Displaying results 1 - 30 of 40 in total
- Conference Session
- Track 1: Technical Session 2: Unlocking Innovation: Empowering Underrepresented Entrepreneurs in Interdisciplinary Engineering Technology
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- 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
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- Teddy Ivanitzki, American Society for Engineering Education; Elsabeth Mekonnen
- Tagged Topics
- 2025 CoNECD Paper Submissions, Diversity
Paper ID #45156Unlocking Innovation: Empowering Underrepresented Entrepreneurs in InterdisciplinaryEngineering TechnologyDr. Teddy Ivanitzki, American Society for Engineering Education Dr. Teddy Ivanitzki is part of Fellowships and Research Opportunities (FRO) by ASEE. FRO is managing a large fellowship/ research and scholarship grants, contracts, and cooperative agreements under STEM umbrella with total of $15M/year.Elsabeth Mekonnen ©American Society for Engineering Education, 2025 Graduate, Engineering, Race/Ethnicity, Entrepreneurship Unlocking Innovation: Empowering
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- 2025 ASEE -GSW Annual Conference
- Authors
- Nandika D'Souza, University of Texas at Dallas; Hector R. Siller, University of North Texas; Hyun Kyoung Kyoung Ro, University of North Texas; Debbie Huffman, North Central Texas College; Mary J Combs, Quality Measures
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- Diversity
throughworkforce education. Dean Huffman has over 25 years of experience in higher education where she hasprovided leadership in the planning, implementation and assessment of curriculum and programs withinthe CTE Division. She has served on the Texas Association of College Technical Educators Board ofDirectors and currently serves on the Texoma Workforce Board of Directors.1 Current Status of the U.S. Engineering and Computing Workforce, 2019 – IRA | ASEE https://ira.asee.org/national-benchmark-reports/workforce2019/2 Understanding the Closing the Gaps Domain final https://tea.texas.gov/texas-schools/accountability/academic-accountability/performance-reporting/closing-the-gaps-domainfinal.pdf3 Rankings | Colleges with the largest endowment - Most
- Conference Session
- Track 2: Technical Session 4: A Descriptive Study on Biased and Non-Inclusive Language Use in the Engineering Education Research Community
- Collection
- 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
- Authors
- Xingchen Xu, Arizona State University; Anjing Dai, Arizona State University, Polytechnic Campus; Li Tan, Arizona State University, Polytechnic Campus
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- 2025 CoNECD Paper Submissions, Diversity
; Brown, L. G. (2013). The attributes of a global engineer project: Updates, inputs, faculty development considerations. 2013 ASEE International Forum, 21–64. https://peer.asee.org/the-attributes-of-a-global-engineer-project-updates-inputs-faculty- development-considerationsHyland, K. (2004). Disciplinary discourses, Michigan classics ed.: Social interactions in academic writing. University of Michigan Press.Hymel, S., & Katz, J. (2019). Designing Classrooms for Diversity: Fostering Social Inclusion. Educational Psychologist, 54(4), 331–339. https://doi.org/10.1080/00461520.2019.1652098Jensen, B., Valdés, G., & Gallimore, R. (2021). Teachers Learning to Implement Equitable Classroom Talk
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- 2025 ASEE -GSW Annual Conference
- Authors
- Kenie Moses, Southern University at Shreveport; Fred Lacy, Southern University and A&M College
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- Diversity
Freshmen," in Proceedings of the ASEE Gulf-Southwest Annual Conference, The University of Houston, March 23- 25, 1979, pp. 355 -357.[5] Karimi, A., Eftakhar, J., Manteufel, R., 1999, "A Model for Integration for Math, Science, and Engineering Application at the Lower Division," in Proceedings of the ASEE Gulf-Southwest Annual Conference, Le Tourneau University, March 7 -9, 1999, on CD-ROM.[6] Lifecycle. "Engineering Education Now: The Widening Skills Gap,” May 2019. https://www.lifecycleinsights.com/engineering-education-now-the-widening-skills-gap/[7] Louisiana Workforce Commission. “Regional Labor Market 7: Long-term Projections for All Occupations to 2026,” 2018. http://www.laworks.net/[8] McShannon, J., Derlin, R., 1999
