Conference Session

Graduate Studies Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Anne Marguerite McAlister, University of Virginia; Sarah Catherine Lilly, University of Virginia; Jennifer L. Chiu, University of Virginia

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Diversity

Tagged Divisions

Graduate Studies

Conference & Exposition, Indianapolis, IN, 2014.[24] N. H. Choe, M. Borrego, L. L. Martins, A. D. Patrick, and C. C. Seepersad, “A quantitative pilot study of engineering graduate student identity,” presented at the 2017 American Society of Engineering Education Annual Conference & Exposition, Columbus, OH, Jan. 2017.[25] B. M. Capobianco, B. F. French, and H. A. Diefes-Du, “Engineering identity development among pre-adolescent learners,” Journal of Engineering Education, vol. 101, no. 4, pp. 698–716, Oct. 2012.[26] H. M. Matusovich, B. E. Barry, K. Meyers, and R. Louis, “A multi-institution comparison of students’ development of an identity as an engineer,” presented at the 2011 American Society of

Conference Session

Preparation for Graduate Research

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Bala Ram P.E., North Carolina Agricultural and Technical State University; Tobin N. Walton, North Carolina A&T State University; Stephanie Teixeira-Poit

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Diversity

Tagged Divisions

Graduate Studies

between gender and/or ethno-racial identity and the stereotype ofengineering as a field appropriate for white males can impede the development of STEM identities amongwomen and minorities. With the increasing importance of innovation, students who pursue engineering graduate degreesoften seek to build skills in conducting research (Brown and Linden, 2008). The social psychologicalconstruct of identity has emerged as a relatively new metric for assessing graduate student retention andsuccess. Studies suggest that graduate students’ identities correlate with their competency levels as wellas their professional and academic motivation (Alexander, 2011; Silver, Garver, and Watkins, 2011;Virgil, 2016). Importantly however, the literature

Conference Session

Graduate Studies Division (GSD) Technical Session 6: Programs in Graduate Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

April A. Dukes, University of Pittsburgh; Valerie E. Kerr, University of Pittsburgh; Susan K. Fullerton Shirey, University of Pittsburgh; Götz Veser, University of Pittsburgh; Mary E. Besterfield-Sacre, University of Pittsburgh

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Diversity

Tagged Divisions

Graduate Studies Division (GSD)

have been calls to develop and deploy graduate STEM education modelsthat prepare students for careers outside academia. Few innovations have emerged to meet students attheir current skill and preparation levels when entering their graduate studies while also consideringstudents' individual desired career paths. The U.S.'s current approach to graduate STEM education doesnot emphasize preparing students with professional skills and experience outside the lab. Further,students from differing socioeconomic and underserved backgrounds are often not adequatelysupported. Through a National Science Foundation Innovations in Graduate Education (IGE) award, theUniversity of Pittsburgh Swanson School of Engineering is creating and validating a

Conference Session

Assessing Hard-to-Measure Constructs in Engineering Education: Assessment Design and Validation Studies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Daiki Hiramori, University of Washington; Emily Knaphus-Soran, University of Washington; Elizabeth Litzler, University of Washington

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Diversity

Tagged Divisions

Educational Research and Methods

Paper ID #33746Critically Quantitative: Measuring Community Cultural Wealth on SurveysDaiki Hiramori, University of Washington Daiki Hiramori is a Graduate Research Assistant at the Center for Evaluation & Research for STEM Equity (CERSE) at the University of Washington. His research interests include quantitative methodology, queer and feminist studies, sexuality and gender stratification, demography of sexual orientation and gender identity, and Japanese society. In addition to an MA in Sociology and a Graduate Certificate in Feminist Studies from the University of Washington, he holds a BA in Sociology with a minor

Conference Session

Motivation, Goal Orientation, Identity, and Career Aspirations

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Tris Utschig, Kennesaw State University; Valmiki Sooklal, Kennesaw State University; Margaret L. Lowder, Kennesaw State University; Chan Ham, Kennesaw State University; Renee Butler, Kennesaw State University

