Journal Publications [J]
*lead author(s); G= gradaute student; +Best paper honorable mention
[J.18] Verdín, D. (2024). Unmasking the Impact of First-Generation College Students’ Psychological Capital: A Person-Centered Approach. Journal of First-Generation Student Success (in press)
[J.17] Verdín, D.*, Smith, J., & Lucena, J. (2024). First-Generation College Students’ Funds of Knowledge Support the Development of an Engineering Role Identity. Journal of Engineering Education, https://doi.org/10.1002/jee.20591
[J.16] McIntyre, B.*, Scalo, C.*, Godwin, A., Kirn, A., & Verdín, D. (2024). Exploring Experiences that Foster Recognition in Engineering Across Race and Gender, Journal of Engineering Education https://doi.org/10.1002/jee.20587
[J.15] Verdín, D.*, & Castillo, A.LG (2024). Validating Practices and Messages that Promote Minoritized Women’s Engineering Classroom Belongingness: An Intersectional Approach. Journal of Women and Minorities in Science and Engineering (in press)
[J.14] Perez, C.* G & Verdín, D. (2023). A Systematic Literature Review of Mastery Learning in Undergraduate Engineering Courses. International Journal of Engineering Education, 39(6), pp. 1358–1385 [Access]
[J.13] Verdín, D., Smith, J., & Lucena, J. (2021). Recognizing the funds of knowledge of first-generation college students in engineering: An instrument development. Journal of Engineering Education https://doi.org/10.1002/jee.20410 [Access]
[J.12] Verdín, D. (2021). The Power of Interest: Minoritized Women’s Interest in Engineering Fosters Persistence Beliefs Beyond Belongingness and Engineering Identity. International Journal of STEM Education, 8(33) https://doi.org/10.1186/s40594-021-00292-1 [Access]
[J.11] Verdín, D., Smith, J., & Lucena, J. (2021). First-Year Engineering Students’ Funds of Knowledge Supports their Confidence in the Classroom and Certainty of Majoring in Engineering. Journal of Pre-College Engineering Education Research, 11(1), Article 11 [Access]
[J.10] Lee, W., Hall, J., Godwin A., Knight, D., & Verdín, D. (2021). Operationalizing and monitoring student support in undergraduate engineering education. Journal of Engineering Education, 1-29. https://doi.org/10.1002/jee.20431
+[J.9] Verdín, D*., Godwin, A., & Benedict, B. (2020). Exploring First-Year Engineering Students Innovation Self-Efficacy Beliefs. Journal of Civil Engineering Education, 146(4), 1-14. doi: 10.1061/(ASCE)EI.2643-9115.0000020 [Access] *Honorable Mention for 2020 Best Paper Award
[J.8] Verdín, D., Godwin, A., Kirn, A., Benson, L., & Potvin, G. (2019). Engineering role identity fosters grit differently for women first-generation and continuing-generation college students. International Journal of Engineering Education. [Access]
[J.7] Rohde, J. A., Musselman, L. J., Benedict, B., Verdín, D., Godwin, A., Kirn, A., Benson, L., & Potvin, G. (2019). Design experiences, identity and belonging in early-career electrical and computer engineering students. IEEE Transactions on Education.