- Conference Session
- Track 6: Technical Session 4: WIP: investigate recruitment strategies used by engineering bridge and success programs to recruit underserved students
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- 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
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- Xinyu Zhang, Purdue University; Lynette Michaluk, West Virginia University; N’Diya Harris, Wright State University; Ansley Lynn Shamblin, West Virginia University
- Tagged Topics
- 2025 CoNECD Paper Submissions, Diversity
. Pinnell, "The Effectiveness of Engineering Camps as Pre-College Recruitment Tools," in 2019 CoNECD-The Collaborative Network for Engineering and Computing Diversity, Crystal City, Virginia, 2019: ASEE Conferences. [Online]. Available: https://peer.asee.org/31798[19] B. Mclaughlin and J. Wenner, "Recruitment Strategy Development for First Generation, Underrepresented, and Low-Income Masters Students," in 2022 ASEE Annual Conference & Exposition, Minneapolis, MN, 2022: ASEE Conferences. [Online]. Available: https://peer.asee.org/42068[20] Y. Ma, "Family Socioeconomic Status, Parental Involvement, and College Major Choices—Gender, Race/Ethnic, and Nativity Patterns," Sociological Perspectives, vol
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- 2025 ASEE -GSW Annual Conference
- Authors
- Araceli Martinez Ortiz, The University of Texas at San Antonio; Gabriela Gomez, The University of Texas at San Antonio; Patricia Rodriguez Ann Rodriguez, The University of Texas at San Antonio
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- Diversity
educators (Lent et al., 2019). Cultural expectations, socioeconomic status, and exposureto specific careers may shape these identities. While many students may be encouraged to pursuecareers that are more stable or familiar, such as those in service or business sectors, STEM careersoften remain outside of their consideration due to limited exposure, lack of role models, and the Proceedings of the 2025 ASEE Gulf-Southwest Annual Conference The University of Texas at Arlington, Arlington, TX Copyright 2025, American Society for Engineering Education 3perceived difficulty of these
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- 2025 ASEE North Central Section (NCS) Annual Conference
- Authors
- Yousef Sardahi, Marshall University; Asad Salem
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- Diversity
– 4993, 2015. [7] A. Nguyen-Duc, M. L. Jaccheri, and P. Abrahamsson, “An empirical study on female participation in software project courses,” 2019 IEEE/ACM 41st International Conference on Software Engineering: Companion Pro- ceedings (ICSE-Companion), pp. 240–241, 2019. [8] Y.-H. Liu, S.-J. Lou, and R.-C. Shih, “The investigation of stem self-efficacy and professional commitment to engineering among female high school students,” South African Journal of Education, vol. 34, pp. 01–15, 2014. Proceedings of the 2025 ASEE North Central Section Conference Copyright © 2025, American Society for Engineering Education [9] L. Heels and M. Devlin, “Investigating the role choice of female students in a
- Conference Session
- Track 2: Technical Session 2: "Si no servimos, no servimos": A Pilot Study on the Influence of Perceived Advisor Support on Graduate Student Thesis Self-Efficacy
- Collection
- 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
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- Abimelec Mercado Rivera, Arizona State University, Polytechnic Campus; Brooke Charae Coley, Arizona State University, Polytechnic Campus; Samantha Ruth Brunhaver, Arizona State University, Polytechnic Campus
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- 2025 CoNECD Paper Submissions, Diversity
many Latin*groups across the US. However, unlike other Minority-serving Institutions (MSIs), the HSIdesignation is appointed at the federal level, where institutions of higher learning may apply tobecome HSIs once their undergraduate enrollment reaches or surpasses the 25% Hispanic/Latin*student threshold. This definition, coupled with the change in demographics across the Nation,has resulted in a deluge of newly minted HSIs in the past decade alone. Yet many of theseinstitutions join the ranks of HSIs without having an established mission to serve the needs ofunderrepresented communities, and those of the Latin* community, specifically (Aguilar-Smith,2021; Vargas & Villa-Palomino, 2019). As a result, much work has focused on
