of California, San Diego and a B.S. in biomedical engineering from the University of Minnesota. ©American Society for Engineering

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Amber F Young-Brice, Marquette University; Allison Murray, Marquette University; Somesh Roy, Marquette University

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NSF Grantees Poster Session

Paper ID #49224BOARD # 258: IUSE: Cohort 1 Results of A Model for Human-CenteredEngineering EducationDr. Amber F Young-Brice, Marquette University Dr. Amber Young-Brice is Associate Dean for Academic Affairs and an Assistant Professor in Nursing at Marquette University. She has a master’s degree in nursing education, a PhD in nursing, and is a certified nurse educator with 15+ years of teaching experience. Dr. Young-Brice’s program of pedagogical research explores the relationship between the influence of non-cognitive factors, such as grit and self-regulated learning, and the successful trajectory of students

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Sarah Rodriguez, Virginia Polytechnic Institute and State University; Taylor Johnson, Virginia Polytechnic Institute and State University; Amy Hays, East Texas A&M University

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Diversity, NSF Grantees Poster Session

Paper ID #46630BOARD # 474: Years 1 & 2: Investigating the Computer Science as a Career(CSAC) S-STEM Program and Computing Identity Development for Studentswith Financial NeedDr. Sarah Rodriguez, Virginia Polytechnic Institute and State University Sarah L. Rodriguez is an Associate Professor of Engineering Education and an affiliate faculty member with the Higher Education Program at Virginia Tech. Her engineering education research agenda centers upon engineering and computing identity development of historically marginalized populations at higher education institutions. Currently, Dr. Rodriguez is involved with several

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Donald P. Visco Jr., The University of Akron; Jenna P. Carpenter, Campbell University; Elizabeth Litzler, University of Washington; Douglas Bohl, Clarkson University; Charles Henderson, Western Michigan University ; Alan Cheville, Bucknell University; Rae Jing Han, University of Washington

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NSF Grantees Poster Session

Paper ID #48301BOARD # 226: ASEE Faculty Teaching Excellent Task Force: IUSE ICTCapacity Building grant results and Level 1 Registered Engineering EducatorPilot RolloutDr. Donald P. Visco Jr., The University of Akron Donald P. Visco, Jr. is the former Dean of the College of Engineering at The University of Akron and currently a Professor of Chemical & Biomolecular Engineering.Dr. Jenna P. Carpenter, Campbell University Dr. Carpenter is Founding Dean of Engineering at Campbell University. She is Chair of the ASEE Long-Rangge Planning Committee and the ASEE Strategic Doing Governance Team. She is a past Vice President

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ann (Beth) Wittig, City College of New York at City University of New York (CUNY)

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NSF Grantees Poster Session

Paper ID #45718BOARD # 228: Can we improve student success and retention by trainingundergraduate civil engineering majors in effective self-regulation of learning?(NSF IUSE:EHR ESL Level 1 Grant)Dr. Ann (Beth) Wittig, City College of New York at City University of New York (CUNY) Dr. Beth Wittig is a licensed professional environmental engineer and LEED Accredited Professional, with a Ph.D. in chemical engineering. After years as a consultant and field engineer, she is now an Associate Professor at The City College of New York, the chairperson of the Department of Civil Engineering, and an ABET program evaluator

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Lizzie Santiago, West Virginia University; Jake Follmer, West Virginia University; Michael Keith Brewster, West Virginia University

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NSF Grantees Poster Session

learning strategy use and success among students traditionally underrepresented in postsecondary education.Mr. Michael Keith Brewster, West Virginia University ©American Society for Engineering Education, 2025 NSF IUSE - Teaching Engineering Students How to Solve Story Problems: Confidence of Judgement During Problem SolvingIntroductionProblem-solving is at the heart of engineering. Broadly speaking, problem-solving has beendefined as “a goal-directed sequence of cognitive operations” that is essential for everydaysituations [1-2]. In engineering programs, students are trained to become proficient problem-solvers.Engineers tackle a variety of problems, and story problems, also known as word problems

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kumar Vikram Singh, Miami University; Fazeel Khan, Miami University

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Diversity, NSF Grantees Poster Session

