Conference Session

Track 6: Technical Session 2: Empowering Hispanic Engineers' Success Towards Graduate Education with Hybrid Mentorship

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

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

tailored support to address theunique cultural and academic challenges faced by Hispanic students in engineering [4].Other programs aim to support students from marginalized and underrepresented groups inpursuing graduate education, regardless of their major. One notable program is the McNairScholars Program, a federally funded program that selects students from first-generation, lowincome, and/or racially minoritized backgrounds to help them prepare for and attend graduateschool [23]. McNair programs exist in multiple institutions and offer a range of activities fortheir students, including academic counseling, faculty mentorship, internships, tutoring, andresearch experiences. However, data from these programs showed that participants have

Conference Session

Track 5: Technical Session 3: Enhancing Diversity and Inclusion for First-Generation Students: A First Year Seminar Course Approach

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Alandra Kahl, Pennsylvania State University, Greater Allegheny

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2025 CoNECD Paper Submissions, Diversity

competencies needed to succeed in engineering fields, which are crucial fortheir long-term career development (Felder et al., 2014).By implementing support programs that are specifically designed for first-generation students,engineering departments can contribute to a more inclusive and diverse academic environment,ultimately leading to higher retention and graduation rates (Riegle-Crumb et al., 2019). Theseinitiatives not only benefit first-generation students but also enrich the educational experiences ofall students by promoting diverse perspectives and fostering a culture of inclusion.References: 1. Chen, X. (2013). STEM Attrition: College Students' Paths Into and Out of STEM Fields (NCES 2014-001). National Center for Education Statistics

Conference Session

Track 2: Technical Session 3: Piloting A Personalized Learning Model for Chemical Engineering Graduate Education: Lessons Learned from Creating a Chemical Engineering Body of Knowledge

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

April Dukes, University of Pittsburgh; Mary E. Besterfield-Sacre, University of Pittsburgh; Susan K Fullerton Shirey, University of Pittsburgh

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2025 CoNECD Paper Submissions, Diversity

development and training of CHE graduate students. • Customized Learning Paths • Individual Development Paths • Modular Coursework • Student-Centered Approach • Continuous Assessment and FeedbackOverall Research Goals• Goal 1: • Create a personalized learning model (PLM) for graduate STEM education that is inclusive and incorporates professional training• Goal 2: • Generate the knowledge and examine the potential to extend the PLM from one STEM context to anotherDiversity, Inclusivity, and our PLM• IDPs are a student-centered tool for academic and career development planning. (Instructional Goals)• Increased choice in courses and professional development stream activities respects diverse interests and career paths. (Task

Conference Session

Track 3: Technical Session 4: Introducing a Virtual Dashboard to Benchmark and Monitor Engineering Graduate Degree Retention Trends at Penn State

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Enrique D Gomez; Catherine G. P. Berdanier, Pennsylvania State University

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2025 CoNECD Paper Submissions, Diversity

master’s degree captured as a degree completion, or as a sneaky formof attrition? Across studies, there are several persistent issues that inhibit the ability to fullycharacterize attrition: The operationalization of attrition, as discussed; the limitations of crosssectional studies that aren’t repeated to see new generations of graduate students givenchanges in economic factors; the inability to disaggregate between gender, race, and discipline(or subdiscipline) because of identifiability issues; the typical aggregation of all “STEM” studentstogether in high education, and the fact that often studies investigate students’ attritionconsiderations rather than actually capturing attrition. These are outstanding issues for thecommunity to continue to

Conference Session

Track 1: Technical Session 2: Unlocking Innovation: Empowering Underrepresented Entrepreneurs in Interdisciplinary Engineering Technology

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Teddy Ivanitzki, American Society for Engineering Education; Elsabeth Mekonnen

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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

Conference Session

Track 1: Technical Session 1: Supporting Engineering Graduate Students to Create Inclusive Learning Environments: A Professional Development Program at a Hispanic-Serving Institution

