Displaying results 1 - 30 of 37 in total
- Conference Session
- Professional Papers
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- 2025 ASEE Southeast Conference
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- Shenghua Wu, University of South Alabama; Min-Wook Kang, University of South Alabama; John Cleary, University of South Alabama; Lisa LaCross, University of South Alabama
- Tagged Topics
- Diversity, Professional Papers
lack the structured guidanceand technical proficiency necessary for success. While they are often required to write, theirpreparation may be insufficient, hindering their competence and readiness for workforcedevelopment. This pilot study introduces a 9-week intensive course designed to address this gapby providing comprehensive instruction across a range of essential topics. These include goalsetting, topic selection, the research life cycle, ethics and misconduct, AI usage (such asChatGPT), and various writing skills such as illustration, data analysis, citation, and references.A key feature of the course is the opportunity for students to write a state-of-the-art reviewpaper, guiding them through the entire process—from drafting to peer
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- 2025 ASEE -GSW Annual Conference
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- Haiying Huang, The University of Texas at Arlington; Monica Franco, The University of Texas at Arlington
- Tagged Topics
- Diversity
Paper ID #49649Integrating Peer-Led-Team Learning (PLTL) and Design Thinking to improvestudent success in Engineering StaticsProf. Haiying Huang, The University of Texas at Arlington Prof. Haiying Huang is a professor of Mechanical and Aerospace Engineering and the Director of Engineering Education at the College of Engineering at the University of Texas Arlington. Her research interests include design thinking pedagogy, collaborative learning, and faculty development. ©American Society for Engineering Education, 2025 1
- Conference Session
- Professional Papers
- Collection
- 2025 ASEE Southeast Conference
- Authors
- Alexis P. Nordin, Mississippi State University
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- Diversity, Professional Papers
our previous writing classes, but I’ve always had an eye for this.” • “I am not sure if it is because I grew up writing papers with word counts, but I tend to write wordier sentences instead of being concise.” (The student termed this “word vomit” in their reflection.)9. Surprisingly, some respondents noted that they do not see value or benefit from revising a paper in multiple draft iterations, even when the course instructor and/or an ECE student peer reviewer provided comments on those drafts. While one respondent wrote, “Perhaps the most important part about writing is being able to go back and rewrite,” others admitted that they did not necessarily find value in editing their first drafts. One respondent said
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- 2025 ASEE North Central Section (NCS) Annual Conference
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- 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
PBL enhancesproblem-solving skills and promotes critical thinking by requiring students to design andimplement solutions to complex tasks [10].Peer review is an invaluable method for fostering critical evaluation and collaborative learning. Itencourages students to assess the quality of others’ work while reflecting on their own [11] [12][13]. This process helps students refine their analytical skills and improves their understanding ofhow to evaluate statistical results and experiment designs. Research demonstrates that peer reviewis a useful learning tool [14] and also strengthens students’ writing and oral presentation skills[15]-[19], which are essential for engineers to communicate their findings effectively.Incorporating peer review in
- Conference Session
- Track 3: Technical Session 2: Bridging the Gap: Leveraging Intersectional Leadership to Foster Inclusive Excellence in STEM
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- 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
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- Beth Anne Johnson, Lamar Creative Co. ; Ershela L. Sims, WEPAN, Inc.; Brooke Charae Coley, Arizona State University, Polytechnic Campus
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- 2025 CoNECD Paper Submissions, Diversity
? Lamar Creative Co.Innovative Recruitment and Retention ProgramsOverview:Importance of diverse representation in STEM at all educational levels.Examples of successful recruitment and retention strategies.Key Points:Targeted outreach programs for K-12, undergraduates, and graduate students.Scholarships, mentorships, and support networks.Notes…PEER WISE has implemented a comprehensive recruitment strategy aimed at attractingthe best talent in the state, focusing on underrepresented students in STEM fields. Thisstrategy leverages strong partnerships with faith-based organizations, administrators atthe Boys & Girls Club, and local
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- 2025 ASEE North Central Section (NCS) Annual Conference
- Authors
- Mark A. Palmer
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- Diversity
efforts associated with reporting pedagogical effectiveness and the various challenges encountered when trying do so, • A systematic method that can be used to develop an ascending survey to determine the effectiveness of pedagogical techniques. • The quality of student feedback.The Excel workbook and Word document that the author developed to maximize efficiency willbe demonstrated and made available.1. BackgroundThe effectiveness of a pedagogical technique is often reported without considering studentfeedback. One method is to report faculty perception. In order to determine the effectiveness ofactive learning higher level learning and formative assessment, a peer observer uses