[J.6] Verdín, D., Godwin, A., & Klotz, L. (2018). Exploring the sustainability-related career outcome expectations of community college students interested in science and engineering careers. Community College Journal of Research and Practice. 1-16. [Access]
[J.5] Verdín, Dina; Godwin, Allison; and Ross, Monique (2018) “STEM Roles: How Students’ Ontological Perspectives Facilitate STEM Identities,” Journal of Pre-College Engineering Education Research (J-PEER): Vol. 8: Iss. 2, Article 4. https://doi.org/10.7771/2157-9288.1167 [Access]
[J.4] Verdín, D. & Godwin, A. (2018). Exploring First-Generation Latinas’ Identities, Self-efficacy and Institutional Integration to Inform Achievement in Engineering. Journal of Women and Minorities in Science and Engineering, 24(3):261–290. doi: 10.1615/JWomenMinorScienEng.2018018667 [Access]
[J.3] Verdín, D., Godwin, A., Kirn, A., Benson, L., & Potvin, G. (2018). Engineering Women’s Attitudes and Goals in Choosing Disciplines with Above and Below Average Female Representation. Social Science. 7(3):44, 2-25. doi: 10.3390/socsci7030044 [Access]
[J.2] Potvin, G., McGough, C., Benson, L., Boone, H. J., Doyle, J., Godwin, A., Kirn, A., Ma, B., Rohde, J., Ross, M., & Verdín, D. (2018). Gendered Interests in Electrical, Computer and Biomedical Engineering: Intersections with Career Outcome Expectations. IEEE Transactions on Education. doi: 10.1109/TE.2018.2859825 [Access]
[J.1] Godwin, A., Verdín, D., Kirn, A., & Satterfield, D. (2017). The intersection of gender and race: Exploring chemical engineering students’ attitudes. Chemical Engineering Education—Special Issue on Diversity in Chemical Engineering, 52(2). [Access]
Book Chapters
[BC.2] Verdín, D. (2024). Examining the Funds of Knowledge that Support Latinx Students’ Engineering Identity Development and Career Aspirations. In Latin* Students in Engineering: An Intentional Focus on a Growing Population. Rutgers University Press (in press)
[BC.1] Verdín, D. (2020). “I Learned How to Divide at 25”: A Counter-Narrative of How One Latina’s Agency and Resilience Led Her Toward an Engineering Pathway. In An Asset-Based Approach to Advancing Latina Students in STEM (pp. 147-164). Routledge. [Access]
Conference Proceedings [CP]: Peer-Reviewed; G = graduate student
CP.53 Verdín, D., Failing to Serve: How Engineering Faculty at a Hispanic Serving Institution Invalidate Latinas’ Sense of Belonging. 2025 American Educational Research Association Annual Meeting (proposal submitted)
CP.52 Verdín, D., & GTrujillo Garcia, U., Cultivating an Engineering Identity Among Latinx Youth and Addressing Gender Disparities Through Culturally Responsive Efforts. 2025 American Educational Research Association Annual Meeting (proposal submitted)
+CP.51 GCastillo, A. L., & Verdín, D., & (2024) “I see myself as an engineer”: Disentangling Latinx engineering students’ perspectives of the engineering identity survey measure. ASEE Annual Conference & Exposition, Portland, Oregon
CP.50 Verdín, D., & GPerez, C., (2024) Classroom Goal Structures Impact Mindsets: A Study of Undergraduate Engineering Students at a Hispanic Serving Institution. 2024 American Educational Research Association Annual Meeting, Philadelphia
CP.49 GTrujillo Garcia, U., & Verdín, D., (2024). Examining Engineering Migratory Students’ Funds of Knowledge: Uncovering Interpersonal Skills Needed in Engineering American Educational Research Association Annual Meeting, Philadelphia
CP.48 Verdín, D., (2024). Latinx Students’ Funds of Knowledge: Cultivating Engineering Identity Development and Career Certainty. Symposium. American Educational Research Association Annual Meeting, Philadelphia
CP.47 GCastillo, A. L., & Verdín, D., (2023). La Familia y Los Amigos: Understanding how Social and Familial Capital Impact Latinx Engineering Students. 2023 IEEE Frontiers in Education Conference (FIE), College Station, TX, USA (accepted)
CP.46 GPerez Leon, C., & Verdín, D., (2023). The Effect of a Mastery Learning Course on Rafael’s Growth Mindset. 2023 IEEE Frontiers in Education Conference (FIE), College Station, TX, USA (accepted)
CP.45 GVincent, S., GJohnson, T.Y., GLightner, T., Lee, W. C, & Verdín, D., (2023). Exploring the Significance of Internship Experiences for the Career Development of Racially Minoritized Undergraduate Engineering Students. 2023 IEEE Frontiers in Education Conference (FIE), College Station, TX, USA (accepted)
