Conference Session

Diverse Pathways in Engineering Education: Exploring Experiences and Opportunities

Collection

2024 ASEE Annual Conference & Exposition

Authors

Julie M. Smith, CSEdResearch.org; Jordan Williamson

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering Division(MIND)

in high school computer science programs; she is also co-editor of the SIGCSE Bulletin.Jordan Williamson Jordan Williamson graduated with a BA in English from the University of Texas at Austin. Her research interests center on minority experiences in the American Education System. ©American Society for Engineering Education, 2024 Engineering Summer Bridge Programs: A Systematic Literature ReviewAbstractIntroduction: Engineering programs continue to struggle with attracting and retaining studentsfrom underrepresented groups. A variety of programs seek to improve equity in engineeringprograms, including summer bridge programs, which involve students transitioning in

Conference Session

Minorities in Engineering Division(MIND) Technical Session 4

Collection

2025 ASEE Annual Conference & Exposition

Authors

Tamara Pearson, Georgia Institute of Technology; Pamela M Leggett-Robinson, PLR Consulting, Inc.; Kathaleena Edward Monds, Albany State University; Monica Stephens Cooley, Spelman College

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering Division(MIND)

level ofrisk factors that come with their racial and gender identities. It is, therefore, reasonable to assumethat individuals in these quadrants may demonstrate significantly different responses tointerruptions, given the varying levels of stress and support that they experience.This approach aligns with research, which has found that individuals, and specifically students,who perceive they have high access to support (protective factors) tend to use more effectivecoping strategies [61], [62], [63]. It therefore makes sense that when an individual perceivessupport as reliable and helpful, it can lessen the negative effects of stress and ultimatelyinfluence how they cope with an interruption.Coping strategiesCoping is defined as the continuous

Conference Session

Peer Mentorship, Cross-Race Mentoring Relationships, Race, Gender, Student Success, and Career Outcomes

Collection

2023 ASEE Annual Conference & Exposition

Authors

Xiwei Wang, Northeastern Illinois University; Shebuti Rayana, SUNY, Old Westbury; Sherrene Bogle, California Polytechnic, Humboldt ; Palvi Aggarwal, University of Texas, El Paso; Yun Wan, University of Houston, Victoria

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering Division(MIND)

courses on Computer Security, Be- havioral Cybersecurity, and Applied Computational Cognitive Modeling to undergraduate and graduate students. Dr. Aggarwal has strong interdisciplinary collaborations with various universities and such collaboration will be beneficial for this project. Dr. Aggarwal published her research work in various conferences including HFES, HICSS, ICCM, GameSec, and journals including Human Factors, Topics in Cognitive Science, and Computers & Security. Her papers in HICSS-2020 and GameSec-2020 received ©American Society for Engineering Education, 2023 Paper ID #39324 the

Conference Session

Minorities in Engineering Division(MIND) Technical Session 11

Collection

2025 ASEE Annual Conference & Exposition

Authors

Haya Alshayji, Pennsylvania State University; Deja Workman, Pennsylvania State University; Swapnika Dulam, Pennsylvania State University; Lauren A Griggs, The Pennsylvania State University; Dixon Zor, Pennsylvania State University; Christopher L Dancy, The Pennsylvania State University, University Park

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering Division(MIND)

interactive engagement, potentially fostering critical thinking andinquiry-driven approaches. For example, chatbots can guide students through structured learningpaths, making STEM concepts more accessible and engaging [1,2]. Nonetheless, using AI ineducational settings does not guarantee that students will be critically aware of the AI systemsthey interact with.Critical AI education focuses on equipping students with the skills to evaluate these widely usedAI systems critically, emphasizing digital literacy, ethical reasoning, and collaboration to usethem better. As AI systems increasingly shape societal structures, integrating these educationalobjectives has become vital to preparing students for technology-driven futures. AI for Education(AI4EDU

Conference Session

Minorities in Engineering Division(MIND) Technical Session 16

Collection

2025 ASEE Annual Conference & Exposition

Authors

Mary J Combs, Quality Measures, LLC; Codjo AC Akpovo, Quality Measures, LLC; Gwen Lee-Thomas, Quality Measures LLC

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering Division(MIND)

activities but were not mandated to participate. Byensuring comparable student profiles across groups, this design offered valuable insights into theimpact of the required activities on student success. This methodology was particularlyappropriate in educational settings where random assignment to groups was not feasible.The evaluation model for the project employed both outcome-based and process evaluations [7]to provide a comprehensive understanding of the mechanisms driving its success. Outcome-based evaluations measured the project’s impact on student success by examining factors such asretention, academic performance, and post-graduation outcomes. Process evaluationscomplemented this by exploring the relationships among various components of

Conference Session

Minorities in Engineering Division(MIND) Technical Session 5

Collection

2025 ASEE Annual Conference & Exposition

Authors

Meira Griffel, Oregon State University; Sarah Oman, Oregon State University

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering Division(MIND)

Underrepresentation of LGBTQ+ Students in Engineering," in THe Collaborative Network for Engineering and Computing Diversity, Crystal City, 2018.[28] C. Baldwin-SoRelle and D. A. McDonald, "Experiences of LGBTQ+ graduate students in research- focused doctoral programs: a scoping review," Frontiers in Education, 2024.[29] K. J. Bowman and L. D. Madsen, "Queer identities in materials science and engineering," Departments Diversity in Materials Science and Engineering, vol. 43, pp. 303-307, 2018.[30] K. Boudreau, D. DiBiasio, P. Quinn and Z. Reidinger, "Exploring Inclusive Spaces for LGBTQ Engineering Students," in The Collaborative Network for Engineering and Computing Diversity, Crystal City, 2018.[31] E. Cech, T. Waidzunas and S. Farrell