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

Paper ID #35582Retention Strategies for Educators from Women STEM Graduates of the1970’s & 1980’sDr. Kathleen Buse, Advancing Women in the Workforce Kathleen Buse is a business leader whose work focuses on helping organizations be more successful through the development of engaged and inclusive work cultures. As President and Founder of Advancing Women in the Workforce, she helps employers recruit, retain, and advance women. Kathleen’s experience includes 25 years in industry, beginning as an engineer and advancing to executive leadership. She spent ten years in academia where she became an award-winning researcher and

Conference Session

Technical Session 5 - Paper 1: #BlackLivesMatter: A content analysis of top engineering institutions’ responses to social-political activism

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Taylor Lightner, Virginia Tech Department of Engineering Education; Jeremi S London, Virginia Polytechnic Institute and State University

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CoNECD Paper Sessions, Diversity

societal impact of engineering infrastructure.Dr. Jeremi S London, Virginia Polytechnic Institute and State University Dr. Jeremi London is an Assistant Professor in the Engineering Education Department at Virginia Poly- technic Institute and State University. London is a mixed methods researcher with interests in research impact, cyberlearning, and instructional change in STEM Education. Prior to being a faculty member, London worked at the National Science Foundation, GE Healthcare, and Anheuser-Busch. She earned B.S. and M.S. degrees in Industrial Engineering, and a Ph.D. in Engineering Education from Purdue University. American c Society for Engineering

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

Learning. Previously, Stephanie received her B.S. and M.S. degrees in Neuroscience from the University of Miami, in addition to B.S. and M.S. degrees in Computer Science from FIU.Ellen Zerbe, Pennsylvania State University Ellen Zerbe is a graduate student pursuing a Ph.D. in Mechanical Engineering at Pennsylvania State University. She earned her B.S.M.E. at Grove City College. She is currently researching under Dr. Catherine Berdanier in the Engineering Cognition Research Laboratory.Dr. Monique S Ross, Florida International University Monique Ross, Assistant Professor in the School of Computing and Information Sciences and STEM Transformation Institute at Florida International Her research interests include broadening

Conference Session

Technical Session 7 - Paper 5: Bridging Internationalization and Equity Initiatives in Engineering Education

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Robert S Emmett, Virginia Polytechnic Institute and State University; Kim Lester, Virginia Polytechnic Institute and State University; Glenda R. Scales, Virginia Polytechnic Institute and State University

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CoNECD Paper Sessions, Diversity

Paper ID #35615Bridging Internationalization and Equity Initiatives in EngineeringEducationDr. Robert S Emmett, Virginia Polytechnic Institute and State University Dr. Emmett serves as Assistant Director for Global Engagement in the College of Engineering at Virginia Tech and focuses on intercultural skills, connecting classroom learning with sustainable community de- velopment, and online engineering education. He is the author of Cultivating Environmental Justice: A Literary History of US Garden Writing (University of Massachusetts Press, 2016) and with David E. Nye, Environmental Humanities: A Critical Introduction

Conference Session

Technical Session 3 - Paper 1: For Us, By Us: Recommendations for Institutional Efforts to Enhance the Black Student Experience in Engineering

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

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

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CoNECD Paper Sessions, Diversity

Department at Virginia Tech and an M.S. student in the Virginia Tech – Wake Forest University School of Biomedical Engineering and Sciences Engineering. She received her Bachelors of Science in Bioengineering from Clemson University. She was previously an undergraduate research assistant in Clemson University’s Engineering and Science Education Department. Her research interests include undergraduate research experiences, broadening participation in engineering, and biomedical engineering education.Dr. Jeremi S London, Virginia Polytechnic Institute and State University Dr. Jeremi London is an Assistant Professor in the Engineering Education Department at Virginia Poly- technic Institute and State University. London is a