2033 [1]. STEM jobs offer median annual wages ($87,750), almost double that of non-STEM jobs ($45,700), with over 93% of STEM roles paying above the national average [2]. Advanced degrees also yield substantial salary premiums, with Master's degree holders earning 18-33% more than Bachelor's degree holders in STEM fields [3]. • National and Regional Needs: Computer science and mechanical engineering are highlighted as in-demand majors due to their alignment with national trends and regional economic demands. For example, Ohio's manufacturing industry contributes 17% to the state's gross product and employs 700,000 workers. Growth in software development, cybersecurity, and industrial engineering aligns with the need for a skilled

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Bernadette Sibuma, Massachusetts Bay Community College; Jayne Ryczkowski, Massachusetts Bay Community College; Meredith Watts

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NSF Grantees Poster Session

©American Society for Engineering Education, 2025 NSF IUSE Project: A Culturally Inclusive Teaching Institute for STEM Community College & High School FacultyIntroductionAs the demand for skilled science, technology, engineering and mathematics (STEM) workerscontinues, creating a truly innovative STEM workforce that includes individuals from variousbackgrounds and life experiences still falls short of being realized [1]. Community colleges areone avenue to attract and retain students from different backgrounds and experiences, since agreater variety of students enroll at these 2-year institutions than at other undergraduateinstitutions [2]. Yet, research shows that community colleges have been struggling to retain andgraduate

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Emilie Hein, Skyline College; Rick Hough, Skyline College

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Diversity, NSF Grantees Poster Session

with demonstrated financial need at Skyline College, atwo-year Hispanic Serving Institution (HSI) located in Silicon Valley, a hub of STEM innovationwith many high-demand jobs, by combining financial assistance with evidence-based practices,such as multi-tiered mentoring 1 2 , ePortfolio adoption 3 4 and participation in co-curricularactivities. In particular, the major goals of the project are as follows.(1) leverage existing high-impact, evidence-based processes already implemented on campus toensure that IMMERSE students maximize opportunities to support their success and careerpotential (2) implement a cohesive multi-tiered mentorship program to increase retention, studentsuccess, and graduation of IMMERSE scholars; (3) expand industry

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Gary Brooking, Wichita State University; Samantha Corcoran, Wichita State University; Jacob Charles Mendez, Wichita State University

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Diversity, NSF Grantees Poster Session

Tonso’ssocialization theory of engineering identity development to foster academic success and retentionamong participants [1, 2]. Additionally, the adoption of a first-year seminar class [3] combinedwith peer mentoring are proving to be useful tools in enhancing engineering identity, furthercontributing to students' persistence and success [4].Recruitment efforts primarily target local high school students, leveraging the recommendationsof teachers to assess high-achieving candidates. Through this initiative, the SSTEM programaims to address the barriers faced by economically disadvantaged students by creating anenvironment that emphasizes connection, identity, and academic success. The significance of thiswork lies in its potential to bridge the gap for

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Alison K Polasik, Campbell University

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Diversity, NSF Grantees Poster Session

courses.However, these skills are cognitively difficult, frustrating, and are sometimes not clearly linked tostudents’ perceptions of engineering[1], [2]. Self-efficacy and expectancy-value theories havebeen linked student persistence, achievement, and future plans[3]. Among engineering students,computing skills are a strong influencer of confidence and self-efficacy [4]. Prior research withstudents learning to program in required first-year university courses demonstrated that baselinemotivation for learning – specifically, their self-efficacy and utility value – varied significantly.One recent study demonstrates that students in computationally-focused majors have higher self-efficacy [5]. A multi-year explanatory mixed-methods project set out to

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Arinan De Piemonte Dourado, University of Louisville; Christian Zuniga-Navarrete, University of Louisville; Alvin Tran, University of Louisville; Luis Segura, University of Louisville; Xiaomei Wang, University of Louisville; Campbell R Bego, University of Louisville

Tagged Topics

NSF Grantees Poster Session

Dourado1 , Christian Zuniga-Navarrete2 , Alvin Tran3 , Luis Javier Segura2 , Xiaomei Wang2 , and Campbell Bego4 1 Mechanical Engineering, University of Louisville 2 Industrial Engineering, University of Louisville 3 Computer Science and Engineering, University of Louisville 4 Engineering Fundamentals, University of LouisvilleAbstractThis work-in-progress focuses on the completed Phase 1 of a funded NSF-IUSE project employ-ing explainable machine learning (ML) models to predict engineering attrition while identifyingmalleable factors for individualized targeted

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity, NSF Grantees Poster Session

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

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Lyn Ely Swackhamer, NCWIT/University of Colorado