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Katherine R. McCance, The University of Texas at San Antonio

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2025 CoNECD Paper Submissions, Diversity

StructureThe graduate student PD program consisted of six discussion-based workshops offered in-personwith a synchronous online Zoom option to accommodate graduate students’ schedules. Eachworkshop focused on a different topic (e.g., establishing a growth mindset culture, inclusivelearning environments, identity safety, feedback; see Table 1 for the general PD schedule).Table 1. General program schedule Activity Description Pre-survey Pre-survey link administered; due by Workshop 1 Workshop 1 Introductions, goals, expectations, prior knowledge/experience Workshop 2 Establishing a Growth Mindset Culture Due: Reflection 1 Workshop 3 Understanding Your Students, course demographics activity

Conference Session

Track 5: Technical Session 6: Advancing Accessibility: Leveraging Technology to Empower Deaf and Hard of Hearing Students in STEM Higher Education

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

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

addressing the unique challenges faced by DHH students in STEM.These technologies frequently lack the specificity required for complex STEM topics and may notfully support the development of essential skills such as mathematical proficiency andproblem-solving. Furthermore, the diversity of sign languages and the limited availability ofSTEM-based vocabulary in these languages add to the complexity, making it difficult for DHHstudents to achieve their full potential in these fields [4], [5].To address these challenges, this work takes a systematized approach to review the current state oftechnology and innovative approaches aimed at enhancing the academic success of DHH studentsin STEM higher education. Specifically, the aims of our review are as

Conference Session

Track 6: Technical Session 3: The role of undergraduate engineering students' different support networks in promoting emotional well-being: A narrative study

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Sowmya Panuganti, Purdue Engineering Education; Narjes Khorsandi Koujel, Rowan University; Justin Charles Major, Rowan University

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2025 CoNECD Paper Submissions, Diversity

Paper ID #45172The role of undergraduate engineering students’ different support networksin promoting emotional well-being: A narrative studySowmya Panuganti, Purdue Engineering Education Sowmya Panuganti is a graduate student at Purdue University in the Engineering Education department. She is passionate about understanding engineering culture and the effects it has on engineers’ mental health and well-being.Narjes Khorsandi Koujel, Rowan University Narjes is a Ph.D. student in Engineering Education at Rowan University. She earned a bachelor’s degree in industrial engineering in Iran and subsequently worked as an industrial

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!

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Olga Pierrakos, Wake Forest University; Melissa C Kenny, Wake Forest University

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2025 CoNECD Paper Submissions, Diversity

, 3, 4, 5, 6, 7, and 8. This is a moreholistic perspective that can truly benefit engineering programs everywhere.Beyond ABET criteria around advising, which at the end still are minimal standards toeffectively support engineering degree attainment, we must also understand the current practiceswithin higher education. The current practice of academic advising in many higher educationinstitutions is the use of faculty or staff to guide students with academic degree requirements.This model is a more directive approach to advising in order to ensure that general education (i.e.broad education using ABET terminology) requirements are met and other major-specificrequirements are met. Academic advising most often happens outside of the classroom

Conference Session

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

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

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

underrepresentedminority (URM) students defined as being non-male and/or from Black/African American,American Indian, Alaskan Native, Hawaiian Native, Pacific Islander, and Hispanic/Latin(x)backgrounds [5]. These students may also be first-generation college students and come fromlow socioeconomic backgrounds [6]-[8]. Data from the National Center for Education Statistics (2021) underscores these disparities: inthe United States, Caucasian students earned 56% of all Bachelor’s degrees in STEM fields,while Hispanic/Latin(x) students earned only 18%, Black/African American 9%, AmericanIndian or Alaskan Native 0.4%, and Hawaiian Native or Pacific Islander a mere 0.2% [4]. Thesepercentages are starkly misaligned with the growing diversity of the United States

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!