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

Research Practice Partnership, for almost two years. She completed her Ph.D. in Literacy Education in 2017 with a minor in Qualitative Research Methods. Her research interests are equitable pedagogy, racial equity, culturally relevant pedagogy, and identity. Her latest work at ASU focused on exploring the racial identity of Black engineering students while navigating their professional space and exploring the transition of marginalized students from community college to higher academia and professional fields.Dr. Jeremi S London, Virginia Polytechnic Institute and State University Dr. Jeremi London is an Assistant Professor in the Engineering Education Department at Virginia Poly- technic Institute and State University

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

lead teacher and mathematics curriculum coordinator for the Tri County Technical College’s Upward Bound program. Renee also is an experienced virtual educator and has taught undergraduate statistics courses online. Renee holds a B.S. Industrial Engineering and M.A.T in Middle Grades Mathematics Education from Clemson University. She is currently pursuing a PhD in Curriculum and Instruction at Purdue.Dr. Carol S Stwalley P.E., Purdue University at West Lafayette (COE) Dr. Carol S. Stwalley, PE joined the Minority Engineering Program team in the fall of 2007 as Recruitment and Retention Analyst. She earned her Bachelor of Science in Agriculture and Biological Engineering (ABE), MSABE, and PhD ABE from Purdue

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

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CoNECD Paper Sessions, Diversity

Conference Session

Technical Session 8 - Paper 3: Academic Success of College Students with ADHD: The First Year of College

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Laura Carroll, University of Michigan; Cynthia J. Finelli, University of Michigan; Stephen L DesJardins

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CoNECD Paper Sessions, Diversity

in an academic support program(ACADSUPP; 0=no, 1=yes). We operationalize belongingness in out-of-class experiences withthe sense of belonging construct (SENSE_BELONG; continuous) and a variable measuring thefrequency of students’ interactions with close friends at their college (FRIENDS; 0=twice a termor less, 1=one to two times a month, 2=at least weekly).Table 2Model components (and related construct [28]) and survey items [26], [27] Model components Item/s (construct or survey) Precollege characteristics & experiences Gender Sex of respondent; Survey choices: Female, Male Financial resources Parents’ income

Conference Session

Technical Session 1 - Paper 2: Challenging the Hegemonic Culture of Engineering: Curricular and Co-Curricular Methodologies

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Bailey Bond-Trittipo, Florida International University; Joseph Valle, University of Michigan - Ann Arbor; Stephen Secules, Florida International University; Andrew Green, Florida International University

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CoNECD Paper Sessions, Diversity

, vol. 1, S. H. Christensen, C. Didier, A. Jamison, M. Meganck, C. Mitcham, B. Newberry, Eds. Springer, pp. 171-189, 2015.[17] E. A. Cech, “The (mis)framing of social justice: Why ideologies of depoliticization and meritocracy hinder engineers’ ability to think about social injustices,” in Engineering education for social justice: Critical explorations and opportunities, vol. 10, J. Lucena, Ed. Springer, pp. 67-84, 2013.[18] E. A. Cech and H. M. Sherick, “Depoliticization and the structure of engineering education,” in International perspectives on engineering education: Engineering education and practice in context, vol. 1, S. H. Christensen, C. Didier, A. Jamison, M. Meganck, C. Mitcham, B

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

. Ofthe undergraduate students, 82% are white, 5.9% are Hispanic, 4.2% are African Americans, and0.3% are American Indian or Alaska Native. At the graduate level, these numbers are 80.6%,3.2%, 3.5%, and 0.4%, respectively. In comparison, the statewide demographics are: 79.2%white, 5.3% Hispanic, and 14.1% African American. Efforts to focus on inclusion and equity atthe university level have a long history. In the 1970’s, the university established the MulticulturalCenter that supported a wide range of cultural activities as well as academic and supportprogramming to the Minority Education Cohorts: Minority Science Education Cohort, MinorityTeacher Education Cohort, and Minority Business Education Cohort. This was the primaryapproach at the

Conference Session

NOTE NEW TIMESLOT: Technical Session 7 - Paper 1: Auto-ethnographic Reflections : Lessons from Leading a STEM Initiative for Girls in School While We Ourselves Were in School