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- Track 6: Technical Session 2: Empowering Hispanic Engineers' Success Towards Graduate Education with Hybrid Mentorship
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- 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
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- Federico Cifuentes-Urtubey, University of Illinois Urbana-Champaign; Paola Alexandra Baldaguez Medina, University of Puerto Rico at Mayagüez; Julie E Lorenzo, University of Illinois at Urbana - Champaign; Natasha Mamaril, University of Illinois Urbana-Champaign
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- 2025 CoNECD Paper Submissions, Diversity
undergraduate students specifically. Previous work on peer mentorship focuseson how mentoring exposes and prepares undergraduates for graduate education, and wecontribute to this discussion by analyzing specific traits and strategies that make peer mentoringeffective towards cultivating students’ interest in graduate school. Our study explores successfactors in peer mentoring of students from underrepresented groups in STEM.We developed a mentoring program between Hispanic graduate and Hispanic undergraduatestudents to identify aspects of peer mentoring that may increase Hispanic representation inadvanced STEM degree programs. We aim to address these questions: 1) How do interactionsbetween mentoring pairs affect access to professional resources? 2
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- 2025 ASEE North Central Section (NCS) Annual Conference
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- Sudipta Chowdhury, Marshall University; Ammar Alzarrad, Marshall University; Sungmin Youn, University of Texas at El Paso
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- Diversity
Paper ID #49561Evaluating the Impact of a Summer NSF REU Program on UndergraduateStudents’ STEM Career Aspirations and Educational Goals: A Case StudyDr. Sudipta Chowdhury, Marshall University Sudipta Chowdhury is an Assistant Professor at the Department of Mechanical and Industrial Engineering in Marshall University. His area of research includes Critical Infrastructure Resilience, Disaster Restoration Planning, Supply Chain and Logistics, and formal and informal STEM Education. He has published over 20 peer-reviewed journal articles and multiple conference proceedings. He serves as a reviewer of multiple journals such
- Conference Session
- Professional Papers
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- 2025 ASEE Southeast Conference
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- Chaohui Ren, Auburn University; Cheryl Seals, Auburn University; Nilanjana Raychawdhary, Auburn University
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- Diversity, Professional Papers
research.Nilanjana Raychawdhary, Auburn University Nilanjana Raychawdhary is a Ph.D. candidate (ABD) in Computer Science and Software Engineering at Auburn University, Alabama, USA. Her research focuses on Natural Language Processing (NLP), advancing sentiment analysis for low-resource African languages such as Hausa, Igbo, and Amharic, using transformer-based models. With nine peer-reviewed publications, she aims to address key challenges in NLP. Nilanjana has extensive teaching experience and actively promotes diversity in tech, earning recognition such as the AnitaB.org Advancing Inclusion Scholarship. ©American Society for Engineering Education, 2025 Boosting Programming Success for Diverse, Large
- Conference Session
- Track 5: Technical Session 7: WIP: Perceptions of Instructional Practices among Engineering College Students with Attention-Deficit/Hyperactivity Disorder
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- 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
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- Xiaping Li, University of Michigan; Nolgie O. Oquendo-Colón, University of Michigan; Musabbiha Zaheer; Cynthia J. Finelli, University of Michigan
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- 2025 CoNECD Paper Submissions, Diversity
students with ADHD who donot register is currently unknown. Nevertheless, it is noteworthy that students withADHD make up approximately 25% of the registered students with disabilities at theirinstitutions (Weyandt & DuPaul, 2013). Few studies have delved into how studentswith ADHD are influenced by specific STEM learning environments or teachingapproaches.College students with ADHD may perceive instructional practices differentlycompared to their peers without ADHD and the academic achievements of studentswith ADHD may be especially affected by their classroom experiences (Perry &Franklin, 2006).These students often struggle with distraction and inattention, and they may havedifficulty navigating the somewhat unstructured college
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- 2025 ASEE -GSW Annual Conference
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- Mia K. Markey, University of Texas at Austin; Anakaren Romero Lozano, University of Texas at Austin; Kristin M Connelly, University of Texas at Austin
- Tagged Topics
- Diversity
CareerEngagement (https://careerengagement.utexas.edu/graduate-students/). In addition to our state ofthe art research facilities, our campus also offers numerous opportunities for personal growth andrelaxation, including the Blanton Museum of Art (https://blantonmuseum.org/), Moody Center(https://moodycenteratx.com/), and Recreational Sports (https://www.utrecsports.org/).At the department level, we offer peer-mentoring and weekly professional development seminarsthrough the BMEntored program. We are proud of how our students support each other throughstudent organizations such as the BME Graduate Student Society(https://sites.google.com/view/utbmegss/home) and Graduates for Underrepresented Minorities(https://www.gumut.org/). We invite you to stay