- Conference Session
- Track 4: Technical Session 1: "It is really isolating, to be honest": A Case Study of a Transwoman in Engineering
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- 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
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- Brandon Bakka, University of Texas at Austin; Jill Castle, University of Texas at Austin
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- 2025 CoNECD Paper Submissions, Diversity
Background Engineering is largely dominated by cisgender, heterosexual, white men (ASEE, 2023; Lee et al., 2020) LGBTQ+ people in engineering must contend with a heteronormative and hypermasculine climate. (Miller et al., 2020; Cech and Waidzunas 2011) TGNB people face additional discrimination and alienation both on campus and within engineering. (Haverkamp, 2018; Haverkamp et. al. 2019; Campbell‐Montalvo et. al. 2023)Despite broader efforts to improve diversity on college campuses, science, technology,engineering, and mathematics (STEM) majors remain largely dominated by cisgender,heterosexual, white men [3], [4], [5]. In order to create change and
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- 2025 ASEE North Central Section (NCS) Annual Conference
- Authors
- Trevor Joseph Bihl, Wright State University; Terry Lynn Oroszi, Wright State University; Subhashini Ganapathy, Wright State University; Jeffrey B. Travers, Wright State University
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- Diversity
. Ringleb, O. M. Ayala and J. Kidd, "Implementing Peer-Review Activities for Engineering Writing Assignments," ASEE Annual Conference & Exposition, 2017.[19] N. Smith, "Guided Peer Review of Technical Writing for Large Laboratory Course," ASEE Annual Conference & Exposition, 2019.[20] J. Lax and A. W. Fentiman, "Improving Graduate Student Oral Presentations Through Peer Review," ASEE Annual Conference & Exposition, 2016.[21] A. Clobes and W. H. Guilford, "Improved retention and recall with a peer reviewed writing assignment," ASEE Annual Conference & Exposition, 2013.[22] P. Hill, "Introducing Technical Articles to Graduate Students Through Active Learning," Southeast Regional ASEE meeting, 2005.[23] P. Hill and
- Conference Session
- Track 6: Technical Session 6: WIP: Factors Influencing Faculty Pedagogical Decisions around Diversity, Equity, Inclusion, and Justice (DEIJ) in Engineering: A Comparative Case Study
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- 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
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- Avis Carrero, Tufts University
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- 2025 CoNECD Paper Submissions, Diversity
. 2, p. eaau4734, 2019, doi: 10.1126/sciadv.aau4734.[9] C. Finelli, K. Richardson, and S. Daly, “Factors that Influence Faculty Motivation ofEffective Teaching Practices in Engineering,” 2013 ASEE Annu. Conf. Expo. Proc., p.23.590.1-23.590.11, 2013, doi: 10.18260/1-2--19604.[10] L. R. Lattuca and J. S. Stark, Shaping the college curriculum: Academic plans in context.John Wiley & Sons, 2009.[11] J. C. Garibay, S. Vincent, and P. Ong, “Diversity Content in Stem? How Faculty ValuesTranslate into Curricular Inclusion Unevenly for Different Subjects in Environmental AndSustainability Programs,” J. Women Minor. Sci. Eng., vol. 26, no. 1, pp. 61–90, 2020, doi:10.1615/jwomenminorscieneng.2020029900.[12] T. Russo‐Tait, “Science Faculty Conceptions
- Conference Session
- Track 4: Technical Session 3: A narrative study of food insecure students in engineering and computing
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- 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
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- Justin Charles Major, Rowan University
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- 2025 CoNECD Paper Submissions, Diversity
