Conference Session

Technical Session 5 - Paper 3: Enhancing Participation of Underrepresented Student Populations and Women in Engineering and Computer Science – An Experience Report

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Shihong Huang, Florida Atlantic University; Nancy Romance, Florida Atlantic University; Tamsyn Nicole Carey, Florida Atlantic University-College of Engineering and Computer Science

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CoNECD Paper Sessions, Diversity

colleges). Overall, the university providesservices to mostly middle/low-income student, many of whom must work to pay theirbills. Thus, we recognize that the University and the College are well-positioned to bemajor contributors to increase in the diversity of the nation’s STEM workforce – acritical requirement for America is to continue in its role as the world leader inaddressing the technological challenges and transformations that lie ahead. 9Collaborating College 1/2 10Collaborating College 2/2 11In 2016, the College of Engineering and Computer Science was awarded a Title IIIHispanic Serving

Conference Session

Technical Session 7 - Paper 3: Forming and Fulfilling Expectations: Perspectives of Underrepresented Computer Science Doctoral Students

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Vidushi Ojha, University of Illinois at Urbana-Champaign; Raul Enrique Platero, University of Illinois at Urbana-Champaign; Beleicia B Bullock, Stanford University

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CoNECD Paper Sessions, Diversity

Expectations: Perspectives of Underrepresented Computer Science Doctoral Students Vidushi Ojha1 , Raul E. Platero1 , and Beleicia B. Bullock2 1 Department of Computer Science, University of Illinois at Urbana-Champaign 2 Department of Computer Science, Stanford University {vojha3, platero2}@illinois.edu, beleicia@cs.stanford.edu1 IntroductionIn the field of computer science (CS), institutions are failing to produce enough computing grad-uates to fulfill predicted market demand. Not only is this the case at the undergraduate level [1],but also at the doctoral level, where educational institutions are unable to hire as many

Conference Session

Technical Session 3 - Paper 5: Fostering a Supportive Mentoring Space During a Global Pandemic

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Matthew Voigt, Clemson University; Eliza Gallagher, Clemson University; Rachel Lanning, Clemson University ; Tony Nguyen, Clemson University; Sharetta M. Bufford M.Ed., Clemson University; Tyler James Sullivan, Clemson University; Tim Ransom, Clemson University; Wysheka Austin, Clemson University

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CoNECD Paper Sessions, Diversity

Conference Session

Technical Session 8 - Paper 4: Implicit and Explicit Balanced Identity Scores Vary as a Function of Gender and STEM Major

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Rachelle Pedersen, Texas A&M University; Nyima Sanneh, Motivation and Learning Lab; Paul R Hernandez, Texas A&M University

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CoNECD Paper Sessions, Diversity

sample is from Wave 3 of the study.To measure the extent to which participants perceived how their personal identity alignswith their selected STEM major, a shortened scale of the Science Career Identity wasused. Participants answered 11 items on a scale of 1 to 5, such as “I have a strongsense of belonging to the community of scientists.” A composite score was thencreated by averaging the items. This scale historically has a high internal consistencyfor both undergradautes and graduate students.Next, an explicit Gender Identity scale, adapted from Luhtanen and Crocker’s self-esteem subscale, was used to measure the extent to which participants identified withtheir gender. Each of the four items were rated on a scale of 1 to 5 and were

Conference Session

Technical Session 4 - Paper 4: Developing a Strategy to Include Financially Disadvantaged Undergraduate Students into Graduate Engineering Programs

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Sanjivan Manoharan, Grand Valley State University; Shabbir Choudhuri, Grand Valley State University; Brian Krug, Grand Valley State University; Paul D. Plotkowski, Grand Valley State University

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CoNECD Paper Sessions, Diversity

. Longitudinal analysis of nationwide singleand multi-institutional data shows the positive relationship between learning outcomes and adiverse student population. One of the most influential studies was done by Gurin et al. [1] wherestudent survey data was reviewed from two longitudinal databases: Michigan Student Survey(MSS) and Cooperative Institutional Research Program (CIRP). The MSS dataset consisted of1,582 students who were admitted to the University of Michigan in 1990, and the CIRP datasetcontained 11,383 students who entered college in 1985 from a total of 184 four-year institutions.According to them, educational outcomes can be categorized as learning outcomes anddemocracy outcomes. Learning outcomes include active thinking, intellectual