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Kayli Heather Battel, Tufts University; Kritin Mandala, Saguaro High School; Sreyoshi Bhaduri, Society of Women Engineers; Natalie Anna Foster, Sisters in STEM - Saguaro High School; Lilianny Virguez, University of Florida; Lissa Erickson, Battel Engineering; Krishna Pakala, Boise State University

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CoNECD Paper Sessions, Diversity

.” References[1] K. Battel, N. Foster, L. Virguez, S. Bhaduri, K. Mandala, L. Erickson, “We Make the Village” - Inspiring STEM Among Young Girls and the Power of Creative Engineering Education in Action”, in Frontiers in Engineering Education (FIE), Lincoln, NE, USA, October 13-16, 2021[2] National Science Board. 2018. Science and Engineering Indicators  2018. NSB-2018-1. Alexandria, VA: National Science Foundation.  Available at https://www.nsf.gov/statistics/indicators/.  [3] National Science Foundation, National Center for Science and  Engineering Statistics. 2017. Women, Minorities, and Persons with Disabilities in Science and Engineering: 2017. Special Report NSF 17- 310. Arlington, VA. Available at www.nsf.gov/statistics/wmpd/. [4] S

Conference Session

Technical Session 9 - Paper 1: The New Normal: Student Perspectives on Supportive University Policies during COVID and Beyond

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Maimuna Begum Kali, Florida International University; Stephen Secules, Florida International University

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CoNECD Paper Sessions, Diversity

Conference Session

Technical Session 9 - Paper 2: Course Interventions to Promote Diversity, Equity, and Inclusion in Engineering Curricula

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Richard Blackmon, Elon University; Sirena C. Hargrove-Leak, Elon University

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CoNECD Paper Sessions, Diversity

the programimproved from 2018-2020, several areas of improvement are still needed, such as more visibleand impactful resources for underrepresented students in engineering. Overall, we are excited tocontinue moving forward with improving and promoting DEI in engineering.References[1] National Academy of Engineering, "Introduction to the Grand Challenges for Engineering," [Online]. Available: http://www.engineeringchallenges.org/challenges/16091.aspx. [Accessed 7 October 2021].[2] L. Hong and S. E. Page, "Groups of diverse problem solvers can outperform groups of high-ability problem solvers," Proceedings of the National Academy of Sciences, vol. 101, no. 46, pp. 16385- 16389, 2004.[3] C. Diaz-Garcia, A. Gonzalez-Moreno and F. J

Conference Session

Technical Session 11 - Paper 1: Using Utility Value Interventions to Explore Student Connections to Engineering Mechanics Topics

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Isabella Grace Sorensen, California Polytechnic State University, San Luis Obispo; Dominick Trageser, California Polytechnic State University, San Luis Obispo; Brian P. Self, California Polytechnic State University, San Luis Obispo; Benjamin David Lutz, California Polytechnic State University, San Luis Obispo

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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

(revised),” New York: Continuum, 1996. [4] A. Strauss and J. M. Corbin, Grounded theory in practice. Sage, 1997. [5] E. A. Cech, “The (mis) framing of social justice: Why ideologies of depoliticization and meritocracy hinder engineers’ ability to think about social injustices,” in Engineering education for social justice. Springer, 2013, pp. 67–84. [6] K. Arrow, S. Bowles, and S. N. Durlauf, Meritocracy and economic inequality. Princeton University Press, 2000. [7] E. A. Cech and M. Blair-Loy, “Perceiving glass ceilings? meritocratic versus structural explanations of gender inequality among women in science and technology,” Social Problems, vol. 57, no. 3, pp. 371–397, 2010. [8] M. Young, The rise of the meritocracy

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

Loss in Undergraduate STEM Education, 1st., E. Seymour and A. B. Hunter, Eds. Springer, 2019, pp. 87–114.[3] E. Seymour and N. M. Hewitt, Talking About Leaving: Why Undergraduates Leave The Sciences. Westview Press, 1997.[4] H. J. Passow, “What competencies should engineering programs emphasize? A meta- analysis of practitioners opinions informs curricular design,” presented at the 3rd International CDIO Conference, Cambridge, MA, 2007 [Online]. Available: http://www.cdio.org/knowledge-library/documents/what-competencies-should- engineering-programs-emphasize-meta-analysis--0. [Accessed: 02-Jul-2020][5] M. M. Chemers, E. L. Zurbriggen, M. Syed, B. K. Goza, and S. Bearman, “The role of efficacy and