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Diversity

Tagged Divisions

Educational Research and Methods

, workshop handout “A formula for motivation: M = E + V – C,” James Madison University, 2018. [Online]. Available: https://www.aacu.org/sites/default/files/files/STEM15/EVC%20_formulaandsourceshand out%20AACU%20F15%20final%20version.pdf.[21] L. Eby, T. Allen, S. Evans, T. Ng, and D. DuBois, “Does mentoring matter? A multidisciplinary meta-analysis comparing mentored and non-mentored individuals,” Journal of Vocational Behavior, Vol. 72, no. 2, pp. 254–267, 2008.[22] C. Halupa and M. Henry, “Using VineUp to match students with alumni industry mentors in engineering: a pilot study,” International Journal of Higher Education, Vol. 4, no. 4, pp. 105-112, 2015.[23] M. Dagley, N. Ramlakhan, C. Young, and M

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)

Authors

Abimelec Mercado Rivera, Arizona State University, Polytechnic Campus; Brooke Charae Coley, Arizona State University, Polytechnic Campus; Samantha Ruth Brunhaver, Arizona State University, Polytechnic Campus

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

Paper ID #45261”Si no servimos, no servimos”: A Pilot Study on the Influence of PerceivedAdvisor Support on Graduate Student Thesis Self-EfficacyAbimelec Mercado Rivera, Arizona State University, Polytechnic Campus Abimelec Mercado Rivera is a Puerto Rican doctoral student and graduate research assistant in the Engineering Education Systems and Design program at Arizona State University. Abimelec received his Bachelor of Science in Mechanical Engineering at the University of Puerto Rico at Mayaguez (UPRM) in 2016. After working in the aerospace industry, he returned to the UPRM for his MS in Mechanical Engineering in 2017

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Holly M Golecki, University of Illinois, Urbana Champaign; Elizabeth Ann McNeela, University of Illinois, Urbana Champaign; Thomas Tran, University of Illinois, Urbana-Champaign; Karin Jensen, University of Michigan

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Diversity, NSF Grantees Poster Session

biomedical engineering and engineering edu- cation research at the University of Michigan. Her research interests include student mental health and wellness, engineering student career pathways, and engagement of engineering faculty in engineering education research. ©American Society for Engineering Education, 2023 Pilot Study of the Impacts of a Robotics Curriculum on Student’s Subject- related Identities and Understanding of EngineeringAbstractParticipation in educational robotics, tinkering, and making are common precursors to enrollment inengineering majors. Negative perceptions of robotics can inhibit some students from participating andlater, pursuing engineering studies. Additionally

Conference Session

Systems Engineering Division (SYS) Technical Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Julie Drzymalski, Temple University

Tagged Topics

Diversity

Tagged Divisions

Systems Engineering Division (SYS)

design. Awareness of one’s own mental models and theissues that face the end systems user, particular when it may be a diverse population, will allowfor more universal design that does not continue to privilege the same populations andexacerbate the inequities of others [23]. Handley and Marnewick [24] augment an existingcompetency model that incorporates elements of global competencies to now include DEIprinciples. They apply it to a systems engineering graduate program and suggest modifyingmaterial content, student interactions (classroom activities) and the teaching environment(methods, practice and atmosphere) simultaneously. In this pilot study, a senior design project inIndustrial and Systems Engineering and a course in Systems Thinking

Conference Session

Empathy and Human-centered Design 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Aaron Carpenter, Wentworth Institute of Technology; Juval V. Racelis, Wentworth Institute of Technology; Alexander Cabal, Wentworth Institute of Technology; Beth Anne Cooke-Cornell, Wentworth Institute of Technology; Gloria Guohua Ma, Wentworth Institute of Technology; James R. McCusker, Wentworth Institute of Technology; Lynette Panarelli, Wentworth Institute of Technology

