Journal Publications [J]
*lead author(s); G= gradaute student
[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 (in press)
[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 (in press)
[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.46] Verdín, D., & Perez Leon, 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 (submitted)
[CP.45] Castillo, 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.44] Perez 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.43] Vincent, S., Johnson, T.Y., Lightner, 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.42] Verdín, D., Perez 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.41] 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.40] 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.39] 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.38] Verdín, D. (2022). Examining how Math and Science Identities Support Migratory High School Students’ Engineering Career Aspirations. Paper presented at the 2022 annual meeting of the American Educational Research Association. Retrieved from the AERA Online Paper Repository. https://doi.org/10.3102/1888002
[CP.37] 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.36] 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.35] 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.34] 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
[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 *Nominated for ERM Best Paper Award
[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. San Francisco, CA April 17-21
[CP. 28] Verdín, D. & Godwin, A. (2019). Engineering Disciplinary Interests by Gender and Parental Level of Education. Proceedings of IEEE Frontiers in Education Conference, Cincinnati, OH.
[CP. 27] Benedict, B., Verdín, D., Rohde, J. A., Brown, H., Baker, R., & Godwin, A. (2019). An Early adaptation of identity trajectory theory to understand the identities of undergraduate engineering students. Proceedings of IEEE Frontiers in Education Conference, Cincinnati, OH.
[CP. 26] Hall, J., Lee, W. C., Knight, D., Godwin, A., and Verdín, D. (2019). Disciplinary differences of undergraduate students’ perceived support in STEM: Exploring the potential of college profiles. Proceedings of IEEE Frontiers in Education Conference, Cincinnati, OH.
[CP. 25] Verdín, D. & Godwin, A. (2019). Acknowledging first-generation college students’ personal agency: Scale validation. Proceedings of the 126th American Society for Engineering Education Annual Conference & Exposition, Tampa, FL.
[CP. 24] Verdín, D., Smith. J., & Lucena, J. (2019). Recognizing engineering students’ funds of knowledge: Creating and validating survey measures. Proceedings of the 126th American Society for Engineering Education Annual Conference & Exposition, Tampa, FL.
[CP. 23] Godwin, A. Rohde, J. A., Thielmeyer, A. H., Verdín, D., Benedict, B., & Baker, R. (2019).Using topological data analysis in social science research: Unpacking decisions and opportunities for a new method. Proceedings of the 126th American Society for Engineering Education Annual Conference & Exposition, Tampa, FL.
[CP. 22] Smith, J., Verdín, D., & Lucena, J. (2019) EAGER: Broadening participation of first-generation college students in engineering: Backgrounds, experiences and strategies for success. Proceedings of the 126th American Society for Engineering Education Annual Conference & Exposition, Tampa, FL.
[CP. 21] Verdín, D., & Godwin, A. (2019). The relationship between engineering identity and belongingness on certainty of engineering major for first-generation college students. Proceedings from American Educational Research Association Annual Meeting, Toronto, Canada. April 7-9.
[CP. 20] Hall, J., Verdín, D., Lee, W.C., Knight, D., & Godwin, A. (2019). Toward a measurement of cocurricular support: Insights from an exploratory factor analysis. Proceedings from the Collaborative Network for Engineering and Computing Diversity (CoNECD) Annual Conference, Crystal City, VA.
[CP. 19] *Verdín, D., Godwin, A., Sonnert, G., & Sadler, P. M. (2018). How first-generation college students’ out-of-school experiences predict engineering possible selves and certainty of career path. Proceedings of IEEE Frontiers in Education Conference, San José, CA. *Best Diversity Paper Award
[CP. 18] Benedict, B., Verdín, D., Baker, R., & Godwin, A. (2018). I don’t fit the stereotype, but I see myself as an engineer: First-year engineering students’ attitudes and beliefs about their engineering identities. Proceedings of IEEE Frontiers in Education Conference, San José, CA.
[CP. 17] Rohde, J. A., Verdín, D., Doyle, J. M., Godwin, A., Kirn, A., Benson, L., & Potvin, G., (2018). Investigating the intersection of career aspirations and engineering beliefs among first year engineering students. Proceedings of IEEE Frontiers in Education Conference, San José, CA.
[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). Uncovering latent diversity: Steps towards understanding ‘what counts’ and ‘who belongs’ in engineering culture. Proceedings of the 125th American Society for Engineering Education Annual Conference & Exposition, Salt Lake City, UT. *Nominated for Best Diversity Papers
[CP. 14] Verdín, D., & Godwin, A. (2018). First-generation college students identifying as future engineers. Proceedings of the American Educational Research Association Annual Meeting, New York, NY.
[CP. 13] Verdín, D., & Godwin, A. (2018). Understanding how engineering identity and belongingness predict grit for first-generation college students. Proceedings of the Collaborative Network for Engineering and Computing Diversity (CoNECD) Annual Conference, Crystal City, VA.
[CP. 12] Verdín, D., & Godwin, A. (2017). Testing for measurement invariance in engineering identity constructs for first-generation college students. Proceedings of IEEE Frontiers in Education Conference, Indianapolis, IN.
[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.