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Olga Pierrakos, Wake Forest University

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2025 CoNECD Paper Submissions, Diversity

graduates in 2022, and so on. All this to show that Wake Forest Engineering launchedwith higher enrollments than the university had predicted and within three years, Wake ForestEngineering had nearly 200 unique students enrolled in engineering classes. Wake ForestEngineering became one of the largest departments in student size in a College of 30departments and 26 interdisciplinary programs (College of Arts and Sciences). With enrollmentgrowth came responsibility to hire a faculty and staff team to support the new department withdelivering an outstanding engineering education experience for students and supporting thediverse research interests of the tenure-track and tenured engineering faculty, who were expectedto spend 40% of their time

Conference Session

Track 3: Technical Session 6: Uncovering the less-heard histories and barriers of Asian and Asian American Students

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Siqing Wei, Purdue University at West Lafayette (COE); Marissa A Tsugawa, Utah State University - Engineering Education; Li Tan, Arizona State University, Polytechnic Campus

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2025 CoNECD Paper Submissions, Diversity

Paper ID #45123Uncovering the less-heard histories and barriers of Asian and Asian AmericanStudentsMr. Siqing Wei, Purdue University at West Lafayette (COE) Dr. Siqing Wei received a B.S. and M.S. in Electrical Engineering and a Ph.D. in Engineering Education program at Purdue University as a triple boiler. He is a postdoc fellow at the University of Cincinnati under the supervision of Dr. David Reeping. His research interests span three major research topics, which are teamwork, cultural diversity, and international and Asian/ Asian American student experiences. He utilizes innovative and cutting-edge methods, such as

Conference Session

Track 5: Technical Session 5: Partnering with Rural K-12 Schools in Southwest Virginia to Broaden Participation in Engineering

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Felicity Bilow, Virginia Polytechnic Institute and State University; Hannah Glisson, Virginia Polytechnic Institute and State University; Malle R Schilling, Arizona State University; Jacob R Grohs, Virginia Polytechnic Institute and State University

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2025 CoNECD Paper Submissions, Diversity

teachers face in thisregion.In the needs assessment, we asked several general questions about educators’ priorexperiences with professional development and their desires for future PD opportunities. Theneeds assessment revealed several key elements that make PD successful in the eyes ofeducators, including tangible takeaways, relevance/applicability, and topic-specific. Teachersexpressed a strong need for professional development that is directly applicable to theirclassrooms & the subjects they teach, and that respected the constraints they operate under.Teachers mentioned that if PD is too general or cannot be implemented, it is not useful.One of the major themes that emerged from our needs assessment was the challenge ofaccess in rural

Conference Session

Track 7: Technical Session 7: Grassroots Approach to Advancing Inclusion, Diversity, Equity, and Access in Engineering

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

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

from diverse backgrounds, undergraduate or graduate students, postdocs, staff, and/orfaculty within the college. General areas of interest include but are not limited to: (i) recruitment,mentoring, development, retention, and/or engagement of individuals from underrepresentedgroups in STEM, (ii) integration of inclusion, diversity, equity, or access in engineeringeducation, (iii) K-12 outreach and development of inclusive pathways into STEM, (iv) publicpolicy and/or engagement of the general public, (v) continuing education, cooperative education,and engineering workforce development, and (vi) scholarly research into best practices andeffective methods to institutionalize these best practices. In some years, research proposals onspecial topics

Conference Session

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

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

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

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2025 CoNECD Paper Submissions, Diversity

students to connect their education totheir lived experiences and societal needs. Some things that I get really excited about as an instructor is showing them the relevance of the material they're learning beyond why they thought they were taking the class. So oftentimes students come in with a very kind of narrow perspective on why they have to take the course. Either it's just to graduate or get units or throw something on their TV, or they want to learn one specific skill for applying for a job, and so on. But I want to demonstrate to students that the topics that I'm teaching could be relevant more widely in their everyday lives, or help them think more broadly about their career opportunities