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Diversity

Tagged Divisions

Design in Engineering Education

practiced professionally in some of Boston’s larger design firms. American c Society for Engineering Education, 2021 Pilot study: Impact of Social Consciousness on Engineering Design Decision MakingAbstractOne of the tasks of engineering design education is to ensure that students have a strongunderstanding of their customers and environments. They must understand the context of theirdecision-making and how it affects people in diverse communities. This requires students to seehow a design may be biased toward or against a particular population and to develop sensitivityabout issues of race, gender, religion, nationality, age, physical ability, and

Conference Session

Track: Special Topic - Identity Technical Session 13

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Catherine E. Brawner, Research Triangle Educational Consultants; Susan M. Lord, University of San Diego; Catherine Mobley, Clemson University; Michelle M. Camacho, University of San Diego; Joyce B. Main, Purdue University, West Lafayette

Tagged Topics

Diversity, Special Topic: Identity

Paper ID #25003Joyce B. Main is Assistant Professor of Engineering Education at Purdue University. She holds a Ph.D. inLearning, Teaching, and Social Policy from Cornell University, and an Ed.M. in Administration, Planning,and Social Policy from the Harvard Graduate School of Education. c American Society for Engineering Education, 2019 Race, Veteran, and Engineering Identities among Black Male Student VeteransAbstractUsing interviews with seven Black Student Veterans in Engineering (BSVEs) at threepredominantly White institutions (PWIs), we explore how the identities of Black, Male, Veteran,and Engineering student are enacted during their undergraduate engineering experience. Weapproach this study informed by

Conference Session

Teaching Professional Skills in Chemical Engineering

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Robert Wayne Gammon-Pitman, Ohio State University; Lin Ding, Ohio State University

Tagged Topics

Diversity

Tagged Divisions

Chemical Engineering

convergent and divergent themes. In sum, these methods provided the opportunity to associate and compare the different definitions of success (e.g. graduating with a degree, Kate and Dan’s experiences, and engineering identity scores) with Kate and Dan’s experiences. First, the pilot student’s demographics are presented. Second, Kate and Dan’s grit and engineering identity scores (quantitative measures) are presented. Third, ‘other’ senior engineering students’ engineering identity scores reported in a cross-sectional study are described [15]. Fourth, Kate and Dan’s quantitative and qualitative measures are compared for the convergent and divergent themes. Last, the ways success is understood and seen by Dan and Kate

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Heather Perkins, North Carolina State University; Matthew Bahnson, North Carolina State University; Marissa A. Tsugawa, University of Nevada, Reno; Derrick James Satterfield, University of Nevada, Reno; Adam Kirn, University of Nevada, Reno; Cheryl Cass, SAS Institute

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Diversity, NSF Grantees Poster Session

viewers. Her primary research interest is science identity, STEM education, and participation in online communities.Mr. Matthew Bahnson, North Carolina State University Matthew Bahnson is a doctoral student at North Carolina State University in Applied Social and Com- munity Psychology. His research interests include engineering identity, diversity, bias, stereotypes, and STEM education. He works with Dr. Cheryl Cass at NCSU.Ms. Marissa A Tsugawa, University of Nevada, Reno Marissa Tsugawa is a graduate research assistant studying at the University of Nevada, Reno in the PRiDE Research Group. She is currently working towards a Ph.D. in Engineering Education. She expects to graduate May of 2019. Her research interests

Conference Session

Instrument Design and Development

Collection

2023 ASEE Annual Conference & Exposition

Authors

Marcus Vinicius Melo de Lyra, Arizona State University; Adam R. Carberry, Arizona State University; Jean S. Larson, Arizona State University; Zhen Zhao, Massachusetts Institute of Technology; Allison Godwin, Purdue University at West Lafayette (COE); Wilhelmina C. Savenye, Arizona State University; Christopher Barr

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Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

Research Center. Her research focuses on how identity, among other affective factors, influences diverse students to choose engineering and persist in engineering. She also studies how different experiences within the practice and culture of engineering foster or hinder be- longing and identity development. Dr. Godwin graduated from Clemson University with a B.S. in Chem- ical Engineering and Ph.D. in Engineering and Science Education. Her research earned her a National Science Foundation CAREER Award focused on characterizing latent diversity, which includes diverse attitudes, mindsets, and approaches to learning to understand engineering students’ identity development. ©American Society for