Tagged Topics

NSF Grantees Poster Session

organizations have been cultivated and built-upon; website andproject management improvements have been initiated; new resources are standards-aligned;new collection organizations have been established; and NSF RET’s were continually supportedthrough webinars and conference sessions.Poster FocusThis paper and poster will focus on how Teach Engineering is beginning to create a communityof practice among K-12 educators through PD opportunities. Research has shown that whether informal or informal settings, K-12 teachers and influencers need to be trained to bring engineeringdesign into classrooms to increase students’ awareness of engineering, and ultimately, interest inand ability to pursue engineering careers [1]. Yet, many successful mathematics and

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

David Reeping, University of Cincinnati; Yunmeng Han, University of Cincinnati

Tagged Topics

NSF Grantees Poster Session

Cyber-Physical Systems AbstractThis paper outlines the Year 1 activities for a Research in Emerging Technologies for Teachingand Learning (RETTL) project about identifying threshold concepts in the field of cyber-physicalsystems (CPSs). Mastering threshold concepts, particularly in CPS design, leads to a transformedunderstanding of the subject and shifts students' identity within the context of the field. Given thecruciality of these concepts to a field, not just CPS, threshold concepts have been used to unpackstudent misconceptions and design the formative learning experiences necessary to master asubject's core ideas. In this project, we are developing a tabletop testbed for learning the

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kimberly Black, Chicago State University ; Moussa Ayyash, Chicago State University

Tagged Topics

Diversity, NSF Grantees Poster Session

ContextManufacturing has historically been the economic engine of the Midwest. Globalization led tothe decline in traditional manufacturing. In recent years, there has been a resurgence ofmanufacturing activity in the Midwest [1, 2]. Supply chain pressures, national security threatsand shortages of microchips emerging during the coronavirus pandemic created the political willfor the U.S. to increase domestic manufacturing capability for microchips. Passage of P.L. 117-167 Creating Helpful Incentives to Produce Semiconductors and Science Act of 2022 – the“CHIPS Act” presented national goals to lead in the “research, development, manufacturing, andworkforce development” in semiconductors by catalyzing U.S. regional innovation andproviding workforce development

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Danielle Wood, University of Notre Dame; Faisal Aqlan, University of Louisville; Jay B. Brockman, University of Notre Dame; Hazel Marie, Youngstown State University - Rayen School of Engineering

Tagged Topics

NSF Grantees Poster Session

. She is currently Professor of Mechanical Engineering ©American Society for Engineering Education, 2025 NSF IUSE: Leveraging Institutional and Community Capacities in Implementing Community-Engaged STEM PBLWith higher and faster growing wages [1], STEM-related employment has been key to buildingthriving communities. In the deindustrialized Midwest, however, cities often have poverty ratesdouble the national average, lower educational attainment, and the ‘brain drain’ problem [2].These issues create barriers to developing and retaining a regional STEM workforce andcompeting in the knowledge economy. Thus, STEM engagement is not just a nationalimperative, but critical to revitalizing these

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Amy B Chan Hilton, University of Southern Indiana; John Krupczak Jr, Hope College

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NSF Grantees Poster Session

in 2022, 2023, and2024 to gather, effectively understand, and use institutional data as they develop their S-STEMproposals. The intended workshop audience was individuals and teams preparing proposals forthe NSF Scholarships in Science, Technology, Engineering, and Mathematics (S-STEM) (S-STEM) program, such as faculty principal investigators (PIs), STEM administrators, andprofessionals in institutional research and sponsored projects roles. The workshop series focusedon the institutional/student data components of the S-STEM proposal (e.g., the required datatable “regarding the pool of potential scholars and current 1-year retention rates and graduationrates for the same pool of students in each S-STEM eligible discipline” [4]). This

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Samantha Speer, Carnegie Mellon University; Melisa Orta Martinez, Carnegie Mellon University; Kylie Peppler, University of California, Irvine; Olivia Robinson, Carnegie Mellon University; Joey Huang, North Carolina State University; Nickolina Yankova; Santiago Ojeda-Ramirez, University of California, Irvine