Conference Session

CANCELLED: Track 4: Technical Session 2: Examining Gender Differences in Engineering Students' Reflections on Combating Systemic Racism

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

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

combating systemic racism, we can gain insightsinto their preparedness to engage with these critical issues as professionals and identify areaswhere educational interventions can be most effective.Purpose: This study aims to explore how undergraduate engineering students of different gendersreflect on their roles in combating systemic racism, comparing and contrasting their perspectivesand proposed strategies. By understanding these gender differences, we can develop moretargeted and effective approaches to integrate social justice education into engineering curriculaand foster a more inclusive generation of engineers.Methods: The study was conducted with 19 engineering technology students enrolled in a junior-level undergraduate Human Factors

Conference Session

Track 6: Technical Session 5: Student-based Recommendations to Increase Accessibility in Undergraduate Engineering Programs

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Emily Violet Landgren, University of Texas at Austin; Maura Borrego, University of Texas at Austin

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2025 CoNECD Paper Submissions, Diversity

disabled students, both those with andwithout formal accommodations, want from their schools and instructors to better accesstheir education. This work describes a range of barriers to equitable access to education, asexperienced by undergraduates in their engineering classes. Additionally, it formalizesdisabled engineering students’ recommendations for university systems and instructors toease the burden the students face.I. INTRODUCTION The population of college students with disabilities is rising each year [1], yet, disabledvoices are largely absent from the literature, so it is important to understand disabled students'experiences in engineering [2]. STEM disciplines in particular are less accessible due to normsand curriculum

Conference Session

Track 7: Technical Session 4: Diversity in STEM: Strategies of Professional Engineering Organizations in Recruiting and Retaining Women from Minority-Serving Institutions

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Rebeca Petean, Society of Women Engineers; Roberta Rincon, Society of Women Engineers

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2025 CoNECD Paper Submissions, Diversity

field research, leading over 70 interviews and 18 focus groups across 7 disciplines. She has also delivered more than 46 unique asynchronous higher education courses across 8 disciplines—driving measurable outcomes in student success and institutional growth. Her research focuses on disrupting cycles of inequality, such as the school-to-prison pipeline and homelessness, through targeted research and actionable policy recommendations. With extensive experience in program management, she leverages data-driven strategies to improve stakeholder engagement and drive systemic change. Rebeca collaborates with educators, policymakers, and non-profits to amplify the impact of STEM education initiatives, fostering pathways

Conference Session

Track 1: Technical Session 4: "An examination of the gender gap among Middle Eastern students in Engineering: A systematized review"

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Narjes Khorsandi Koujel, Rowan University; Justin Charles Major, Rowan University

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2025 CoNECD Paper Submissions, Diversity

. Major (they/them) is an Assistant Professor of Experiential Engineering Education at Rowan University where they leads ASPIRE Lab (Advancing Student Pathways through Inequality Research in Engineering). Justin’s research focuses on low-income students, engineering belonging and marginalization mechanisms, adverse childhood experiences, and feminist approaches to EER, and connects these topics to broader understandings of student 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

Conference Session

Track 1: Technical Session 4: The Effects of Group Size on the Experiences of First-Year Engineering Students in Mixed Gender Groups

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Koenraad E Gieskes, State University of New York at Binghamton; Ioana Elena Tiu, State University of New York at Binghamton

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2025 CoNECD Paper Submissions, Diversity

settings.This study examines the connections between groups size, gender composition, and the overallexperiences of first-year engineering students in collaborative learning environments. Byexploring how these factors influence dynamics, communication, and perception, this researchprovides valuable insight into the education system. Ultimately, fostering inclusive andsupportive group settings is crucial for enhancing students’ engagement, academic success, andcultivating the next generation of diverse and talented engineers.IntroductionThis study aims to contribute valuable insights into how group size affects students’ experiencesand interactions within engineering teams, thereby informing future educational practices.Understanding the effects of