Conference Session

Graduate Programs, Development, and Research Fellowships

Collection

2016 ASEE Annual Conference & Exposition

Authors

Laleh Behjat P.Eng., University of Calgary; Milana Trifkovic, University of Calgary; Robyn Paul, University of Calgary; Karen Andrea Canon-Rubio, University of Calgary; Stephanie Hladik, University of Calgary

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Diversity

Tagged Divisions

Graduate Studies

Program for Post Graduate Studies in EngineeringAbstract - This paper describes a 5-year project in which we defined a gap in development ofprofessional skills in postgraduate engineering education, identified effective methods fordeveloping students’ professional skills, implemented a series of two required courses to developthem, and evaluated the effectiveness of the program. The courses content, assessments, teachingmethodologies, and outcomes are discussed in this paper. Our 5 years of program evaluation aresummarized. We describe how our program has been extended to multiple departments in thefaculty of engineering and evolved from the model of individual to joint classes and team-teaching. Finally, we discuss effectiveness of those modes

Conference Session

Women in Engineering Division (WIED) Technical Session 4 - Hands-on Learning

Collection

2024 ASEE Annual Conference & Exposition

Authors

Claudia Paz Gwynn, Universidad Andres Bello, Chile; Maria Elena Truyol, Universidad Andres Bello, Chile; Carolina Elizabeth Jerez, Universidad de Chile

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering Division (WIED)

integrating gender equality issues within highereducation. In Chile, Ministry of Education Law No. 21.369 promotes the establishment of safeand inclusive environments for all members of higher education academic communities,irrespective of their sex, gender, identity, or sexual orientation. Numerous studies have revealedthat non-cognitive and affective factors significantly influence students' academic progress andsuccess. Therefore, it is essential to explore the perceptions and perspectives of students andfaculty in the School of Engineering regarding gender, equality, and roles. This pilot researchaims to delve into the views held by students and faculty members of a prominent EngineeringSchool in Chile concerning gender-related topics. The

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Michelle Choi Ausman, Virginia Polytechnic Institute and State University; Qin Zhu, Virginia Polytechnic Institute and State University

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education Division (EQUITY), Equity

Paper ID #43443Board 118: Mixing it Up: A Pilot Study on the Experiences of Mixed-RaceAsian-American Students in EngineeringMs. Michelle Choi Ausman, Virginia Polytechnic Institute and State University Michelle Choi Ausman is a second-year PhD student in Engineering Education at Virginia Tech. She received a BS in Liberal Arts and Engineering Studies from Cal Poly, San Luis Obispo, and an MS in Science and Technology Studies from Rensselaer Polytechnic Institute. Her research interests include engineering identity; inclusion, diversity, equity, and accessibility; Asian American Studies; Critical Mixed Race Studies

Conference Session

Graduate Studies Division (GSD) Technical Session 7: Graduate Student Experiences

Collection

2024 ASEE Annual Conference & Exposition

Authors

So Yoon Yoon, University of Cincinnati; Julie Aldridge, The Ohio State University; Nicole Else-Quest, University of North Carolina at Chapel Hill; Joe Roy, American Society for Engineering Education

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies Division (GSD)

ofstudents from underrepresented populations, such as women of color and members of theLGBTQIA+ community, through degree completion. Using an intersectional approach, wedeveloped a scale to assess multiple climate factors associated with organizational commitmentor member retention, many of which are particularly salient to the experiences of students frommarginalized or minoritized identities. We took several steps to create the scale, includingface/content validity analysis, exploratory factor analyses for validity evidence, and internalconsistency for reliability evidence. The survey also includes demographic items to capture therespondents’ complex social identities. During the summer and fall of 2023, we collected ourfirst pilot study data of

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Cheryl Cass, North Carolina State University; Adam Kirn, University of Nevada, Reno; Marissa A. Tsugawa-Nieves, University of Nevada, Reno; Heather Lee Perkins, North Carolina State University; Matthew Bahnson, North Carolina State University; Rebecca Mills, University of Nevada, Reno; Amber B. Parker, North Carolina State University

