Seminar Series | The Untapped Potential of Household Knowledge: Examining How First-Generation College Students Funds of Knowledge Supports their Persistence in Engineering

Abstract

Students who are the first in their families to attend college are an integral part of undergraduate engineering programs. Growing bodies of research argue that educators could better support first-generation college students if they understood the unique backgrounds, experiences, and knowledge that they bring to higher education. This research seminar presents empirical evidence of how first-generation college students’ accumulated bodies of knowledge (i.e., funds of knowledge) support their engineering identity development and persistence beliefs.  

Bio

Dina Verdín, Ph.D., is an Assistant Professor of Engineering Education Systems & Design in the Polytechnic School of the Ira A. Fulton Schools of Engineering at Arizona State University. Her work was recognized as the Best Diversity Paper in the 2018 ASEE/IEEE Frontiers in Education Conference. And has been an Honorable Mention for Best Paper in numerous venues, including ASEE’s Educational Research and Methods Division and ASCE Journal of Civil Engineering Education. Her research focuses on broadening participation in engineering by focusing on issues of access and persistence. She uses asset-based approaches to understand minoritized students’ lived experiences, i.e., first-generation college students, Latinx students, women of color, and the intersection of multiple forms of identities. Specifically, focusing on understanding how minoritized students’ author their identities as engineers, establish a sense of belonging, and navigate through the current culture of engineering. 

About the EED Seminar Series

Registration is required prior to each seminar. This seminar will be held virtually. Users may register for remote video conferencing. A link and password to each seminar will be sent once you register. Each seminar will be held live and may be recorded for archival and marketing purposes. If you have questions regarding this seminar series, please contact Dr. Emily Dringenberg.

Inclusive Excellence Credit

The Ohio State College of Engineering Inclusive Excellence Certificate Program engages faculty, staff, and students in diverse learning opportunities. Each EED seminar qualifies for 1 (one) point toward your next level in the program. Visit the program's website for documentation requirements and program