Conference Session

Track 2: Technical Session 1: Pulled In or Pushed Out? Underrepresented Minority High School Students Describe Socio-environmental Factors Shaping STEM Persistence and Post-Secondary Plans

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Alexis Grace Daniels, Johns Hopkins University; Rachel E Durham; Michael L Falk, The Johns Hopkins University; Alisha Nicole Sparks, The Johns Hopkins University; Emily J Yanisko, American University

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2025 CoNECD Paper Submissions, Diversity

future. Her research focuses on underrepresented minority youth’s access to and persistence in STEM pathways. She holds a B.A. in Anthropology and Community Health and an M.S. in Occupational Therapy from Tufts University.Rachel E Durham Rachel E. Durham (PhD, Sociology & Demography, Pennsylvania State University) is an Associate Professor in the School of Education at Notre Dame of Maryland University, and a Senior Fellow with the Baltimore Education Research Consortium (BERC). With a background in sociology of education, education policy, and demography, her research focuses on graduates’ transition to adulthood, career and college readiness, community schools, and research-practice partnerships.Prof

Conference Session

Track 7: Technical Session 2: Taking it One Step at a Time: The Growth of a Program to Support the Doctorates of Tomorrow

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

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

the Center for the Enhancement of Engineering Diversity (CEED) at Virginia Tech. ©American Society for Engineering Education, 2025Taking it One Step at a Time: The Growth of a Program to Support the Doctorates of TomorrowAbstractFirst-generation, low-income students, and racially minoritized students face structuraleducational inequities, resulting in lower rates of graduate degree attainment compared to theircounterparts [1]. A Step to the Doctorate Institute (S2D) at Virginia Tech’s Center for theEnhancement of Engineering Diversity (VT CEED) bridges the gap between undergraduate andgraduate programs, boosting underrepresented minority engagement in graduate education byproviding an

Conference Session

Track 1: Technical Session 5: Fostering Critical Awareness: Incorporating a Critical Consciousness Framework into Engineering Professional Development

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Jameka Wiggins, The Ohio State University; Monica Farmer Cox, The Ohio State University

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2025 CoNECD Paper Submissions

underrepresented groups in engineering by exploring their experiences, engaging in critical questioning, and offering support. Outside of academic studies, Jameka serves as an ambassador for her department, reviewer for ASEE, and active volunteer for a Columbus STEM non-profit See Brilliance. Jameka has been recognized by her undergraduate institution for her commitment to achieving the vision of the Ronald E. McNair Scholars Program and most recently by her department for her scholarship as a graduate researcher. Jameka strives to be a well-rounded scholar and exhibit her dedication to people and scholarship.Dr. Monica Cox, The Ohio State University Monica F. Cox, Ph.D., is Professor in the Department of Engineering Education

Conference Session

CANCELLED: Track 5: Technical Session 6: Think-Aloud Insights: Exploring QuantCrit Challenges and Diverse Survey Responses Among Undergraduate Engineering Students

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Sheila Kathryn Castro, University of Florida; Bruce Frederick Carroll, University of Florida; Janice Mejía, Northwestern University; Kent J. Crippen, University of Florida

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2025 CoNECD Paper Submissions, Diversity

appointment in Engineering Education. His research interests include engineering identity, self-efficacy, and matriculation of Latine/x/a/o students to graduate school. He works with survey methods and overlaps with machine learning using quantitative methods and sequential mixed methods approaches.Dr. Janice Mej´ıa, Northwestern University Dr. Mejia is an Associate Professor of Instruction in the Department of Industrial Engineering and Management Sciences. She also teaches in the Design Thinking and Communication (DTC), Masters in Engineering Management (MEM), and College Prep programs. Her research interests focus on mixed methods research in engineering education, curriculum assessment and development, and engineering