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Diversity, NSF Grantees Poster Session

development.Preliminary results indicate that students differentiate between researcher, scientist, and engineeridentities qualitatively and quantitatively, but that these identities are separate from the salientidentity activated when completing student-type tasks. As such, items developed in this work canbe used to craft a framework for understanding graduate student experiences, but futurerefinement may be necessary to fully capture students’ transitions from undergraduate tograduate education. While the results of this study speak to graduate students holistically, furtherwork is needed to understand how the different sub-populations (e.g., underrepresentedminorities, international students) that exist within engineering graduate programs experiencegraduate

Conference Session

ERM Technical Session 2: The Study of Identity in Engineering Education

Collection

2019 ASEE Annual Conference & Exposition

Authors

Mackenzie Beckmon Sharbine, Harding University; James L. Huff, Harding University; Nicola W. Sochacka, University of Georgia; Joachim Walther, University of Georgia; Benjamin Okai, Harding University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

in academia and research, broaden my knowledge base, engage in evidence-based practices to promote the quality of life, and ultimately be an avid contributor to the world of academia through research, peer reviews, and publications. c American Society for Engineering Education, 2019 Negotiating Identity as a Response to Shame: A Study of Shame within an Experience as a Woman in EngineeringAbstract: This research paper presents the findings of an interpretative phenomenologicalanalysis (IPA) case study of the experience of shame in a woman engineering student. Ouroverarching research question that framed this study was: How do woman students with multiplesalient identities

Conference Session

Student Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Renee M. Desing, The Ohio State University; Rachel Louis Kajfez, The Ohio State University

Tagged Topics

Diversity

Tagged Divisions

Student

best answer their research question, hypothesis, orpurpose of the study [1]. A mixed methods research methodology that a researcher may select isQ methodology. Q methodology is a social science research methodology focused onsystematically studying subjectivity utilizing both qualitative and quantitative researchtechniques [2]–[6]. While Q methodology has had limited use in engineering education research,it has been used in studies regarding the career paths of engineering education doctoral graduates[7], competencies for nanotechnology [8] and IT [9], curriculum design for information systems[10], construction engineering technology program assessment [11], and undergraduateengineering students’ out-of-class activities [12]. However, Q

Conference Session

NSF Grantees: S-STEM 4

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Eun-Young Kang, California State University, Los Angeles; Jianyu Jane Dong, California State University, Los Angeles; Matthew Jackson Ph.D., California State University, Los Angeles; Emily L. Allen, California State University, Los Angeles; Daniel Galvan, California State University, Los Angeles

Tagged Topics

Diversity, NSF Grantees Poster Session

has served as PI/Co-PI on multiple educational projects sponsored by NSF programs including NSF S-STEM, NSF GK-12, and NSF TUES.Dr. Jianyu ”Jane” Dong, California State University, Los Angeles Jianyu Dong is a professor in electrical and computer engineering and currently serves as the Associate Dean for the College of Engineering, Computer Science, and Technology at Cal State LA. Her area of expertise is video compression/communication, multimedia networks, QoS, etc. With a strong passion in Engineering Education, she has been engaged in multiple funded projects and initiatives to increase the participation and success of students from undeserved, low-income communities in engineering areas.matthew jackson PhD

Conference Session

Student Success in ET

Collection

2024 ASEE Annual Conference & Exposition

Authors

Gretchen Dietz, University of North Carolina at Charlotte; Jordan C Bullington-Miller

Tagged Topics

Diversity

Tagged Divisions

Engineering Technology Division (ETD)

Engineering IdentityAbstractThis paper is a work in progress (WIP) for an NSF project that explores first-generation students(FGS) in engineering technology (ET); specifically, their academic performance, engineeringidentity development, and use of social capital all compared to continuing generation students(CGS) peers. Despite the growing number of engineering technology degrees awarded annually,there is a scarcity of research focusing on the acquisition of engineering identity, particularlyamong FG students. Overall, this project will utilize a two phase, mixed methods approach. Inthe first phase, we will quantitatively assess academic performance comparisons between firstgeneration and continuing generation engineering students and utilize the