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NSF Grantees Poster Session

Education, 2025 NSF-Supported DUE: Introducing Robotics through a Weaving-Based Undergraduate Curriculum: Towards Breaking STEM StereotypesIntroductionDespite efforts to make STEM fields more inclusive, engineering and computer science are stillperceived as exclusionary by women and people of color [1, 2]. STEM is also often seen as tooabstract for everyday relevance [3, 2], affecting efforts to involve underrepresented groups inSTEM [1] and change the sometimes exclusionary workplace and university cultures [4]. In thiswork, we recast the paradigm of a robotics course into a more inclusive space by highlightinginterdisciplinary collaboration in engineering and the mutual value of engineering and craftingthrough weaving – a craft that

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kirsten A. Davis, Purdue University at West Lafayette (COE); Lexy Chiwete Arinze, Purdue University at West Lafayette (COE); Sigrid -- Berka, The University of Rhode Island; Christopher Cooper, University of Cincinnati; Joe Tort, Purdue University at West Lafayette (COE)

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NSF Grantees Poster Session

annually. Chris has extensive experience with international work-abroad programming and cross-cultural competency.Joe Tort, Purdue University at West Lafayette (COE) ©American Society for Engineering Education, 2025 Developing a Survey Exploring the Impact of Global Undergraduate Experiences on Engineers’ Career Pathways (RFE #2308607)Engineers are increasingly required to work in a global environment – collaborating withcolleagues, suppliers, and customers across cultural and national borders. To prepare engineeringstudents for this global workplace, it is important that we support their development of globalcompetence and related skills [1]. Global engineering programs, such as study abroad

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Prajnaparamita Dhar, The University of Kansas

Tagged Topics

Diversity, NSF Grantees Poster Session

diverseengineering workforce, it is important to create a pipeline of diverse students who are interestedin engineering [1]. The Inquiry Driven Engineering Activities using Bioengineering Examples(IDEA-BioE) project was designed to engage secondary science and mathematics teachers inresearch focused on biomedical engineering and translate those experiences into modules thatteachers can implement in their classrooms.Surveys show that interest in engineering among pre-college students, especially girls andstudents from racial and ethnic minority groups, is often low (relative to other STEM fields suchas medicine), in part due to students’ lack of understanding as to what engineering is. Negativestereotypes of engineers (e.g., as “nerdy” or socially awkward

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Angela Minichiello, Utah State University; Hannah Wilkinson, Utah State University; Samuel Shaw, Utah State University; Allison Miles, Utah State University

Tagged Topics

Diversity, NSF Grantees Poster Session

and service members (SVSM) are a unique yet understudied group thatcomprises substantial numbers of those historically underrepresented in engineering based ontheir race, ethnicity, gender, ability, or sex [1-2]. Notably, approximately 62% of veterans arefirst generation students [3]. This diversity of backgrounds and experiences, in combination withtechnical interests and skills, maturity and life experience, and leadership and teamwork training,make SVSM ideal candidates for supporting engineering education in meeting workforcedemands well into the 21st century [4].Project Goals and Work PlanThis National Science Foundation (NSF) Faculty Early Career Development Program(CAREER)aims to advance full participation of SVSM within engineering

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Andrew Jay Ash, Oklahoma State University; John Hu, Oklahoma State University

Tagged Topics

Diversity, NSF Grantees Poster Session

-efficient computing. ©American Society for Engineering Education, 2025 ECR: BCSER: Are Females Better at Debugging Circuits?IntroductionIn the semiconductor industry, debugging is sometimes called “The Schedule Killer” due to itsunpredictable and costly nature [1]. Some electronics engineers spend up to 44% of their time ondebugging tasks [2], yet this industry-critical skill is frequently omitted from undergraduatecurricula [3], [4]. Instead, students are often expected to develop debugging skills indirectlythrough projects and labs without targeted training. These challenges make teaching debugging a“million-dollar” question [5] that could improve undergraduate student outcomes and increaseworkplace

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Leonardo Pollettini Marcos, Purdue University; Melissa Wood Aleman, James Madison University; Robert L. Nagel, Carthage College; Julie S Linsey, Georgia Institute of Technology; Kerrie A Douglas, Purdue University – West Lafayette (College of Engineering); Eric Holloway, Purdue University at West Lafayette (COE)

Tagged Topics

NSF Grantees Poster Session

whilemaking something tangible [1]. These spaces have been introduced in Higher EducationInstitutions (HEIs) due to their ties with engineering activities, their potential for facilitatingprototyping, and the development of technical and non-technical skills experienced by users ofthese spaces [1], [2], [3]. It is estimated that there are currently over 1000 active makerspacesworldwide [4], with over 41% of state colleges and universities in the US having or beinginterested in having a makerspace [5]. Many researchers have already investigated the impacts ofmaking in student learning, finding links to disciplinary knowledge and professional skills [6].However, the existing literature on the impacts of making at a larger scale is scarce, which