Conference Session

Technical Session 2 - Paper 3: Increasing Academic Success for Underrepresented Minority PhD Graduate STEM Students Through Self-Advocacy Education

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Carmen M Lilley, The University of Illinois at Chicago; Gregory V Larnell, University of Illinois at Chicago

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CoNECD Paper Sessions, Diversity

health disordersand decreased physiological health is well known [1-3], evidence-based practices of supportsystems specifically for minoritized graduate students to reduce the effects of climates ofintimidation are not common. Indeed, researchers have found that minoritized students “wouldbenefit if colleges and universities attempted to deconstruct climates of intimidation [4].” In a comprehensive study of Latinx graduate students in STEM at a Hispanic Servinginstitution found that “Faculty mentors played a greater role in their success compared to theirnon-Latino peers. In addition, Latinos/as were also more likely to use support services on campusthan their non-Latino/a peers” [5]. The same researchers also found that it was of

Conference Session

Technical Session 5 - Paper 2: Opportunities from Disruption - How lifelong learning helped create more connected classrooms

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Krishna Pakala, Boise State University; Sreyoshi Bhaduri, Society of Women Engineers

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CoNECD Paper Sessions, Diversity

alsoshed light onto the troubles and triumphs that international and immigrant teachingprofessionals in the higher education landscape may face. It is hoped that the presentation is useful for administrators as they think about supportingatypical cases to strengthen their infrastructure, since afterall, innovation happens most amongthose pushing boundaries whilst facing challenges.pg. 18References:[1] Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, andmixed methods approaches. Sage publications.[2] Matusovich, H. M., Murzi, H., Gray, D., Chambers, B., & James, M. (2020, January). AnAutoethnography: Outcomes from Faculty Engagement in Course Development in a Large First-Year Engineering Program. ASEE

Conference Session

Technical Session 8 - Paper 2: PhD’ing While Black: Unpacking the Emotions of Navigating Engineering as a Black Student and the Implications for Mental Health

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Michael Lorenzo Greene, Arizona State University, Polytechnic campus; Brooke Charae Coley, Arizona State University, Polytechnic campus; Katreena Thomas, Arizona State University, Polytechnic campus; Julia Machele Brisbane, Virginia Polytechnic Institute and State University; Debalina Maitra, Arizona State University, Polytechnic campus; Jeremi S London, Virginia Polytechnic Institute and State University

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CoNECD Paper Sessions, Diversity

. Graduate students are often faced with a wide variety of academic,professional, and personal challenges across their academic journeys that can impact theirpersistence in their graduate programs. These challenges are often exacerbated when racializedaspects of identity are introduced/considered/threatened. Black graduate students in engineeringdeal with additional scrutiny, such as microaggressions, racism, and other racialized experiencesthroughout their journey. This results in a wide variety of psychological and behavioralresponses unique to this group, such as feelings of powerlessness, invisibility, loss of integrity,pressure to represent one’s group [1], anger, escapism, withdrawal frustration and avoidance [2].In their study of graduate

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

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CoNECD Paper Sessions, Diversity

transitioned from in-personprogramming to online instruction in response to the COVID-19 pandemic. Researchers selectedthe qualitative approach of virtual ethnography to detail the experiences of four practitioners asthey planned and implemented virtual educational programming. Each of the four practitionerswork as staff members in the University of Cincinnati College of Engineering and AppliedScience. The University of Cincinnati is a historically white tier 1 research institution in theMidwest. The reflections of the practitioners were documented as they transitioned programsintended for face-to-face engagement to virtual programming for faculty, staff, middle school,high school, and college students. Programming was designed for populations that

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

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CoNECD Paper Sessions, Diversity

activities for grades 6-12. She has extensive knowledge in Common Core State Standards, National Council of Teachers of Mathematics Standards, and Literacy. Renee is founder of Get Lit Mathematics which infuses current events and culturally relevant pedagogy to teach math con- cepts. http://www.getlitmath.com The School District of Oconee County recognized Renee for excellence in teaching as the Code Academy Teacher of Year in 2013. While a teacher in South Carolina, Renee fa- cilitated district level workshops on literacy and comprehension in mathematics, historical connections to mathematics, and effective middle grades math and Algebra 1 practices. She is dedicated outreach and advocacy. Additionally, she served as

Conference Session

Technical Session 7 - Paper 2: Retaining a diverse group of undergraduate students in Engineering Technology Majors