- 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
2 SpeakersEach speaker will introduce themselves [Name, position, academic training] 3This project is funded by the Archival Publication Authors Workshop.“The aim of the APA1 is to facilitate growth in manuscript writing skills and an understanding ofthe review process, leading to the development and refinement of new manuscripts that areintended to be submitted for publication in a peer-reviewed journal. The APA willinclude instructor-led sessions and panels and interactive breakout sessions with writing teamsand mentors. Specifically, the workshop was designed to:1.Use ASEE journal solicitations to contextualize content;2.Challenge teams to draft different
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- Track 1: Technical Session 6: "Use of a multi-level self-study to engage campus stakeholders and improve STEM student learning outcomes "
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- 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
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- Jennifer Speed, Texas State University; Don Pair, University of Dayton
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- 2025 CoNECD Paper Submissions, Diversity
stakeholder groups.Introduction & Literature ReviewNationally, there are widely known, persistent inequities in STEM student outcomes. This studyhas its origins in concerns about inequities, but concerns were accompanied by a skepticismabout simplistic diagnoses of the problem. Inequitable student outcomes have strong associationswith race and family income, which can be proxies for access to quality secondary education andparental college achievement [1], but there are other factors at work. Students pursuing STEMmajors in college often suffer even worse outcomes than their non-STEM peers, with studentsfrom underserved groups experiencing much lower retention rates (i.e., retention in a STEMmajor and retention in college generally) and
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- Track 2: Technical Session 2: Bridging Futures Takes a Village: A Pre-College Collaborative Education and Research Approach to Broaden Participation of Underrepresented Population in STEM Career Pathways
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- 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
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- Olgha Bassam Qaqish, North Carolina State University at Raleigh; Chloe Hincher, North Carolina State University at Raleigh; Veronica Mbaneme, North Carolina State University; Sarah Olivia Harris, North Carolina State University at Raleigh
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- 2025 CoNECD Paper Submissions, Diversity
established research labs thatwould provide peer mentoring and a CoP for the incoming ECHS students. Leveraging existinglab infrastructure for professional, technical skill, and community development was ideal forremoving additional burden to those facilitating the program, both at the ECHS and universitylevels. The faculty mentors’ preparation and training played a critical role in creating an inclusive,effective research environment. For example, mentors tailored their feedback to meet students attheir developmental stage. They focused on practical skills like poster presentations, writing forresearch, and hands-on laboratory experimentation. One participant highlighted the value ofthese experiences: “This REU was significant in me feeling
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- Track 7: Technical Session 2: Taking it One Step at a Time: The Growth of a Program to Support the Doctorates of Tomorrow
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- 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
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- Travis Chan; Tremayne O'Brian Waller, Virginia Polytechnic Institute and State University; Cynthia Hampton Ph.D., Virginia Polytechnic Institute and State University
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- 2025 CoNECD Paper Submissions, Diversity
identities and roles of mentors for rising minority doctoral students inengineering. The findings revealed that various individuals, including family members, informalundergraduate mentors, and peers, played significant roles in supporting the decision ofminoritized students to enroll in doctoral programs. These mentors provided different forms ofsupport, ranging from emotional encouragement to practical guidance, thereby influencing thestudents' academic and career trajectories. The study highlighted the importance of recognizingand leveraging the diverse mentorship networks available to minoritized students to promotetheir success in doctoral programs [8].Curriculum BuildingAccording to Should You Go to Graduate School? by Tomas Chamorro-Premuzic
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- 2025 ASEE North Central Section (NCS) Annual Conference
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- Susie Huggins, West Virginia University; Robin A.M. Hensel, West Virginia University; Manar Yamany, West Virginia University; Lizzie Santiago, West Virginia University; Akua B. Oppong-Anane, West Virginia University; Atheer Almasri, West Virginia University; Todd R Hamrick, West Virginia University; Carter Hulcher, West Virginia University
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- Diversity