CP.44 Verdín, D., GPerez Leon, C., Krinsky, S., & Allen, E. (2023). Shift in Mindsets: Examining How and Why Engineering Students’ Mindsets Shifted Over the Course of a Semester. Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore, Maryland. https://peer.asee.org/43477
CP.43 Verdín, D., Krinsky, S., Rymond, D., Schiorring, E, Allen, E., & GPerez Leon, C., (2023). Board 305: HSI Implementation and Evaluation Project: Commitment to Learning Instilled by Mastery-Based Undergraduate Program (CLIMB-UP) Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore, Maryland. https://peer.asee.org/42846
CP.42 GPerez Leon, C. & Verdín, D. (2022). Mastery Learning in Undergraduate Engineering Courses: A Systematic Review. Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. https://peer.asee.org/40522
CP.41 Verdín, D. & Szkupinski Quiroga, S. (2022). Pilot Study Using a Culturally Relevant Approach to Expose Migratory High School Students to the Engineering Design Process (Work in Progress, Diversity) Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. https://peer.asee.org/40520
CP.40 Verdín, D. (2022). Developing Migratory High School Students’ Critical Engineering Agency: Preliminary Results from a Culturally Responsive Virtual Activity. American Educational Research Association Annual Meeting, San Diego, CA
CP.39 Verdín, D. (2022). Examining how Math and Science Identities Support Migratory High School Students’ Engineering Career Aspirations. American Educational Research Association Annual Meeting, San Diego, CA. DOI https://doi.org/10.3102/1888002
CP.38 Verdín, D. & Godwin, A. (2021). Confidence in Pursuing Engineering: How First-Generation College Students’ Subject-Related Role Identities Supports their Major Choice, 2021 IEEE Frontiers in Education Conference (FIE), Lincoln, NE
CP.37 Verdín, D. & Godwin, A. (2021). First in My Family: A Comparison of Subject-Related Role Identities by Parental Level of Education and Gender, 2021 IEEE Frontiers in Education Conference (FIE), Lincoln, NE
CP.36 Verdín, D. (2021). Negotiating Belongingness: A Longitudinal Narrative Inquiry of a Latina, First-Generation College Student’s Experience in the Engineering Culture American Society for Engineering Education Annual Conference & Exposition
CP.35 GLiu, Y., Verdín, D., & Sonnert, G. (2021) Understanding How Social Agents and Their Communicative Messages Influence High School Girls’ Engineering Career Interest American Society for Engineering Education Annual Conference & Exposition
CP.34 GRainey, A. M., Verdín, D., & Smith. J. (2021) Classroom Practices that Support Minoritized Engineering Students’ Sense of Belonging. American Society for Engineering Education Annual Conference & Exposition
CP.33 Verdín, D., Sonnert, G., & Sadler, P. M. (2021) Out-of-School Experiences that Support Latinx Students’ Interest in Pursuing an Engineering Career. American Educational Research Association Annual Meeting. DOI https://doi.org/10.3102/1685046
CP.32 Verdín, D., Smith. J., & Lucena, J. (2020) The Influence of Interest and Performance/ Competence Beliefs on Graduation and Career Success for Latinx Students in Engineering. 2020 Association for the Study of Higher Education
+CP.31 Verdín, D., Smith. J., & Lucena, J. (2020, June) The Influence of Connecting Funds of Knowledge to Beliefs about Performance, Classroom Belonging, and Graduation Certainty for First-Generation College Students. Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual Online 10.18260/1-2—35343
CP.30 Benedict, B. S., & Maxey, K. R., & Verdín, D., & Godwin, A. (2020, June), A Review of Agentic Frameworks in Engineering Education. Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual Online. 10.18260/1-2—34044
CP.29 Verdín, D., Smith, J., & Lucena, J. (2020). Exploring how First-Generation College Students’ Funds of Knowledge Supports the Formation of an Engineering Identity. American Educational Research Association Annual Meeting. Virtual Meeting. DOI https://doi.org/10.3102/1568029
CP.28 Verdín, D. & Godwin, A, “Engineering Disciplinary Interests by Gender and Parental Level of Education,” 2019 IEEE Frontiers in Education Conference (FIE), Covington, KY, USA, 2019, pp. 1-5, doi: 10.1109/FIE43999.2019.9028611.