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Melanie Villatoro, New York City College of Technology

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CoNECD Paper Sessions, Diversity

Conference Session

Technical Session 6 - Paper 4: Retention Strategies for Educators from Women STEM Graduates of the 1970’s & 1980’s

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Kathleen Buse, Advancing Women in the Workforce; Debra Musch, Rising Careers, LLC; Allison Goodman, ArtCenter College of Design

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CoNECD Paper Sessions, Diversity

Methodology• Overview of qualitative research and why it is important to utilize in the study of women’s STEM careers• Description of the research participants/sample• How the qualitative research was conducted, including an overview of the interview questions• Study limitationsFindings• 4 findings will be presented with the evidence that supports the findingsRecommendations• We will present recommendations based on the 4 findingsReferences are included.Introduction Introduction to Research Study • The STEM workforce drives innovative capacity and global competitiveness [1] • Intersectional gender diversity has been shown to increase innovation [2] [3] • Women comprise 47% of the workforce but only 27% of the

Conference Session

Technical Session 6 - Paper 2: Sharing Exemplary Admissions Practices that Promote Diversity in Engineering Panel Discussion

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Elizabeth Cady, National Academy of Engineering; Beth M Holloway, Purdue University at West Lafayette (COE); Theresa A. Maldonado P.E., University of California System; Beth A Myers, University of Colorado Boulder; Andrew B. Williams, The Citadel School of Engineering

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CoNECD Paper Sessions, Diversity

. 2011 to Oct. 2014, she served as a division director in theEngineering Directorate at the National Science Foundation (NSF). She was responsible for a $135Mbudget in support of interdisciplinary research centers, research translation, innovations in engineeringeducation, special initiatives in support of military veterans, broadening participation in engineering, andworkforce development programs. Her initial appointment at NSF was in 1999 to 2001, when she servedas a program director in the Engineering Research Centers program and represented the EngineeringDirectorate on several NSF-wide committees. Before entering academia, Dr. Maldonado was a member oftechnical staff at AT&T Bell Laboratories for 5 1/2 years working on optical fiber

Conference Session

Technical Session 4 - Paper 2: Successful Practices for a Women in Engineering and Science Mentoring Program for First Year Students

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Sandra L. Furterer, University of Dayton; Elizabeth Hart, University of Dayton; Lily Behnke, University of Dayton

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CoNECD Paper Sessions, Diversity

. 7The purpose of this research is to develop a student‐focused mentoring program that can engage women in science and engineering at the University of Dayton, to help aid retention and engagement of these women.  7 Literature Review: Peer Mentors  Other studies have researched impact of mentoring programs with success building a community, increasing retention rates  Three main benefits of mentoring: 1) Student participation and perceptions 2) Student retention 3) Student ambassador development

Conference Session

Technical Session 12 - Paper 4: Supporting lecturers by building community, promoting agency, and increasing leadership opportunities

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Pauline Khan, University of Michigan; Elizabeth J Bailey, Center for Research on Learning and Teaching in Engineering, University of Michigan; Heidi M Sherick, University of Michigan

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CoNECD Paper Sessions, Diversity

et al. (2012), lecturers are concerned about a lack ofinclusion by tenure-track and tenured faculty members.3.The growth of the lecturer population calls for respectful adaptation and theinclusion of lecturers by offering opportunities similar to those of tenure-trackand tenured faculty (Kezar, 2012; Hahn & Heeren, 2016; Rideau, 2019;Sherick et al., 2020).4.Conversations with lecturers at the College of Engineering also indicated aneed. They call for the understanding of roles, responsibilities, and uniquecontributions of existing and new faculty members within the higher educationcommunity.1. To address this need, we would like to share one organizational support structure that is currently being instituted to support lecturers

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

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CoNECD Paper Sessions, Diversity

;T State University where she received a B.S. in Bio Environmental Engineering in 2006. She then began pursuing her graduate education at Purdue University in the Agricultural and Bi- ological Engineering Department, completing her Ph.D. in 2015. Her primary research areas include 1) social competence in engineering education and 2) innovate instructional strategies for Biological and Agricultural Engineering students. She is also a Member of the Engineering Education Faculty, Insti- tute for Engineering Education and Innovation, Food Science Graduate Faculty, and Multidisciplinary Engineering Graduate Faculty groups at Texas A&M University. American c

Conference Session

Technical Session 9 - Paper 3: The Minimization of Microaggressions in Engineering Education

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Stephanie Masta, Purdue University; Darryl Dickerson, Florida International University; Alice L Pawley, Purdue University at West Lafayette (COE); Matthew W. Ohland, Purdue University at West Lafayette (COE)

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CoNECD Paper Sessions, Diversity

Conference Session

Technical Session 13 - Paper 3:Uncomfortable Conversations with Faculty and Students in Zoom: Experiences with diversity and inclusion spurred by police brutality and racial injustice in the U.S.