Conference Session

Student Success in ET

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ibarre Araojo, Wayne State University; Mohsen Ayoobi, Wayne State University; David Merolla, Wayne State University

Tagged Topics

Diversity

Tagged Divisions

Engineering Technology Division (ETD)

, 2016. [Online]. Available:https://doi.org/10.1177/0091552115617018[24] M. Laugerman, D. T. Rover, M. C. Shelley, and S. K. Mickelson, "Determining Graduation Rates inEngineering for Community College Transfer Students Using Data Mining", Iowa State University, 2015.[Online]. Available: http://lib.dr.iastate.edu/pols_pubs[25] A. L. Zuckerman and S. M. Lo, "Transfer student experiences and identity navigation in STEM:Overlapping figured worlds of success", CBE—Life Sci. Educ., vol. 20, ar48, pp. 1-24, 2021.[26] M. T. Gibbons et al., "Results from a pilot survey of engineering and engineering technologystudents in 2-year and 4-year institutions", in Proc. 41st ASEE/IEEE Frontiers in Educ. Conf., pp. T1J-1,2011. [Online]. Available: https

Conference Session

First-year Programs: Teams and Teamwork

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Laura Hirshfield, University of Michigan; Robin Fowler, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

participation for women.MethodsThis work presented here is part of a larger mixed-methods study, employing an exploratorysequential study design: first, qualitative data were collected and analyzed, which then informedthe development of a survey to collect quantitative data [5].Qualitative Interview AnalysisAs part of the qualitative study [4], fifteen interviews were conducted with female students,prompting them to reflect on their team project in their first-year engineering course and discusswhat contributed to their satisfaction, or dissatisfaction, with their team experience. Studentswere asked to describe their team project; discuss which tasks they performed in the project andwhether there were any tasks they wished they did more or less of; and

Conference Session

First-Year Programs Division (FYP) - WIPS 3: Identity & Belonging

Collection

2023 ASEE Annual Conference & Exposition

Authors

Lizandra C. Godwin, University of New Mexico

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

& Education, vol. 21, no. 2, pp. 181–200, 2022, doi: 10.1080/15348431.2019.1648269.[13] N. Choe, M. Borrego, L. Martins, A. Patrick, and C. C. Seepersad, “A Quantitative Pilot Study of Engineering Graduate Student Identity,” in 2017 ASEE Annual Conference & Exposition Proceedings, Columbus, Ohio: ASEE Conferences, Jun. 2017, p. 27502. doi: 10.18260/1-2--27502.[14] C. J. Faber, R. L. Kajfez, D. M. Lee, L. C. Benson, M. S. Kennedy, and E. G. Creamer, “A grounded theory model of the dynamics of undergraduate engineering students’ researcher identity and epistemic thinking,” J Res Sci Teach, vol. 59, no. 4, pp. 529–560, Apr. 2022, doi: 10.1002/tea.21736.[15] L. Fleming, K. Smith, D. Williams, and L. Bliss, “Engineering

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Adam Kirn, University of Nevada, Reno; Allison Godwin, Purdue University, West Lafayette; Lisa Benson, Clemson University; Geoff Potvin, Florida International University; Jacqueline Doyle, Florida International University; Hank Boone, University of Nevada, Reno; Dina Verdin, Purdue University

Tagged Topics

Diversity, NSF Grantees Poster Session

attitudinal profiles.This mixed methods study investigates the intersectionality of engineering students' personalidentities to understand: How do non-normative groups in engineering form an engineeringidentity and navigate a culture dominated by limited diversity?The focus of this paper is on the first phase this project, in which students' identities, motivation,psychological traits, perceived supports and barriers to engineering, and other backgroundinformation is quantitatively assessed. Pilot survey data were collected from participants enrolledin second semester, first-year engineering programs across three institutions (n = 371). We usedtopological data analysis (TDA) to create normative and non-normative attitudinal profiles ofrespondents. As