also provide access to specific dietary needs,and finally lower the pressures of engineering so students can eat. One finding we did nottalk about and should also be addressed is that folks should provide instruction on cooking.We found many students did not know how to cook or what to cook and that that issuemade planning a meal more strenuous. Provide cooking classes if your campus canmanage.That’s the end of my presentation. Thank you. Questions? 19 ReferencesBirmingham, Lucy. “In Search of the Next Meal.” ASEE Prism, vol. 28, no. 8, 2019, pp. 24–29.https
- Conference Session
- Track 5: Technical Session 6: Advancing Accessibility: Leveraging Technology to Empower Deaf and Hard of Hearing Students in STEM Higher Education
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- 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
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- Sunday David Ubur, Virginia Polytechnic Institute and State University; Sarah Over, Virginia Tech; Denis Gracanin, Virginia Polytechnic Institute and State University; C. Cozette Comer, Virginia Polytechnic Institute and State University
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- 2025 CoNECD Paper Submissions, Diversity
publications in archival journals and conference proceedings. He is a senior member of IEEE and ACM and a member of AAAI, APS, ASEE, INSTICC and SIAM.C. Cozette Comer, Virginia Polytechnic Institute and State University C. Cozette Comer has been conducting and supporting scoping/mapping reviews, systematic reviews, meta-analyses, and other forms of evidence synthesis since 2018 as both a researcher and information specialist. She is currently the Assistant Director for Evidence Synthesis Services at the University Libraries at Virginia Tech, leading the development of support and educational services for faculty, students, staff, and community members across disciplines and in interdisciplinary contexts
- 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
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- 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
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- 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
of Engineering Global Preparedness,” in 2014 ASEE Annual Conference & Exposition Proceedings, Indianapolis, Indiana: ASEE Conferences, Jun. 2014, p. 24.578.1- 24.578.12. doi: 10.18260/1-2--20469.[3] S. Wosu, Relational Mentorship in Higher Education. KLI Publishing, 2016.[4] K. Vernaza, S. Steinbrink, L. Zhao, S. Tiari, and V. Kasaraneni, “Evaluation of three consecutive NSF S-STEM Awards (2008 – 2021) at a Predominantly Undergraduate Institution,” in 2022 ASEE Annual Conference & Exposition Proceedings, Minneapolis, MN: ASEE Conferences, Aug. 2022, p. 42026. doi: 10.18260/1-2--42026.[5] H. Abramowitz and R. Hamilton, “The NSF S-STEM Program 2010-2014 at Purdue University Northwest (Experience),” in 2019 ASEE
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- Professional Papers
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- 2025 ASEE Southeast Conference
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- Marino Nader, University of Central Florida
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- Diversity, Professional Papers
., DeMara, R. F., Tatulian, A., & Chen, B. (2019). Quantitative impact on learning achievement by engaging high integrity testing using lockdown assessment for online delivery. Proceedings of the ASEE Southeast Section Conference, No. 45. This work was published and presented in March, 2019. http://www.asee-se.org/proceedings/ASEE2019/papers2019/45.pdf9. McGraw Hill Connect, website https://www.mheducation.com/highered/support/connect/smartbook/connect- access-code-and-purchase.html, accessed on January, 17th, 2024.10. Archer, K. K. (2018). Do Multiple Homework Attempts Increase Student Learning? A Quantitative Study. The American Economist. 63(2):056943451877479, DOI: 10.1177/0569434518774790. Colangelo College of
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- Professional Papers
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- 2025 ASEE Southeast Conference
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- Erin Bosarge, University of South Alabama
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- Diversity, Professional Papers
