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Displaying all 7 results
Conference Session
Technical Session 13 - Paper 4: Promoting First-Semester Persistence of Engineering Majors with Design Experiences in General Chemistry Laboratory
Collection
2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)
Authors
Corey Payne, University of Florida; Kent J. Crippen, University of Florida
Tagged Topics
CoNECD Paper Sessions, Diversity
identifying as URM,we sought to answer the following research question: What impact does use of the career-forward curriculum have on self-efficacy, identity as an engineer and commitment to anengineering career, and in particular, for students identifying as female or URM?For our purposes it is important to clearly define how the terms persistence and commitment areconceptualized and measured, both of which are consistent with the Mediation Model ofResearch Experience (MMRE) [5], which served as the theoretical framework. Commitment isdefined as the student’s willingness to persist towards a specific long-term goal, in this case anengineering career and was measured as an outcome variable through a set of items that loadeddirectly to the construct
Conference Session
Technical Session 8 - Paper 5: Cultivating Inclusivity: A Systematic Literature Review on Developing Empathy for Students in STEM Fields
Collection
2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)
Authors
Stephanie Jill Lunn, Georgia Institute of Technology; Cristi L. Bell-Huff, Georgia Institute of Technology; Joseph M LeDoux, Georgia Institute of Technology
Tagged Topics
CoNECD Paper Sessions, Diversity
Publications where the primary focus of Publications where the primary focus of the the research was K-12 students, faculty, research was undergraduate or graduate students practicing clinicians or non-college or university students Research was conducted in the United States or Research specific to a university outside of the in Canada United States or Canada Focus of publication is empathy, component of Focus of publication is not empathy, and if it empathy described by the framework, or which includes empathy is more about measuring mention how to develop/foster/imbue empathy empathy than its development or learning Include
Conference Session
Technical Session 6 - Paper 3: Practitioners' Reflections on Developing and Implementing Virtual Educational Programming During COVID-19
Collection
2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)
Authors
Paula Davis Lampley Esq., University of Cincinnati; Whitney Gaskins, University of Cincinnati; Krizia L. Cabrera-Toro
Tagged Topics
CoNECD Paper Sessions, Diversity
effectiveness within four categories, learning achievement, self-efficacy, satisfaction, and climate. Compared to traditional TVLE where the participants are allstudents; our participants range from pre-college to college students, faculty, and staff. AlthoughTVLE was created with students’ learning in mind, the framework applies to all educationalvirtual environments where learning is an integral outcome part of programming.ParticipantsThe research reflects the experiences of four practitioners at the University of Cincinnati Collegeof Engineering and Applied Science (CEAS), a historically white tier-1 research institution. Thepractitioners voluntarily agreed to participate in this research study and to have their recordedexperiences included as part
Conference Session
Technical Session 12 - Paper 1: Creating Pathways for Success and Engagement for Women in Engineering
Collection
2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)
Authors
Jalonda Nakay Thompson, University of Tennessee at Knoxville; Anne Skutnik, Tickle College of Engineering; Jamie Baalis Coble, University of Tennessee at Knoxville; Anahita Khojandi, University of Tennessee at Knoxville; Angelica M Palomino, University of Tennessee at Knoxville; Veerle Keppens, University of Tennessee at Knoxville; Ozlem Kilic, University of Tennessee at Knoxville
Tagged Topics
CoNECD Paper Sessions, Diversity
Attrition Reason Women Leave Engineering [15, p. 7] Input Output 1. Lack of self-confidence and engineering self-efficacy Black Box[10] 2. Lack of pre-college experience and knowledge in engineering 3. Curricular focus, pedagogy, and climate in engineering 4. Lack of female peers and role models 5. Gender and societal issues Dropout
Conference Session
Technical Session 10 - Paper 3: Bridging the STEM Gender Gap through Women-focused Outreach
Collection
2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)
Authors
Isabel A Boyd, University of Tennessee, Knoxville; Anne Skutnik, Tickle College of Engineering Academic and Student Affairs, University of Tennessee Knoxville ; Jalonda Nakay Thompson, University of Tennessee at Knoxville; Marcel Brouwers, University of Tennessee, Knoxville
Tagged Topics
CoNECD Paper Sessions, Diversity
 –something also mentioned frequently in the survey responses– which is arguably the most powerful reason to avoid something. 16 Preliminary Takeaways Pull factors • Women tend to pursue engineering when they experience positive feelings about their abilities (self-efficacy) and have positive role-models and programs that foster their individual growth Push factors • Women tend to struggle with their choice to pursue engineering when they feel like family members are not supportive or that engineering may hinder their future family goals
Conference Session
Technical Session 13 - Paper 2: Program: A focused, 5-year effort to increase the number of African American, Hispanic/Latino(a), Native American (AHLN) 7th-grade students who are academically prepared to take algebra
Collection
2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)
Authors
Virginia Lynn Booth-Womack, Purdue University at West Lafayette (COE); Saundra Johnson Austin, University of South Florida; Renee Serrell Gibert, Purdue University; Carol S Stwalley P.E., Purdue University at West Lafayette (COE); Lesley M Berhan, The University of Toledo; Tamara Markey, Purdue University, Minority Engineering Program; Cynthia Murphy-Ortega, Chevron Corporation
Tagged Topics
CoNECD Paper Sessions, Diversity
an after-school program, engage parents, and provide gender and ethnic-matchedmentors and role models in hopes to positively impact participant self-efficacy (Mitcham et al., 2012).With buy-in from the principal, solicitation emails were provided to principals about the Algebra by 7thGrade. The university-based team developed recruitment activities that ranged from attending introductionof teacher nights, attending school-wide math nights already planned, and pizza dinners for targetedfamilies. The top three schools were invited to participate in the inaugural Ab7G. They were given firstpriority for enrollment and each school was given 10 seats until the priority deadline. After the priority
Conference Session
Technical Session 5 - Paper 5: The Impact of Prior Programming Experience on Computational Thinking in First-Year Engineering Experience.
Collection
2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)
Authors
Noemi V Mendoza Diaz, Texas A&M University; Deborah A. Trytten, University of Oklahoma; Russ Meier, Milwaukee School of Engineering; Janie M Moore, Texas A&M University
Tagged Topics
CoNECD Paper Sessions, Diversity
thebasics of engineering computational thinking [15] [16] [17]. Other institutions use a direct-to-major admission strategy and vary in how much computing is introduced in the first year.Regardless of admission type, white males continue to receive most of the engineering degrees inthe United States [18]. Factors including technology access, pre-university course access,classroom dynamics, societal stereotypes, social support, cultural relevancy, academic advising,and self-efficacy affect how women and underrepresented minorities prepare for and experiencethe first-year engineering classroom [5] [19] [20] [21] [22] [23] [24]. Computational thinkinginteracts with these existing factors.The participants that we discuss in detail in the Results and