Conference Session

NSF Grantees: RED 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Yen-Lin Han, Seattle University; Kathleen E. Cook, Seattle University; Gregory Mason P.E., Seattle University; Teodora Rutar Shuman, Seattle University; Jennifer A. Turns, University of Washington

Tagged Topics

Diversity, NSF Grantees Poster Session

, their education, and their profession, and how experiences uniquely affectunderrepresented or marginalized students. Researchers have suggested that culture is especiallyimportant for women to persist in a field [23], [30]. A culture of “Engineering with Engineers”could result in graduates who not only are prepared technically and professionally with apractical, realistic understanding of what it is to be an engineer, but who also identify with andare committed to the engineering profession. Hence, results of the study are hoped to lead to aclearer understanding of the changes that promote engineering identities, particularly in women,and how such identities affect students’ sense of belonging in a program and their persistence inthe major.It

Conference Session

Graduate Studies Division (GSD) Technical Session 8: Professional Development for Graduate Students

Collection

2023 ASEE Annual Conference & Exposition

Authors

Rebecca Marie Reck, University of Illinois at Urbana - Champaign; Yanfen Li, University of Massachusetts Lowell; Shanna Rose Thompson, University of Massachusetts Lowell; Nicole Danielle Jackson, Sandia National Laboratories; Shweta Dabetwar

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies Division (GSD)

.1742-1241.2011.02659.x.[8] S. M. Van Anders, “Why the academic pipeline leaks: Fewer men than women perceive barriers to becoming professors,” Sex Roles, vol. 51, no. 9–10, pp. 511–521, Nov. 2004, doi: 10.1007/S11199-004-5461-9/METRICS.[9] R. Ysseldyk et al., “A leak in the academic pipeline: Identity and health among postdoctoral women,” Front. Psychol., vol. 10, no. JUN, p. 1297, Jun. 2019, doi: 10.3389/FPSYG.2019.01297/BIBTEX.[10] N. D. Jackson, K. I. Tyler, Y. Li, W. T. Chen, C. Liu, and R. Bhargava, “Keeping current: An update on the structure and evaluation of a program for graduate women interested in engineering Academia,” in ASEE Annual Conference and Exposition, Conference Proceedings

Conference Session

Formation and Development of Engineers

Collection

2023 ASEE Annual Conference & Exposition

Authors

Dina Verdin, Arizona State University, Polytechnic Campus; Carlos Luis Perez, Arizona State University; Sharona Krinsky, California State University, Los Angeles; Emily L. Allen, California State University, Los Angeles

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

of growth mindsets than their White peers,yet they also reported lower levels of fixed mindsets [13]. Said differently, Ge et al.’s [13] cross-sectional study showed that White engineering students demonstrate a higher predispositiontowards a growth mindset and a higher predisposition towards endorsing a fixed view of theirabilities. An exploratory study aimed at understanding the relationship between students’engineering identity and mindsets longitudinally found that both a fixed and a growth mindsetwere positive predictors of identity [14]. However, the authors did acknowledge that there may bemoderating effects not considered in the model, such as course difficulty, that may also helpexplain the positive relationships [14]. The studies

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

James D. Sweeney, Oregon State University; Milo Koretsky, Oregon State University; Michelle Kay Bothwell, Oregon State University; Devlin Montfort, Oregon State University; Susan Bobbitt Nolen, University of Washington; Susannah C. Davis, Oregon State University; Christine Kelly, Oregon State University

Tagged Topics

Diversity, NSF Grantees Poster Session

seek through our work overall isthe enhancement of both students’ and faculty’s capacities to engage issues of inclusivity, equityand social justice. Towards this end, we aspire to shift School community members’ cognitiveand affective knowledge of power and privilege. While there are quantitative assessment toolsthat measure related constructs (e.g. cultural competencies), we are not aware of any instrumentsthat measure a person’s understanding of social power and oppression, particularly how sociallyconstructed differences and identities like gender, race, and class intersect and combine to affectpeople’s lives in various settings. Our research team is in the early stages of constructing such aninstrument, and will begin piloting it soon to