2026 ASEE Annual Conference & Exposition

Mentoring Ecosystems to Recruit, Retain, and Advance Women in Technology

Presented at Women in Engineering Division (WIED) Technical Session 1

Mentorship also remains one of the most frequently supported ways for eliminating disparities in the field of science, technology, engineering, and mathematics (STEM) learning and professional practice. The definitions and uses of the term, however, differ substantially, and recent research proposes sponsorship, near-peer mentoring, group models, and culturally responsive mentoring may serve a comparably critical function in the recruitment and progression of women into technology. This paper covers recent research into the practice of mentoring undertaken for recruiting, retaining, and promoting women into STEM, involving psychosocial support, career advocacy, intersectionality, and the structure of programs. The studies indicate successful mentoring functions not as a one-to-one relationship but as a fluid ecosystem by which interlinked sets of peers, professors, graduates, and industrial sponsors construct sustainable pathways into the discipline of tech. The paper concludes by recommending a set of actions for institutions of higher education and industrial sponsors wishing to expand mentoring activities from traditional limits into broader-based inclusive initiatives.

Authors

Mrs. Melissa Renee Casner http://orcid.org/0009-0006-7512-0260 Purdue Polytechnic Institute, Purdue University – West Lafayette [biography]

Melissa (Missy) Casner is an Assistant Professor of Practice in the School of Applied and Creative Computing at Purdue University’s Polytechnic Institute. She teaches required and selective undergraduate and graduate courses in the computer and information technology discipline.

Her educational interests include emotional safety, emotional intelligence, online and hybrid learning, systems analysis and design, data automation, and business intelligence. Her research focuses on women in information technology roles and the design and effectiveness of online and hybrid instruction.

Professor Casner has consulted on numerous projects across for‑profit and nonprofit organizations. She is also a doctoral student in Indiana State University’s Instructional Leadership program and will be all but dissertation (ABD) by the end of 2026.
Dr. Nancy L Lollar Purdue University Polytechnic Institute-Columbus [biography]

Nancy L. Lollar is an accomplished organizational leader, researcher, and educator with over two decades of experience in strategic leadership, supply chain management, and higher education. She holds an Ed.D. in Educational Leadership with a focus on Organizational Management from Oakland City University, where she conducted research on collaborative advising processes to enhance student success in community colleges.

Dr. Lollar has served in various leadership roles, including her tenure as Campus Director at Purdue Polytechnic Institute Columbus, where she fosters industry-academic partnerships and drives initiatives to expand educational access. She is actively engaged in research projects such as Building Rural Community Systems: Education to Employment Partnerships and Expanding Access to Economic Opportunities through Educational Success, collaborating with organizations like CivicLab and the Indiana Commission of Higher Education.

An expert in logistics and supply chain management, Dr. Lollar has taught courses in procurement, operations management, and transportation systems at Ivy Tech Community College. Her professional certifications include Lean Six Sigma Yellow Belt, Certified Procurement Operations, and multiple credentials from the Council of Supply Chain Management Professionals.

Beyond academia, Dr. Lollar is a dedicated community leader, serving on boards such as the Greater Columbus Indiana Economic Development Corporation and Columbus Propeller Makerspace. She is a lifelong advocate for workforce development, innovation, and continuous learning.

Note

The full paper will be available to logged in and registered conference attendees once the conference starts on June 21, 2026, and to all visitors after the conference ends on June 24, 2026

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For those interested in:

Broadening Participation in Engineering and Engineering Technology
gender
information technology
Pre-College
undergraduate