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Lance Leon Allen White, Texas A&M University; Tracy Anne Hammond, Texas A&M University; Samantha Ray, Texas A&M University; Donna Jaison, Texas A&M University; Christine A Stanley, Texas A&M University

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CoNECD Paper Sessions, Diversity

injustice in the U.S.IntroductionEngineering colleges and departments have been historically quiet in regard to racial and socialjustice issues, existing in the status quo, and often perpetuating a materialistic and militaristicculture rooted deeply in the history of engineering as a trade and subsequently a profession[1].Engineers are often less concerned with social issues, and rarely reflective of how their social andcultural identity impacts society and world, including engineers in academe. However, there hasbeen a shift recently in the socially and politically charged climate of the United States, particularlywithin the past decade where racially charged protests and protests against police brutality havebecome increasingly common and at the

Conference Session

Technical Session 3 - Paper 2: Inequities in “Stuckness”: Exploring mobility patterns to higher ranked institutions from undergraduate to graduate school based on students’ race/ethnicity and first generation in college status

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

David B Knight, Virginia Polytechnic Institute and State University; Dustin Michael Grote, Weber State University; Abdulrahman M Alsharif, Virginia Polytechnic Institute and State University; Maura J. Borrego, University of Texas at Austin; Anita Patrick, Spelman College; Maya Denton, University of Texas at Austin; Gabriella Coloyan Fleming, University of Texas at Austin; Walter C. Lee, Virginia Polytechnic Institute and State University; Homero Murzi, Virginia Polytechnic Institute and State University

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CoNECD Paper Sessions, Diversity

. Ecological transitions,  or changes in roles or settings throughout life, are at the heart of this approach.  This framework considers both individual settings and relationships with different  levels of external settings regardless of whether an individual is a direct actor in the  system. Namely, four levels of systems undergird the ecological framework: 1)  microsystems (settings and relationships experienced directly by the individual,  e.g., families, academic programs, research groups, and peer groups), 2)  mesosystems (interactions between various settings in which the individual is an  active participant, e.g., research group‐academic program interactions), 3)  exosystems (settings in which the individual does not actively

Conference Session

Technical Session 3 - Paper 3: International engineering students’ resistance to isolating university experiences: An opportunity for greater inclusion in engineering education

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Memoria Matters, Purdue University at West Lafayette (COE); Patrice Marie Buzzanell, University of South Florida; Carla B. Zoltowski, Purdue University at West Lafayette (COE)

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CoNECD Paper Sessions, Diversity

communication education. These initiatives would also improve the experiences and education of all students, including underrepresented students. This article contributes to discussions about the definition and usage of student resistance as a framework for education research.IntroductionThe numbers of international students attending US institutions have increased drastically overthe past several decades for multiple reasons: the students are motivated by the quality andreputation of the schools and job opportunities in the US, and the schools are interested ininternational students as quality future workers to the country and because international studentsoften pay high tuition that many domestic students are unable to pay [1

Conference Session

Technical Session 2 - Paper 2: Lessons Learned from Conducting a Diversity-Focused Faculty Cluster Hire at a Predominantly White Institution

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Robyn Sandekian, University of Colorado Boulder; Dana Francesca Stamo, University of Colorado Boulder; Clayton Lewis, University of Colorado Boulder

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CoNECD Paper Sessions, Diversity

faculty representation. [1, p. 473-474]The college-wide faculty search we describe included interventions developed and implementedby the University of Colorado Boulder over the past five years [2] combined with additionalpractices known to support inclusive faculty searches. Key guidance was gleaned from theProvost’s Office [3] and publicly available information from the University of CaliforniaBerkeley College of Engineering Advancing Faculty Diversity Initiative [4-6], Emory University[7], and the Association of Public and Land Grant Universities [8].One common recruitment practice designed to create a more welcoming environment forhistorically marginalized and underrepresented faculty is the use of cluster hires [7, 8]. Based onNational