Conference Session

Track 6: Technical Session 6: An Exploratory Analysis of Cultural Capital Among Black Engineering Students at Minority Serving Institutions

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Jerrod A Henderson, University of Houston - COE; Cheery Chukwukelu, University of Houston; David Horton Jr., University of Houston

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2025 CoNECD Paper Submissions, Diversity

foster social connections in engineering and contribute to aspirations of becoming future engineers. These programs targeted towards K-12 students provide groundwork for developing cultural wealth and offer roadmaps for potential engineering success.● Ease of transitions into higher educational institutions: With some of the participants being first-generation, transfer students and/or international students, we felt this study emphasized the need for transitional programs that help engineering students adjust to the rigor and expectations of a four-year university. Implementing these programs provides access to institutional resources and systemic support that supports and develops students’ navigational capital, enabling them to gain

Conference Session

Track 1: Technical Session 6: "Use of a multi-level self-study to engage campus stakeholders and improve STEM student learning outcomes "

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

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

Conference Session

Track 1: Technical Session 3: Beyond deficits: Developing an elicitation mechanism for engineering practitioners with ADHD to create autoethnographic counterstories

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

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

approaches while encouraging learners to be critical of their professional practice so they create effective, holistic solutions that work for a broader range of individuals.Mx. Sage Maul, Purdue University at West Lafayette (COE) Sage Maul (he/they) is a fourth year PhD student in Purdue University’s School of Engineering Education. Sage’s research explores structural factors on student experiences for disabled student and in electrical and computer engineering courses. Sage graduated with a Bachelor’s of Science in Electrical Engineering from Purdue and worked in industry for 5 years before starting graduate school. His experiences with accommodations in undergrad and getting diagnosed with ADHD as an adult inform their

Conference Session

Track 6: Technical Session 5: Development of a measure of intersectional socioeconomic inequality that extends beyond income

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Justin Charles Major, Rowan University; Allison Godwin, Cornell University

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2025 CoNECD Paper Submissions, Diversity

Paper ID #45135Development of a measure of intersectional socioeconomic inequality thatextends beyond incomeDr. Justin Charles Major, Rowan University Dr. Justin C. Major (they/them) is an Assistant Professor of Experiential Engineering Education at Rowan University where they leads ASPIRE Lab (Advancing Student Pathways through Inequality Research in Engineering). Justin’s research focuses on low-income students, engineering belonging and marginalization mechanisms, adverse childhood experiences, and feminist approaches to EER, and connects these topics to broader understandings of student success in engineering. Justin

Conference Session

Track 2: Technical Session 1: Pathways into Statistics and Data Science for Low-Income, Academically Talented Undergraduate Students

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Erin Carll, University of Washington; Aryaa Rajouria, University of Washington; Rebecca Schachtman, University of Washington; Judith E Canner; Jackie Bryce Miller, University of California, Santa Barbara; Abel Rodriguez, University of Washington

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2025 CoNECD Paper Submissions, Diversity

Scoping Review,” Stud. Eng. Educ., vol. 1, no. 2, p. 71, Feb. 2021, doi: 10.21061/see.19.[34] J. M. Smith and J. C. Lucena, “Invisible innovators: how low-income, first-generation students use their funds of knowledge to belong in engineering,” Eng. Stud., vol. 8, no. 1, pp. 1–26, Jan. 2016, doi: 10.1080/19378629.2016.1155593.[35] R. Kaggwa, A. Blevins, E. Wester, S. Arango-Caro, T. Woodford-Thomas, and K. Callis- Duehl, “STEM Outreach to Underresourced Schools: A Model for Inclusive Student Engagement,” J. STEM Outreach, vol. 6, no. 1, pp. 1–15, Feb. 2023, doi: 10.15695/jstem/v6i1.04.[36] C. Demetry and S. Sontgerath, “Longitudinal Evaluation of a University-Based Outreach Program for Middle School Girls Yields