. N. (2020). Machine learning and artificial intelligence: Definitions, applications, and future directions. Current Reviews in Musculoskeletal Medicine, 13, 69–76.[3] Holmes, W., Bialik, M., & Fadel, C. (2019). Artificial intelligence in education: Promises and implications for teaching and learning. Center for Curriculum Redesign.[4] World Economic Forum. (2020). The Future of Jobs Report 2020. World Economic Forum. https://www.weforum.org/reports/the-future-of-jobs-report-2020[5] Touretzky, D., Gardner-McCune, C., Martin, F., & Seehorn, D. (2019). Envisioning AI for K-12: What Should Every Child Know about AI? Proceedings of the AAAI Conference on Artificial Intelligence, 33(01), 9795
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- 2025 ASEE -GSW Annual Conference
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- Mengqi Monica Zhan, University of Texas at Arlington; Grace Ellen Brannon, The University of Texas at Arlington; Liwei Zhang, The University of Texas at Arlington; Frank K. Lu, The University of Texas at Arlington
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- Diversity
-Underrepresented Minorities," in 2019 ASEE Annual Conference & Exposition, June 2019.2. Bandura, Self-Efficacy: The Exercise of Control, New York: W.H. Freeman and Company, 1997.3. Bandura and D. H. Schunk, "Cultivating competence, self-efficacy, and intrinsic interest through proximal self- motivation," Journal of Personality and Social Psychology, vol. 41, no. 3, pp. 586, 1981.4. L. Bowen, A. W. Johnson, and K. G. Powell, "Critical Analyses of Representation and Success Rates of Marginalized Undergraduate Students in Aerospace Engineering," in 2021 ASEE Virtual Annual Conference Content Access, July 2021.5. G. E. Brannon, M. M. Zhan, K. Sakarwala, F. Lu, and L. Zhang, "Factors affecting undergraduate student
- 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
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- 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
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- 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
Designers: A Pilot Virtual Community Codesign Symposium.” In 2021 ASEE Virtual Annual Conference Content Access Proceedings. ASEE Conferences. https://doi.org/10.18260/1-2--36816.Strauss, Anselm, and Juliet Corbin. 1990. Basics of Qualitative Research Grounded Theory Procedures and Techniques. Newbury Park, CA: SAGE Publications Inc.The Natural Step. https://thenaturalstep.org/.Tom, Miye Nadya, Elizabeth Sumida Huaman, and Teresa L. McCarty. 2019. “Indigenous Knowledges as Vital Contributions to Sustainability.” International Review of Education 65 (1): 1–18. https://doi.org/10.1007/s11159-019-09770-9.United Nations. 2015. Transforming Our World: The 2030 Agenda for Sustainable Development. https://sdgs.un.org
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- Professional Papers
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- 2025 ASEE Southeast Conference
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- Gustavo J. Molina, Georgia Southern University
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- Diversity, Professional Papers
reports (data pointsand lines, in the 1-5 scale) and their standard deviations (bottom bars) in the Fall 2024 semester.The course MENG 2110 has been offered in the mechanical engineering curriculum since Fall2012, and the evaluated contents of technical writing and assigned reports have not substantiallychanged since 2019. Table 4 and Figure 2 show the average percentage grades awarded for eachreport and their corresponding standard deviation in the last eight consecutive semesters, whichis the period when the teaching initiatives of this paper have been implemented. The number ofstudents taking the course was between 54 and 72 for each of the reported semesters. Table 4. Average percentage grades awarded and their standard deviation for each
- Conference Session
- Track 7: Technical Session 3: Latine STEM Doctoral Students' Perceptions Regarding Doctoral Mentoring Relationships - A Qualitative Study
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- 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
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- 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
