personal story and academic interest converge around: identity; language, ideology and consciousness; pedagogy, and epistemology. Broadly speaking, he focuses on critical qualitative inquiry with a discerning eye toward humanizing and culturally sustaining pedagogies.Idalis Villanueva (Dr.) For the past 10 years, Dr. Idalis Villanueva has worked on several engineering education projects where she derives from her experiences in engineering to improve outcomes for minoritized groups in engineering using mixed-and multi-modal methods approaches. She currently is an Associate Professor in the Engineering Education Department at the University of Florida. In 2019, she received the Presidential Early Career Award for Scientists
Paper ID #36562Engineering Students Conceptions of The HiddenCurriculum in Hispanic-Serving Institutions: Learning toInform PracticeIdalis Villanueva (Associate Professor) For the past 10 years, Dr. Idalis Villanueva has worked on several engineering education projects where she derives from her experiences in engineering to improve outcomes for minoritized groups in engineering using mixed-and multi-modal methods approaches. She currently is an Associate Professor in the Engineering Education Department at the University of Florida. In 2019, she received the Presidential Early Career Award for Scientists and
College of Engineering.” Darcie holds a Master of Engineering degree in Environmental Engineering (2019) and Bachelor of Science degree in Biological Engineering (2017), both from Utah State University. She is passionate about student success and support, both inside and outside of the classroom.Idalis Villanueva (Dr.) For the past 10 years, Dr. Idalis Villanueva has worked on several engineering education projects where she derives from her experiences in engineering to improve outcomes for minoritized groups in engineering using mixed-and multi-modal methods approaches. She currently is an Associate Professor in the Engineering Education Department at the University of Florida. In 2019, she received the Presidential
Paper ID #38370Perceptions of Engineering Learning Software in Classroomswith Diverse Student Populations Using an ExpandedTechnology Acceptance ModelKimberly Cook-chennault (Associate Professor)Idalis Villanueva (Dr.) For the past 10 years, Dr. Idalis Villanueva has worked on several engineering education projects where she derives from her experiences in engineering to improve outcomes for minoritized groups in engineering using mixed-and multi-modal methods approaches. She currently is an Associate Professor in the Engineering Education Department at the University of Florida. In 2019, she received the
Paper ID #37423Creating Equitable Access to Engineering Learning forEnglish Learners in Bilingual and Dual-Language Education(Work in Progress)Alberto Esquinca (Dr.) Alberto Esquinca is a professor of bilingual education at San Diego State University.Idalis Villanueva (Dr.) For the past 10 years, Dr. Idalis Villanueva has worked on several engineering education projects where she derives from her experiences in engineering to improve outcomes for minoritized groups in engineering using mixed-and multi-modal methods approaches. She currently is an Associate Professor in the Engineering Education Department at the
) Biography Lilianny Virguez is an Instructional Assistant Professor at the Engineering Education Department at University of Florida. She holds a Masters' degree in Management Systems Engineering and a Ph.D. in Engineering Education from Virginia Tech. She has work experience in telecommunications engineering and teaches undergraduate engineering courses such as engineering design and elements of electrical engineering. Her research interests include the intersection of core non-cognitive skills and engineering students’ success.Andrea Goncher (Lecturer)Idalis Villanueva (Dr.) For the past 10 years, Dr. Idalis Villanueva has worked on several engineering education projects where she derives from her experiences in engineering
the intersection of international student status and mental health," in Collaborative Network for Engineering and Computing DIversity (CoNECD), 2021.[5] A. S. A. P. Donna Riley, "Social justice and inclusion: Women and minorities in engineering," in Cambridge Handbook of Engineering Education Research, Cambridge University Press, 2014, pp. 335-356.[6] K. Tonso, "Engineering identity," in Cambridge Handbook of Engineering Education Research, Cambridge University Press, 2014, pp. 267-282.[7] J. A. M. R. A. R. Idalis Villanueva, "Uncovering the hidden factors that could compromise equitable and effective engineering education," in IEEE Frontiers in Education Conference, San Jose, CA, 2018.[8] B. Jones and R. Egley, "Learning to
speakers Sheri Sheppard,Sara Atwood, Elif Miskioğlu, Adam Carberry, Kaela Martin, Kelly Cross, Nicole Pitterson,Idalis Villanueva Alarcón, Rachel Kajfez, Marie Paretti, Sarah Zappe, Holly Matusovich, BrianHelmke, Maura Borrego, and Paul Gannon for sharing their expertise with the VCoP. Finally, weappreciate the VCoP members who participated and provided valuable feedback.References[1] A. L. Pawley, A. R. Carberry, M. E. Cardella, M.-I. Carnasciali, S. R. Daly, J. L. Gorlewicz, G. L. Herman, M. M. Hynes, S. S. Jordan and N. N. Kellam, "The PEER Collaborative: Supporting engineering education research faculty with near-peer mentoring unconference workshops,” presented at the 121st American Society for Engineering
normative behaviors, interactions, expectations, and dynamics that exist fora specific social group. Climate was then defined as how an individual (or groups of people)interacts with and assesses this culture. There is an inherent expectation of those who fit withinthat culture to have a stronger alignment with these normative behaviors and therefore are morelikely to have positive experiences. For example, work led by Idalis Villanueva Alarcón hasexplored the normative behaviors expected for engineers training in graduate programs, with herwork demonstrating how these norms are communicated explicitly and implicitly via aspects ofthe hidden curriculum [28], [29]. These norms would be considered part of engineering culture,whereas a new engineering