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

initial themes could be grouped into larger themes themselves, which shedocumented via the thematic maps. Throughout this process, she continually checked the themesback against the data. During the construction of the “persistence” thematic map, she identifiedwhether any of the themes could be categorized as resistance, and reflected that in the map.Finally, she wrote up the analysis.Results and discussionHere we highlight the major themes around exclusion and persistence of the international studentparticipants. The themes around exclusion shed light on RQ1, defining some of the challengesinternational students face in engineering programs. The themes around persistence relate toRQ2, showing some of the work these students do to persist despite

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

, the early developmentof an identity as an engineer is likely to support the long-term choice of engineering as a career[25]. Part of a student’s professional identity stems from their sense of belonging. This sense ofbelonging can be related to how included they feel, which encompasses their views onrepresentation within the field or the social pressures they feel from both peers and mentors. Thisgoes beyond a student’s abilities or external sources of motivation and is a reflection of theirinternalized conception of self. If a student does not feel that they belong on a learning track,degree path or ultimately in the profession (i.e., professional identity), it does not matter howconfident they are in their knowledge and skills (i.e., self

Conference Session

Technical Session 4 - Paper 5: Broadening Participation through Information: A Synthesis of Resources for Research and Practice in Computing and Computer Science

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Anu Tuladhar, Medtronic; Carin Queener, University of Michigan; Joi-lynn Mondisa, University of Michigan; Kinnis Gosha, Morehouse College

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CoNECD Paper Sessions, Diversity

. The repository is accessible here:Computer Science (CS), Tech, and STEM Mentoring Resources Repository. These resourcesoffer exposure to training, educational, financial, and other support systems for people who areinterested in CS and computing. AcknowledgmentThis material is based upon work supported by the National Science Foundation under Grant No.1831964. Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the authors and do not necessarily reflect the views of the National ScienceFoundation. References[1] P. J. Denning, D. E. Comer, D. Gries, M. C. Mulder, A. Tucker, A. J. Turner, and P. R. Young

Conference Session

Technical Session 2 - Paper 1: The Accidental Inclusivity of Virtual Spaces

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Amanda Kate Lacy, Texas A&M University; Seth Polsley, Texas A&M University, Department of Computer Science and Engineering; Tracy Anne Hammond, Texas A&M University; Jason White, University of California, Davis

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CoNECD Paper Sessions, Diversity

2020 recipient of the TEES Faculty Fellows Award and the 2011 recipient of the Charles H. Barclay, Jr. ’45 Faculty Fellow Award. Hammond has been featured on the Discovery Channel and other news sources. Hammond is dedicated to diversity and equity, which is reflected in her publications, research, teaching, service, and mentoring. More at http://srl.tamu.edu and http://ieei.tamu.edu.Dr. Jason White, University of California, Davis American c Society for Engineering Education, 2022Thank you for attending our talk on the Accidental Inclusivity of Virtual Spaces 1To give you a brief

Conference Session

Technical Session 1 - Paper 1: An Exploratory Investigation of the Experiences of Navigating Campus Resources of Black Immigrant Women in Engineering

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Debalina Maitra, Arizona State University, Polytechnic campus; Brooke Charae Coley, Arizona State University, Polytechnic campus; Katreena Thomas, Arizona State University, Polytechnic campus; Meseret F. Hailu, Arizona State University

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CoNECD Paper Sessions, Diversity

interacting with them. For example, Brandy recalled,Because, we have to think about our hair. Then, of course, I'm sure you know the negative stereotypesassociated with getting angry. It's like even when I'm blatantly disrespected, I still have to keep my cool,which has happened. I've had someone questioned my intelligence, I've had a professor call me an angryblack woman, I've dealt with a lot of stuff being at LPU. But I still have to figure out how to keep a calmface in the face of adversity. Especially, because I don't want it to reflect badly on myself or anyonecoming up after me. Because, I know it's not necessarily my job to represent for my race. But at the sametime, people do tend to have interactions with people and go throughout their

Conference Session

Technical Session 11 - Paper 3: Engineering Faculty Perspectives: The Conceptualization of and Promotion of STEM Identity among Undergraduate Women in the Classroom

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Sylvia L. Mendez, University of Colorado at Colorado Springs; Emily Kulakowski, University of Colorado Colorado Springs ; Elizabeth Peterson, University of Colorado at Colorado Springs

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CoNECD Paper Sessions, Diversity

conceptual framework for this study. Four componentscomprise Collins’ BSSI model: reflective identity, competence/ability, values/interest, andassimilation The model assumes an asset-based approach to STEM talent development for studentsand suggests that identity is intersectional, dynamic, developmental, and multidimensional. Thus,student STEM identity continues to be refined and influenced over the course of one’s entire collegeexperience. The model served as the foundation of the interview protocol as well as the deductivedata analysis plan and was used to consider the implications of the study. 5 PARTICIPANTS Pseudonym Year of Birth

Conference Session

Technical Session 4 - Paper 1: Valuable Professional Learning and Development Activities for Black STEM Postdoctoral Scholars

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Sylvia L. Mendez, University of Colorado at Colorado Springs; Valerie Martin Conley, University of Colorado at Colorado Springs; Canek Moises Luna Phillips, Rice University; Tammy Michelle McCoy, Georgia Institute of Technology; Comas Lamar Haynes, Georgia Tech Research Institute; Kathryn Joan Watson, University of Colorado Colorado Springs; Sarah Elizabeth Cooksey, University of Colorado Colorado Springs; Kathryn Elizabeth Starkey, University of Colorado at Colorado Springs

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CoNECD Paper Sessions, Diversity

of the phenomenon understudy, and to transfer the findings beyond the bounds of the study to individuals in similar situations(Moustakas, 1994).The research was guided by the following two central research questions: (1) What are the ways inwhich engineering faculty conceptualize STEM identity?(2) How do engineering faculty promote theSTEM identity of undergraduate women in the classroom?Collins’ BSSI Model (2018) was used as the conceptual framework for this study. Four componentscomprise Collins’ BSSI model: reflective identity, competence/ability, values/interest, andassimilation The model assumes an asset-based approach to STEM talent development for studentsand suggests that identity is intersectional, dynamic, developmental, and

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

5deadline, four additional students were added from a fourth school. After the enrollment process iscompleted, parents and students commit to a parent and child agreement. The agreement details the criteriafor completing the time and topic goals in ALEKS and committing to attend the Saturday sessions.Based on the feedback from the school administrators, we were encouraged to continue the Ab7G programover the next few years. We were able to open the program to other schools as indicated in Table 2. Thedemographic profile of each cohort is reflected in Table 2. Note, over 50% of the participants were fromAHLN demographics. For continuing students that began as 3rd graders in 2017, the initial cohort of 17 -3rd graders completed the 6th grade in 2020

Conference Session

Technical Session 1 - Paper 5: Navigating the academy in the absence of graduate disability accommodation policies

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

D. C. Beardmore, University of Colorado Boulder

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CoNECD Paper Sessions, Diversity

accommodation policiesAbstractUniversity accommodation policies and departmental practices often overlook engineeringgraduate students with disabilities. The failure of policies and programs to consider graduatestudents with disabilities is reflected by the dearth in the literature pertaining to them.Responding to this gap in knowledge, I conduct an exploratory qualitative study. I explore theexperiences of two engineering graduate students who identify as having invisible disabilities ordifferent abilities. Using a dialogic serial interview process, the participants and I co-develop arich-vivid phenomenology. I include a portion of the findings in this manuscript. Specifically, Ifocus on the participant’s experiences with accommodation policies and