] E. McGee, D. Griffith, and S. Houston, “‘I Know I Have to Work Twice as Hard and Hopethat Makes Me Good Enough’: Exploring the Stress and Strain of Black Doctoral Students inEngineering and Computing,” Teachers College Record: The Voice of Scholarship in Education,vol. 121, pp. 1–38, Apr. 2019, doi: 10.1177/016146811912100407.[33] American Society for Engineering Education (ASEE), “Profiles of Engineering andEngineering Technology,” 2022, Washington, DC. Available: https://ira.asee.org/wp-content/uploads/2024/03/Engineering-and-Engineering-Technology-by-the-Numbers-cover-combined.pdf[34] T. Claridge, “Introduction to Social Capital Theory,” 2018.[35] J. S. Coleman, “Social Capital in the Creation of Human Capital,” American Journal
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- 2025 ASEE -GSW Annual Conference
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- Alexander Hernandez, West Texas A&M University; Sanjoy Bhattacharia, West Texas A&M University; Sarah Petters, University of California, Riverside; Markus Petters, University of California, Riverside
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- Diversity
scienceand engineering-related fields (ABET - 1) and 2) fostering professional collaboration and inclusiveteam working environment as well as effective oral and written communication (ABET # 3, 5 &6). We present our preliminary assessment results for each learning outcome based on post-labassignment and survey, demonstrating that modules can be applied at any institute to advanceundergraduate curricula in science and engineering.Keywords: Nucleation, Cold stage, Hands-on activity, Experimentation, Data Analysis Proceedings of the 2025 ASEE Gulf-Southwest Annual Conference The University of Texas at Arlington, Arlington, TX Copyright © 2025
- Conference Session
- Track 3: Technical Session 1: Bridging Educational Equity Gaps: A Systematic Review of AI-Driven Tools for Students Living with Disabilities in Engineering and STEM Education
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- 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
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- Kevin Zhongyang Shao, University of Washington; Denise Wilson, University of Washington; Eric Kyeong-Min Cho, University of Washington; Sophia Tang, University of Washington; Hanlin Ma, University of Washington; Sep Makhsous, University of Washington
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- 2025 CoNECD Paper Submissions, Diversity
students (VISs) mathematics education.[26] vision-impaired students.Author(s) Country Technologies Purpose Target Group Education Designedand Year Level Solution/MethodologyTopin et al., Brazil Computer Vision Enhance Math teaching to Students blind or All Designed a mobile system that can(2019) [27] (CV), Artificial blind or students with with reduced identify the main Cartesian curves Neural Networks reduced vision
- Conference Session
- CANCELLED: Track 6: Technical Session 1: A Student-Centered, Theory-Informed, Integrated Model to Academic and Career Advising to Educate the Whole Engineer: Transforming Engineering Education and Broadening Participation in Engineering is Possible!
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- 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
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- Olga Pierrakos, Wake Forest University; Melissa C Kenny, Wake Forest University
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- 2025 CoNECD Paper Submissions, Diversity
effective support students and balance all the other activities that faculty have to carry out (Chan et al., 2019; He and Hutson, 2017; Khalil et al., 2014; Drake 2011).(3) Academic advising practices should leverage a diversity of communication methods and tools (Chan et al., 2019; Iatrellis et al., 2017).(4) Academic advising needs to be seen as a form of student development (Pargett 2011)(5) Academic advising needs progressive and developmental pathways to support student success (Emekako and Van der Westhuizen, 2021).(6) Centralized advising models, staffed with professional advisors, have both advantages and disadvantages to supporting student success and retention (Kot 2014; Rowan 2019). Centralized professional advisors
- Conference Session
- CANCELLED: Track 5: Technical Session 5: Hiring Practices to Build a Diverse Team at Wakr Forest Engineering: Transforming Engineering Education and Broadening Participation in Engineering is Possible!