CP.27 Benedict, B., Verdín, D., Rohde, J. A., Brown, H., Baker, R., & Godwin, A. “An Early adaptation of identity trajectory theory to understand the identities of undergraduate engineering students,” 2019 IEEE Frontiers in Education Conference (FIE), Covington, KY, USA, 2019, pp. 1-5, doi: 10.1109/FIE43999.2019.9028365.
CP.26 Hall, J., Lee, W. C., Knight, D., Godwin, A., and Verdín, D, “Disciplinary differences of undergraduate students’ perceived support in STEM: Exploring the potential of college profiles,” 2019 IEEE Frontiers in Education Conference (FIE), Covington, KY, USA, 2019, pp. 1-5, doi: 10.1109/FIE43999.2019.9028454.
CP.25 Verdín, D., & Godwin, A. (2019, June), Board 51: An Initial Step Toward Measuring First-Generation College Students’ Personal Agency: A Scale Validation Paper presented at 2019 ASEE Annual Conference & Exposition, Tampa, Florida. 10.18260/1-2—32367
CP.24 Verdín, D., Smith. J.M., & Lucena, J. (2019, June), Recognizing Engineering Students’ Funds of Knowledge: Creating and Validating Survey Measures Paper presented at 2019 ASEE Annual Conference & Exposition, Tampa, Florida. 10.18260/1-2—33226
CP.23 Godwin, A., Thielmeyer, A. H., Rohde, J. A., Verdín, D., Benedict, B., & Baker, R. (2019, June), Using Topological Data Analysis in Social Science Research: Unpacking Decisions and Opportunities for a New Method Paper presented at 2019 ASEE Annual Conference & Exposition, Tampa, Florida. 10.18260/1-2—33522
CP.22 Smith. J.M., Verdín, D., & Lucena, J.C. (2019, June), Board 143: EAGER: Broadening Participation of First-generation College Students in Engineering – Backgrounds, Experiences and Strategies for Success Paper presented at 2019 ASEE Annual Conference & Exposition, Tampa, Florida. 10.18260/1-2—32258
CP.21 Verdín, D., & Godwin, A. (2019). The Relationship Between Engineering Identity and Belongingness on Certainty of Engineering Major for First-Generation College Students. Paper presented at the 2019 annual meeting of the American Educational Research Association. Retrieved from the AERA Online Paper Repository. DOI https://doi.org/10.3102/1431660
CP.20 Hall, J., Verdín, D., Lee, W.C., Knight, D., & Godwin, A. (2019, April), Toward a Measurement of Co-Curricular Support: Insights from an Exploratory Factor Analysis Paper presented at 2019 CoNECD- The Collaborative Network for Engineering and Computing Diversity, Crystal City, Virginia. https://strategy.asee.org/31801
*CP.19 Verdín, D., Godwin, A., Sonnert, G., & Sadler, P. M, “Understanding how First-Generation College Students’ Out-of-School Experiences, Physics and STEM Identities Relate to Engineering Possible Selves and Certainty of Career Path,” 2018 IEEE Frontiers in Education Conference (FIE), San Jose, CA, USA, 2018, pp. 1-8, doi: 10.1109/FIE.2018.8658878.
CP.18 Benedict, B., Verdín, D., Baker, R., & Godwin, A. “I Don’t FIT the Stereotype, but I see Myself as an Engineer: First-Year Engineering Students’ Attitudes and Beliefs about their Engineering Identities,” 2018 IEEE Frontiers in Education Conference (FIE), San Jose, CA, USA, 2018, pp. 1-7, doi: 10.1109/FIE.2018.8659229.
CP.17 Rohde, J. A., Verdín, D., Doyle, J. M., Godwin, A., Kirn, A., Benson, L., & Potvin, G., “Investigating the intersection of career aspirations and engineering beliefs among first year engineering students.” 2018 IEEE Frontiers in Education Conference (FIE), San Jose, CA, USA, 2018, pp. 1-8, doi: 10.1109/FIE.2018.8659311.
CP.16 Godwin, A., Verdín, D., Benedict, B., & Baker, R. (2018). CAREER: Actualizing latent diversity: building innovation through engineering students’ identity development—an executive summary. Proceedings of the 125th American Society for Engineering Education Annual Conference & Exposition, Salt Lake City, UT.