Conference Session

Technical Session 10 - Paper 2: Lived Experiences and Literature Reviews: Leveraging Experiential Knowledge in STEM Education Doctoral Studies

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Sharetta M. Bufford M.Ed., Clemson University; Stephanie A Damas, Clemson University; Matthew Voigt, Clemson University; Eliza Gallagher, Clemson University

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CoNECD Paper Sessions, Diversity

share how they are learning to provide feedback that empowersstudents to connect to existing literature in an authentic manner while validating their livedexperiences. We situate these vignettes within relevant literature to problematize the nature ofliterature reviews in STEM education. Vignette#1 (SB, Third-year Phd Student): I’ve thought about this quite a bit. Am I not doing enough work to find the literature? Does what I’m seeking even exist? What will my advisors and peers think about me if I am unable to find literature that supports my claims? Why isn’t my lived experience enough to support my claims? How is it ok for me to interview a peer and justifiably put their experiences in my work but not be allowed to personally speak to what I

Conference Session

Technical Session 7 - Paper 6: Lived Experiences of African American Engineering Students at a PWI Through the Lens of Navigational Capital

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Stephanie Ashley Damas, Clemson University; Lisa Benson, Clemson University

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CoNECD Paper Sessions, Diversity

between the conferring of science, technology,engineering, and mathematics (STEM) bachelor’s degrees to minoritized groups at four-yearpredominantly White institutions (PWIs) and the number of STEM faculty that representminoritized groups [1], [2]. The Morrill Act of 1862 established engineering as a major atinstitutions currently known as PWIs. From the very conception of the engineering collegiateculture in 1862, minoritized groups have been ostracized and unwelcomed. Engineering as amajor was not created with Communities of Color in mind. Studies have shown that a diverseengineering faculty contributes to improving access and success of diverse students [3].Considering this, it is important to address the effects of the lack of minority

Conference Session

Technical Session 2 - Paper 5: Need for Change: How Interview Preparation and the Hiring Process in Computing Can Be Made More Equitable

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Stephanie Jill Lunn, Georgia Institute of Technology ; Ellen Zerbe, Pennsylvania State University; Monique S Ross, Florida International University

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CoNECD Paper Sessions, Diversity

participation in computing through the exploration of: 1) race, gender, and identity in the academy and industry; 2) discipline-based education research in order to inform pedagogical practices that garner interest and retain women and minorities in computer-related engineering fields. She uses her scholarship to challenge the perceptions of who belong in computing. American c Society for Engineering Education, 2022 Need for Change: How Interview Preparation and the Hiring Process in Computing Can Be Made More EquitableAbstractMedia and literature frequently describe the need to increase the number of workers in computingto meet growing demands and

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

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CoNECD Paper Sessions, Diversity

further study.Keywords: Undergraduate, Gender, Race/Ethnicity, EngineeringIntroductionIn an effort to address this issue of persistence for undergraduate students majoring inengineering and taking general chemistry, typically one of the pre-requisite courses taken duringthe first two-years on campus, we have developed a career-forward laboratory curriculum that isdesigned to support persistence. A career-forward curriculum targets the long-term goal ofpersistence—the personal capacity of students to continue towards an academic goal—byframing experiences with the content, context and specific skills of working in the target careerfield. Created as an extension of an earlier reform of the recitation component of chemistrycourses [1], this

Conference Session

Technical Session 12 - Paper 3: Increasing Minority Student Applications to STEM Graduate Programs: Lessons Learned and Outlook for a New Program

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Kingsley Nwosu Jr, Virginia Polytechnic Institute and State University; Tremayne O'Brian Waller, Virginia Polytechnic Institute and State University; Mandy J Wright, Fields Wright Consulting; Mike Ekoniak, Youngstown State University - Rayen School of Engineering

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CoNECD Paper Sessions, Diversity

Education, 2022 Increasing Minority Student Applications to STEM Graduate Programs: Lessons Learned and Outlook for a New ProgramGood afternoon, and thank you for joining us today as we discuss our lessons learnedand outlook for a new program developed to increase underrepresented minoritystudent applications to STEM graduate programs, called A Step to the Doctorate. (Tothe reviewers: The final version of this PowerPoint would/will include photos fromthe program; participants signed a photo waiver.) 1 ▪ Who We Are