,” thisevent fosters student engagement and introduces first-year students to opportunities that broadentheir participation and enhance their academic success in engineering. By providing a platformfor student organizations to highlight their work and recruit new participants, EngineerFESTencourages peer learning and interdisciplinary interaction, enhancing the educational experience.Representatives from Career Services, Libraries, Study Abroad, and Student Services participateto inform students about available resources and networking opportunities. Additionally, studentsfrom varied backgrounds are made to feel welcomed and included, fostering a sense of belongingthrough the active participation of organizations such as the Society of Women Engineers
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- CANCELLED: Track 4: Technical Session 2: Examining Gender Differences in Engineering Students' Reflections on Combating Systemic Racism
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- 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
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- Sakhi Aggrawal, Purdue University at West Lafayette (PPI); Aparajita Jaiswal, Purdue University at West Lafayette (PPI); Gaurav Nanda, Purdue University at West Lafayette (COE); Saloni Parkar
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- 2025 CoNECD Paper Submissions, Diversity
course curriculum. The thirdauthor served as the primary instructor for the Human Factors course. The fourth author, anundergraduate student, assisted with the research process. The team included both male andfemale researchers with diverse research experience across various academic levels.To maintain objectivity, the second and third authors were not involved in conducting the dataanalysis presented in the manuscript but contributed to the writing of the manuscript. Thisseparation of roles helped mitigate potential bias in interpreting student reflections. Moreover,the team employed peer-debriefing techniques to enhance the credibility and trustworthiness ofthe findings. All authors acknowledge the potential influence of their own backgrounds
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- Track 1: Technical Session 3: Beyond deficits: Developing an elicitation mechanism for engineering practitioners with ADHD to create autoethnographic counterstories
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- 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
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- Hector Enrique Rodríguez-Simmonds, Boston College; Sage Maul, Purdue University at West Lafayette (COE); Levi Xuan Li, Purdue University at West Lafayette (COE); Ruby J Barnett, Boston College
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- 2025 CoNECD Paper Submissions, Diversity
faculty cope with traditional engineering education sowe can target more effective ways of teaching and learning engineering to retain these groupsand make our problem solving and solution generation more effective. Using Collaborative Autoethnography to write a counterstoryIn this section, we discuss how we intend to use collaborative autoethnography and variouspotential elicitation techniques to write our counter-story. The first stage of our study will focuson the experiences of professors and students in engineering education.Autoethnography is the study of culture through autobiography. It lends itself well to studyingthe experiences of minoritized individuals while also providing a space for catharsis [24].Collaborative
- Conference Session
- Professional Papers
- Collection
- 2025 ASEE Southeast Conference
- Authors
- Nilanjana Raychawdhary, Auburn University; Chaohui Ren, Auburn University; Cheryl Seals, Auburn University; Sutanu Bhattacharya
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- Diversity, Professional Papers
Low-Resource Languages Visualization Tools Adaptive Learning Linguistics Evaluation Metrics Pre- and Post-Course Assessments Peer Review System Surveys and Interviews Social Sciences Figure 1: Framework for NLP Education: An Integrative Approach.3.2 Framework Design for NLP Education3.2.1 Objective:The initial phase involves developing an educational structure that balances theoretical knowledge withinteractive
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- 2025 ASEE North Central Section (NCS) Annual Conference
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- Rick Hill, University of Detroit Mercy; Vanessa Burrows, University of Detroit Mercy; Linda Slowik PhD
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- Diversity
Minnesota, Dulut ©American Society for Engineering Education, 2025 Experiences in Piloting a Program for Implementing High Impact Practices with Limited ResourcesAbstractIt is known that low-income, first-generation, and underrepresented students in engineering andcomputer science have rates of retention and graduation that lag behind their peers. A growingbody of research has identified a range of high-impact practices and exemplar programs thathave been successful in improving outcomes for these at-risk populations. Some areas that thesepractices seek to address include: financial need, academic preparation, sense of community,confidence, and professional identity. The challenge of
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- Track 6: Techncal Session 7: Growing BPE Efforts: Lessons Learned from a College-Wide Seed Grant Program
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- 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
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- Gabriella Coloyan Fleming, Virginia Polytechnic Institute and State University; Christine Julien, Virginia Tech
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- 2025 CoNECD Paper Submissions, Diversity