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ramana Pidaparti, University of Georgia; John M Mativo, University of Georgia; Kimberlee Ann Swisher

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Diversity, NSF Grantees Poster Session

STEM K-16. He is currently researching on best practices iKimberlee Ann Swisher ©American Society for Engineering Education, 2025Middle School Teachers Professional Development for AI Instruction through ImageSTEAM Summer Workshops: The Georgia Experience John Mativo1, Ramana Pidaparti1 1 University of Georgia, Athens GA 30602, USA and Kimberley Swisher2 and Suren Jayasurya2 2 Arizona State University, Phoenix, AZ, 30602, USA AbstractThrough an NSF funded ITEST

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kerrie A Douglas, Purdue University – West Lafayette (College of Engineering); Tiantian Li, Purdue University at West Lafayette (COE); Shauna Adams, Purdue University – West Lafayette (College of Engineering)

Tagged Topics

Diversity, NSF Grantees Poster Session

minoritized students’ experience with engineeringclassroom assessments. Historically, the field of engineering is confronted with the issue ofunderrepresentation and the continual achievement gaps between minoritized students andmajority students in engineering education (e.g., between women and men students and raciallyminoritized and racial majority students, etc.; [1], [2], [3]). Given the amount of emphasis ofengineering education practitioners place on test scores when evaluating student performance, itis necessary for researchers to examine how engineering assessments such as exams contribute tothe consistent achievement gap between different groups of students. Moreover, it is vital forresearchers to abandon the deficit-based mindset when

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jessica Anne Rosewitz P.E., Worcester Polytechnic Institute; Katherine C. Chen, Worcester Polytechnic Institute; Brianna Raphino, Worcester Polytechnic Institute

Tagged Topics

NSF Grantees Poster Session

, is ending in September 2025 at Worcester Polytechnic Institute (WPI), aprivate, small, STEM, predominantly white institution (PWI). The program provides an assets-based framework of wrap-around support for 20 high-achieving, low-income students fromWorcester, MA, a racially and ethnically diverse [1], high-poverty [2], local urban area, with thegoal of supporting graduates to become STEM professionals. This program supports a portion ofthe cost of on-campus housing and is paired with a commitment from WPI to support thedemonstrated financial need with scholarships in completing 4-year baccalaureate degrees. Allstudents in this program are 1st-generation college students. The 1st cohort of 10 participants wasrecruited for Fall 2020 entry, and

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Erica Cline; Heather Dillon, University of Washington; Amanda K Sesko; Emily Cilli-Turner, University of San Diego; Zaher Kmail; Seung-Jin Lee, University of Washington; Raghavi Sakpal

Tagged Topics

Diversity, NSF Grantees Poster Session

-STEM Majors while Closing Equity Gaps: Mentoring in a Multi-Disciplinary S-STEM ProgramAbstractThe S-STEM supported program ACCESS in STEM started at the University of Washington Tacoma as a Track 1 grant in 2018 andcontinued as a Track 2 grant in 2022. Since its inception, it has supported 124 students over 7 cohorts. Program scholars receive fullscholarships for their first two years, and partial scholarships for their third and fourth years. Students can participate in a summerbridge precalculus or research experience course, and project-based Introduction to Engineering or Introduction to Research coursesin their first year. Individual faculty mentoring, quarterly Success in STEM seminar courses, and an

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Walter C. Lee, Virginia Polytechnic Institute and State University; Malini Josiam, Virginia Tech Department of Engineering Education

Tagged Topics

Diversity, NSF Grantees Poster Session

Engineering from UT Austin (2021). Her research interests center around the experiences of marginalized students in U.S. higher education institutions. ©American Society for Engineering Education, 2025 CAREER: Responsive Support Structures for Marginalized Students in Engineering - Insights from Year 5IntroductionUndergraduate engineering in the United States is characterized by many opportunities,demands, and obstacles within and beyond the classroom [1]. Opportunities refers to thingsstudents can access to improve their overall success in engineering, demands refers to typicalhardship expected of engineering (e.g., curricular difficulty, financial hardship, etc.), andobstacles refer to