Dina Verdín received a PhD in Engineering Education and MS in Industrial Engineering from Purdue University and a BS in Industrial Systems Engineering from San José State University. Dr. Verdín has won several awards including the 2018 ASEE/IEEE Frontiers in Education Conference Best Diversity Paper Award, 2019 College of Engineering Outstanding Graduate Student Research Award and the Alliance for Graduate Education and the Professoriate (AGEP) Distinguished Scholar Award. Her research interest focuses on changing the deficit base perspective of first-generation college students by providing asset-based approaches to understanding this population. Dr. Verdín is interested in understanding how first-generation college students author their identities as engineers and negotiate their multiple identities in the current culture of engineering.
Dr. Verdín dissertation proposal was selected as part of the top 3 in the 2018 American Educational Research Association (AERA) Division D In-Progress Research Gala. As a graduate student, Dr. Verdín was a National Science Foundation’s Graduate Research Fellowship and an Honorable Mention for the Ford Foundation Fellowship Program.
Ph.D., Engineering Education, Purdue University, West Lafayette, IN
M.S., Industrial Engineering, Purdue University, West Lafayette, IN
B.S., Industrial & Systems Engineering, San José State University, San José, CA
Selected Journal Publications
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.
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., 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.
Co-PI- IUSE/HSI Implementation and Evaluation Project: Commitment to Learning Instilled by Mastery-Based Undergraduate Program (CLIMB-UP) PI: David Raymond, Co-PI: Sharona Krinsky (Cal State LA). National Science Foundation. $699,999. Funding period: 10/2021-08/2024
|Course Number||Course Title|
|Course Number||Course Title|
|Course Number||Course Title|
National Science Foundation (NSF) Graduate Research Fellowship 2016-2019
IEEE Frontiers in Education Best Diversity Paper Award 2019
College of Engineering Outstanding Graduate Student Research Award 2019
Alliance for Graduate Education and the Professoriate (AGEP) Distinguished Scholar 2019
AERA Division D In-Progress Research Gala Top 3 Research Proposals 2018
Ford Foundation Honorable Mention 2016
National Association of Research in Science Teaching, Jhumki Basu Scholar Award 2016
Tau Beta Pi Engineering Honor Society
Order of Omega Greek Honor Society
Lambda Theta Alpha Latin Sorority Inc. National New Sister of the Year Award 2010-2011
Instructor of Record for ENGR 131: Transforming Ideas to Innovation I. (Fall 2019)
Students learn data analytics, mathematical modeling, design process to develop innovative solutions to engineering challenges, team-work, communication skills, and project management. The course was structured as a flipped classroom, students were given online modules to watch before each class session, in class the material covered in the online modules were discussed and elaborated on, and a corresponding engineering project was associated with the concepts learned.
Instructor on Record for ENGR 132: Transforming Ideas to Innovation II. (Spring 2020)
Students will learn basic programming concepts using MATLAB including relational operators, logical operators, user-defined functions, selected structures, while loops, for loops, and complex loops, linear and non-linear regression.