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- 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
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- Olga Pierrakos, Wake Forest University
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- 2025 CoNECD Paper Submissions, Diversity
other organizations. Content for this table wasderived from Claude AI (December 18, 2024) and edited as well as re-organized into categoriesby the author. To complement the AI derived practices, below is also a list of literature derivedstrategies that have been used by organizations to mitigate the challenges to building diverseteams. Such evidence-based strategies can help us advance diversity, equity, and inclusioninitiatives in higher education also.Recruitment, Screening, and Interview Phases: • Regular bias training (Gino and Coffman, 2021; Applebaum, 2019) • Broad recruitment across historically excluded groups (Cosgriff-Hernandez et al., 2022) • Structured interviews (Levashina et al. 2014; Williamson et al., 1997) • Blind
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- Track 5: Technical Session 4: Fostering an Inclusive Community Among Electrical Engineering Students with Mixed-Reality Technologies at a Hispanic-Serving Institution
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- 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
- Conference Session
- Track 6: Technical Session 3: Breaking Barriers: Unveiling the Journeys and Triumphs of Faculty Women of Color in STEM Academia
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- 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
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- Kemesha Gabbidon, University of South Florida; Saundra Johnson Austin, University of South Florida
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- 2025 CoNECD Paper Submissions, Diversity
Pennsylvania State University. She is a member of the U.S. White House endorsed initiative Algebra by 7th Grade, the Commission for Diversity, Equity and Inclusion to ASEE MIND, the Smithsonian Science Education Center’s Advisory Committee for ’Zero Barriers in STEM Education,’ board member for the Northeast STEM Starter Academy of Mount Vernon, NY, and the Florida-based STEM Xposure. She earned a BS in Civil Engineering from The Pennsylvania State University, an MBA from the University of Notre Dame, and a Doctor of Education in Organizational Change and Leadership from the University of Southern California. ©American Society for Engineering Education, 2025
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- 2025 ASEE North Central Section (NCS) Annual Conference
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- Nathan Galinsky, West Virginia University Institute of Technology
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- Diversity
Paper ID #49600Designing and Developing Summer K-12 STEM Outreach Programs Througha Tenure-Track Faculty’s PerspectiveDr. Nathan Galinsky, West Virginia University Institute of Technology Dr. Nathan Galinsky is a tenure-track faculty in the chemical engineering department at WVU Tech since 2019. He has been actively involved in outreach within the university running six summer outreach programs since 2021 and being actively involved within the department and university in K-12 outreach, recruitment, and retention efforts. His educational research interests are on K-12 outreach, developing more engaging out of class
- Conference Session
- Track 6: Technical Session 3: The role of undergraduate engineering students' different support networks in promoting emotional well-being: A narrative study
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- 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
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- Sowmya Panuganti, Purdue Engineering Education; Narjes Khorsandi Koujel, Rowan University; Justin Charles Major, Rowan University
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- 2025 CoNECD Paper Submissions, Diversity
success in engineering. Justin completed their Ph.D. in Engineering Education (’22) and M.S. in Aeronautics and Astronautics (’21) at Purdue University, and two B.S. in Mechanical Engineering and Secondary Mathematics Education at the University of Nevada, Reno (’17). Atop their education, Justin is a previous NSF Graduate Research Fellow and has won over a dozen awards for research, service, and activism related to marginalized communities, including the 2020 ASEE ERM Division Best Diversity Paper for their work on test anxiety. As a previous homeless and food-insecure student, Justin is eager to challenge and change engineering engineering education to be a pathway for socioeconomic mobility and broader systemic
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- Track 7: Technical Session 7: Grassroots Approach to Advancing Inclusion, Diversity, Equity, and Access in Engineering
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- 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
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- 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
change.Establishment of Institute for Inclusion, Diversity, Equity, and Access and GIANTProgramIn 2019, the Institute for Inclusion, Diversity, Equity, and Access (IDEA), referred to as theIDEA Institute, was established in response to a recommendation from The Grainger College ofEngineering Diversity Committee to form an institute which would be responsible forunderstanding the national and institutional landscape of DEI and evaluating the College’spractices and policies that impact broadening participation among students, faculty, and staff.This research-based institute would also serve as the focal point for DEI activities. In practice,the IDEA Institute acts as a hub for innovation through social justice by encouraging andstrengthening IDEA at all levels
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- Track 1: Technical Session 5: Motivations for Engineering Faculty Engagement in an Inclusive Pedagogy Program
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- 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
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- Renee M. Desing, University of Washington; Joyce Yen, University of Washington; Karen Thomas-Brown, University of Washington
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- 2025 CoNECD Paper Submissions, Diversity
classroom environments.However, while research trends indicate interest in studying faculty development, there is limitedresearch on faculty motivations specifically, as indicated by a 2019 search that identified 579publications for ‘faculty + development’ but only 87 publications for ‘faculty + motivation’ [24].Understanding faculty motivations for engaging in faculty development programs is essential fordesigning effective faculty development programs that align with faculty interests andinstitutional goals.Despite the recognized importance of CRP, there is limited research on the specific motivationsof engineering faculty to participate in faculty development programs focused on these inclusiveand equitable pedagogical approaches. This paper