Dina Verdín

Selected Journal Publications

Verdín, D., Smith, J. M., & Lucena, J. C. (2024). First-generation college students' funds of knowledge support the development of an engineering role identity. Journal of Engineering Education, 1–24. https://doi.org/10.1002/jee.20591

Verdín, D. & Castillo, A.L (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 DOI: 10.1615/JWomenMinorScienEng.2023048084

Perez Leon, C. & Verdín, D. (2023). A Systematic Literature Review of Mastery Learning in Undergraduate Engineering Courses. International Journal of Engineering Education 39(6), pp. 1358–1385

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(5) https://doi.org/10.1186/s40594-021-00292-1

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—Special Issue on Asset-Based Pre-College Engineering Education to Promote Equity 11(1) Article 1 https://doi.org/10.7771/2157-9288.1281

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, 1–29. https://doi.org/10.1002/jee.20410

*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   *Honorable Mention for 2020 Best Paper Award

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, 35(4), 1037-1051.

Verdín, D., Godwin, A., & Ross, M. (2018). STEM roles: How students’ ontological perspectives facilitate STEM identities. Journal of Pre-College Engineering Education Research (J-PEER), 8(2), Article 4, 1-39. doi: 10.7771/2157-9288.1167

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

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. doi:  10.1080/10668926.2018.1558133

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), 89-97.

Book Chapter

Verdín, D., Examining the Funds of Knowledge that Support Latinx Students Engineering Identity Development and Career Certainty. In L. C. Perez-Felkner, S. Rodriguez, C. Fluker. (Ed.) Latinx Students in Engineering (in press)

Verdín, D. (2020). “I learned how to divide at 25”: A counter-narrative of how one Latina reclaims her agency and begins to see herself as someone that can do engineering.  In E. González, F. Fernandez, M. Wilson. (Ed.) Latinas Studying and Researching in STEM: An Asset-Based Approach to Increasing Resilience and Retention (Release date: November 2020)

Selected Conference Proceedings

Verdín, D., & Perez, 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 (accepted)

Trujillo Garcia, U., & Verdín, D., (2024). Examining Engineering Migratory Students’ Funds of Knowledge: Uncovering Interpersonal Skills Needed in Engineering American Educational Research Association Annual Meeting (accepted)

Verdín, D., (2024). Latinx Students’ Funds of Knowledge: Cultivating Engineering Identity Development and Career Certainty. Symposium. American Educational Research Association Annual Meeting (accepted)

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. American Society for Engineering Education Annual Conference & Exposition https://peer.asee.org/43477

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

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

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 Virtual Meeting April 8-12

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. Association for the Study of Higher Education

*Verdín, D., Smith. J.M., & Lucena, J. C. (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 Experience, Virtual Online. https://peer.asee.org/35343  *ERM Best Paper Finalist

Verdín, D., Smith, J. M., & Lucena, J. C. (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

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.

Verdín, D., Smith. J. M., & Lucena, J. C. (2019). (2019, June), Recognizing Engineering Students’ Funds of Knowledge: Creating and Validating Survey Measures Paper presented at 2019 ASEE Annual Conference & Exposition, Tampa, Florida. https://peer.asee.org/33226

*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. 2018 IEEE Frontiers in Education Conference (FIE), San Jose, CA, USA, 2018, pp. 1-8, doi: 10.1109/FIE.2018.8658878. *Best Diversity Paper Award

*Benedict, B., Verdín, D., Baker, R. A., Godwin, A., Milton, T.  (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. https://peer.asee.org/31164 *Best Diversity Papers Finalist

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.

Verdín, D., Godwin, A., & Capobianco, B. (2016, June), Systematic Review of the Funds of Knowledge Framework in STEM Education Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.25999.