: last week of semester● Final Report: end of semester ● In year 2, 3 continuing and 11 new projects were awardedProgram DesignRationale Program feature ● In a similar, university-wide program ● Projects must be led by undergraduate open to “all”, faculty largely were students, graduate students, postdocs, awardees or staff ● Students, staff, and postdocs may not ● Proposal template, office hours, have proposal writing experience information session ● Equity in review process ● Scoring rubric shared with template ● Sufficient budget for events and student ● Budget
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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
Cooper is Professor and Associate Head for Graduate Programs in the Department of Physics at the University of Illinois at Urbana-Champaign. He received his B.S. in Physics from the University of Virginia in 1982, his Ph.D. in Physics from the University of Illinois in 1988, and he was a postdoctoral research associate at AT&T Bell Laboratories from 1988-1990. His research interests include optical spectroscopic studies of novel magnetic and superconducting materials at high pressures, high magnetic fields, and low temperatures. Since 2013, he has co-taught (with Celia Elliott) a graduate-level technical writing course each spring to physics and engineering graduate students.Dr. Lynford Goddard, University of Illinois
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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
- Tagged Topics
- Diversity
as phasechange, phase transition temperature, crystallization, and ice nucleation, in existing universitycourses. We educated a diverse group of students and exposed them to state-of-the-art techniquesearly in their academic careers to consider pursuing a STEM career and higher education. Asoutreach, we also trained graduate students, as well as students from an adjacent communitycollege (CC). The developed curricular activities provided students with experience inexperimentation, data analysis, and technical writing. Based on the ABET assessment of learningoutcomes, we assessed our goals to educate students on 1) using multidisciplinary science,engineering, and mathematical skills to evaluate and address complex issues emergent in
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- Track 6: Technical Session 5: Student-based Recommendations to Increase Accessibility in Undergraduate Engineering Programs
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- 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
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- Emily Violet Landgren, University of Texas at Austin; Maura Borrego, University of Texas at Austin
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- 2025 CoNECD Paper Submissions, Diversity
accommodations, and others were very different. Both groups faced difficultyconversing with instructors and getting critical needs met, like access to recorded lectures.Students also witnessed and experienced ableism regularly [8], which often discouraged themfrom asking for support, a finding that was similarly supported by Goodwin [9]. Someaccommodations frequently failed, like the peer note-taker accommodation, which preventedregistered disabled students from utilizing resources that the university agreed they need tosucceed. This supported the data that there is a measurably lower chance of disabled engineeringstudents using their accommodations compared to their non-STEM peers [10]. Students withoutaccommodations had to decide which supports were
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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
studentschoosing alternate paths by encouraging students to pursue STEM-focused careers andcoursework [5]. Most literature has shown that summer STEM camps have positive impacts onbolstering interest levels in STEM whether a student has had any predisposition towards STEMcareers or not [1], [5], [6], [7]. STEM summer camps also provide students with the opportunityto interact with their peers both socially and intellectually. The interactions on a universitycampus can give students an opportunity to experience what a college experience will be if theychoose to attend college post-high school. This makes the interactions with staff, faculty, collegestudent counselors, and others on campus important. All these interactions can build self-confidence and
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- Track 7: Technical Session 6: Using Grant Transition Periods to Improve Program Evaluation & Offerings; Case Study: Washington Space Grant
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- 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
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- Elizabeth Litzler, University of Washington; Rae Jing Han, University of Washington Center for Evaluation & Research for STEM Equity; Erin Carll, University of Washington; Kam H Yee, University of Washington; Brenda N Martinez, University of Washington
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- 2025 CoNECD Paper Submissions, Diversity
concentration in social statistics from the University of Washington. Erin also holds an MA and BA in Russian and Eastern European studies, and an AA in liberal arts and sciences.Kam H Yee, University of WashingtonBrenda N Martinez, University of Washington ©American Society for Engineering Education, 2025Abstract:Sometimes projects settle into a status quo of doing the same things because that iswhat has always been done. In this presentation, we’ll talk about the process oftransitioning a NASA-funded WA Space Grant to develop more meaningfulactivities/interventions for students and to improve the evaluation of the project. Theproject is writing a renewal grant now and has been collaborating with an evaluator
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- Track 6: Technical Session 1: Gendered Impacts of Code Critiquers on Self-Efficacy in First-Year Engineering Students.