++CP.15 Benedict, B., Verdín, D., & Godwin, A., (2018, June), Uncovering Latent Diversity: Steps Towards Understanding ‘What Counts’ and ‘Who Belongs’ in Engineering Culture Paper presented at 2018 ASEE Annual Conference & Exposition, Salt Lake City, Utah. 10.18260/1-2—31164
CP.14 Verdín, D., & Godwin, A. (2018, April). First-generation college students identifying as future engineers. Paper presented at the 2018 American Educational Research Association Annual Meeting. Retrieved from the AERA Online Paper Repository. doi 10.302/1300654
CP.13 Verdín, D., Godwin, A., Kirn, A., Benson, L., & Potvin, G. (2018, April), Understanding How Engineering Identity and Belongingness Predict Grit for First-Generation College Students Paper presented at 2018 CoNECD- The Collaborative Network for Engineering and Computing Diversity Conference, Crystal City, Virginia. https://peer.asee.org/29589
CP.12 Verdín, D., & Godwin, A. “Testing for measurement invariance in engineering identity constructs for first-generation college students,” 2017 IEEE Frontiers in Education Conference (FIE), Indianapolis, IN, 2017, pp. 1-5, doi: 10.1109/FIE.2017.8190616.
CP.11 Benedict, B., Verdín, D., Godwin, A., & Milton, T. (2017). Social and latent identities that contribute to diverse students’ belongingness in engineering. Proceedings of IEEE Frontiers in Education Conference, Indianapolis, IN
CP.10 Verdín, D. (2017). Quantifying and assessing trends on National Science Foundation’s broader impact criterion. Proceedings of the 124th American Society for Engineering Education Annual Conference & Exposition, Columbus, OH.
CP.9 Verdín, D., & Godwin, A. (2017). Physics identity promotes alternative careers for first-generation college students in engineering. Proceedings of the 124th American Society for Engineering Education Annual Conference & Exposition, Columbus, OH.
CP.8 Benson, L., Potvin, J., Kirn, A., Godwin, A., Doyle, J., Rohde, J. A., Verdín, D., & Boone, H. (2017) characterizing student identities in engineering: Attitudinal profiles of engineering majors. Proceedings of the 124th American Society for Engineering Education Annual Conference & Exposition, Columbus, OH.
CP.7 Kirn, A., Godwin, A., Pearson, N., Rodriguez-Simmonds, H. E., Rohde, J. A., Verdín, D., & Ross, M. (2017) Building supports for diversity through engineering teams. Proceedings of the 124th American Society for Engineering Education Annual Conference & Exposition, Columbus, OH.
CP.6 Verdín, D., Godwin, A., & Capobianco, B. (2016). Synthesis review of the funds of knowledge framework in STEM education. Proceedings of the 123rd American Society for Engineering Education Annual Conference & Exposition, New Orleans, LA.
CP.5 Kirn, A., Godwin, A., Benson, L., Potvin, G., Doyle, J. M., Verdín, D., Boone, H. (2016). Intersectionality of non-normative identities in the cultures of engineering (InIce). Proceedings of the 123rd American Society for Engineering Education Annual Conference & Exposition, New Orleans, LA.
CP.4 Fernandez, T., Godwin, A., Verdín, D., Kirn. A, Potvin, G., Doyle, J., & Boone, H. (2016). More comprehensive and inclusive approaches to demographic data collection. Proceedings of the 123rd American Society for Engineering Education Annual Conference & Exposition, New Orleans, LA.
CP.3 Verdín, D., & Godwin, A. (2015). First in the family: A comparison of first-generation and non-first-generation engineering college students. Proceedings of IEEE Frontiers in Education Conference, El Paso, TX.
CP.2 De Urquidi, K., Verdín, D., Hoffmann, S., & Ohland, M. (2015). Outcomes of accepting or declining advanced placement calculus credit. Proceedings of IEEE Frontiers in Education Conference, El Paso, TX.
CP.1 Verdín, D., Godwin, A., & Morazes, J. (2015). Qualitative study of first-generation Latinas: understanding motivation for choosing and persisting in engineering. Proceedings of the 122nd American Society for Engineering Education Annual Conference & Exposition, Seattle, WA.