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- 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
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- Mary Benjamin, Michigan Technological University; Laura Albrant, Michigan Technological University; Michelle E Jarvie-Eggart P.E., Michigan Technological University; Leo C. Ureel II, Michigan Technological University; Laura E Brown, Michigan Technological University; Jon Sticklen, Michigan Technological University; AJ Hamlin, Michigan Technological University
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- 2025 CoNECD Paper Submissions, Diversity
programming self-efficacy can lead to disengagement and attrition fromengineering programs [7], [9]. This issue is particularly critical for female students, who oftenstart with lower programming self-efficacy compared to their male peers, affecting theirengagement and persistence in the field [10], [11]. Addressing this gap is essential for promotinggender equity in engineering education [12].However, there is a notable research gap regarding the differential impact of educationalinterventions on programming self-efficacy by gender. Existing studies rarely disaggregate databy gender, missing the opportunity to tailor interventions to diverse needs [8], [13].The primary goal of this study is to evaluate the effectiveness of the WebTA intervention
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- 2025 ASEE North Central Section (NCS) Annual Conference
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- Tina Johnson Cartwright, Marshall University; Julie Lynn Snyder-Yuly, Marshall University; Wook-sung Yoo, Marshall University; Husnu Saner Narman, Marshall University
- Tagged Topics
- Diversity
, Bioinformatics, Dentistry, Dental Informatics programs at various public and private universities with more than 15 years of administrative experience as a chair/program director and 25 years of teaching, research, service, and industrial experiences.Husnu Saner Narman, Marshall University Dr. Husnu S. Narman is an Associate Professor in the Department of Computer Sciences and Electrical Engineering at Marshall University. Previously a post-doctoral fellow at Clemson University, his research interests include distributed computing, cyber-physical systems, machine learning applications, social networks, and advanced learning technologies. He has secured around $3.5 million in funding as PI or Co-PI and has over 60 peer
- Conference Session
- Track 5: Technical Session 1: Engineering and Computer Science Faculty Members' Personal and Professional Perspectives on Diversity, Equity, and Inclusion
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- 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
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- Yvette E. Pearson P.E., University of Texas at Dallas; Canek Moises Luna Phillips, Rice University; Lisa J. Borello, University of Texas at Dallas; Torrie Cropps; Jue Wu, Univertify of Florida; Samara Rose Boyle
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- 2025 CoNECD Paper Submissions, Diversity
grew up in racially isolated neighborhoods can benefit socially from participating in racially integrated classrooms. Multicultural education is most beneficial for students of color. (R) Large numbers of students of color are improperly placed in remedial courses (e.g., mathematics) by university personnel. In order to be effective with all students, faculty should have experience working with students from diverse racial and ethnic backgrounds. Multicultural education is less important than English, writing, mathematics, and computer science. (R) All students should be encouraged to become fluent in a second language. Historically, STEM education has been monocultural, reflecting only one reality and has been biased toward the dominant
- Conference Session
- Professional Papers
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- 2025 ASEE Southeast Conference
- Authors
- Kimberly A Luthi, Embry-Riddle Aeronautical University - Worldwide; MICHAEL KOSLOSKI, Old Dominion University; Bettina Mrusek, Embry-Riddle Aeronautical University - Worldwide
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- Diversity, Professional Papers
environmentsCommunity of peer Work-life Exposure to career Engagement ingraduate support integration opportunities institutional systems of supportThe framework illustrates how institutions can support non-traditional groups as they acclimateto new phases of their career progression in engineering-related STEM fields. The experiences aswell as understanding of support factors and barriers identified by women who represent othersin senior level ranks in STEM departments can mirror similar challenges faced byunderrepresented groups who seek positions in industry as well as higher education. Theseexperiences may differ depending on institution type based on the