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

: Research, vol. 9, no. 1, pp. 115-131, 2010. [Online]. Available: https://doi.org/10.28945/1167. [Accessed April 16, 2020].[11] P. Bourdieu, "The forms of capital (1986)," in Cultural Theory: An Anthology, I. Szeman and T. Kaposy, Eds. West Sussex: Wiley, 2011, pp. 81-93.[12] D. Swartz, Culture and Power: The Sociology of Pierre Bourdieu. Chicago: University of Chicago Press, 1997.[13] A. Portes, "Social capital: Its origins and applications in modern sociology," in Knowledge and Social Capital, E. L. Lesser, Ed. Boston, MA: Butterworth-Heinemann, pp. 43-67, 2000.[14] J. Anyon, "Social class and the hidden curriculum of work," Journal of Education, vol. 162, pp. 67-92, 1980.[15] J. Nahapiet and S

Conference Session

Technical Session 11 - Paper 2: Completing the engineering and computer science transfer pathway: Transfer students’ post-matriculation experiences through a four-year institution

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

David B Knight, Virginia Polytechnic Institute and State University; Amy Richardson P.E., Virginia Tech Department of Engineering Education; Dustin Michael Grote, Virginia Tech; Walter C. Lee, Virginia Polytechnic Institute and State University; Bevlee A. Watford, Virginia Polytechnic Institute and State University; Janice Leshay Hall, Florida International University ; Hannah Glisson

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CoNECD Paper Sessions, Diversity

Mississippi State University. As a 2015 recipient of the National Science Foundation’s Graduate Research Fellowship Program, Hall obtained her Ph.D. in Engineering Education from Virginia Tech.Hannah Glisson American c Society for Engineering Education, 2022In this session we will think about the latter stages of a transfer student’s journey. Much research has focused on pre‐transfer and the first semester post‐transfer, but in this session we will think about students’ experiences beyond that initial semester. We will be drawing on a set of interviews with transfer students who participated in an NSF‐funded S‐STEM program.The project is a collaboration between Virginia Tech

Conference Session

Technical Session 12 - Paper 2: DEI Student Ambassadors Program

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

J. McLean Sloughter, Seattle University; Brooke I Wynalda; Agnieszka Miguel, Seattle University

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CoNECD Paper Sessions, Diversity

-ton [23]. III. DEI S TUDENT A MBASSADOR P ROGRAM AT S EATTLE U NIVERSITY In this section, we first give background about our institution, followed by a summary of our previouswork. We then describe the organization and structure of the DEI Student Ambassadors program. Weconclude the section with details about the specific events and activities that the DEI Student Ambassadorsorganized.A. Seattle Unviersity Seattle University is a small, private, religiously-affiliated and mission-driven institution located inSeattle, WA. Our urban campus is home to eight colleges and schools. One of them is the College ofScience and Engineering (CSE) which hosts eight departments. CSE is in the midst of a multi-yearproject to develop programs

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

concepts they do not understand [13]. Therefore, the formation of home-culture studygroups could be considered an oppositional behavior because many of the faculty do notencourage it.Another example of community conformism occurred through teaching assistants’ office hours.Students found that TAs were more approachable than professors because they were morewilling to help and were more like peers. At TA office hours, students not only received helpfrom TAs, but also found help and community among other students there who were working onthe same assignments. The final example of community conformism was Student 5’s effort torecruit more minority students to undergraduate research opportunities, thus helping them adapt.We observed one example of

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

]. Available:https://www.neads.ca/en/about/media/CombinedReport_Nov28.pdf[3] M. Lizotte and S. Clifford Simplican, “Doctoral Students With Disabilities: Challenges InGraduate Programs And Research Methodology,” J. Study Postsecond. Tert. Educ., vol. 2, pp.181–193, 2017, doi: 10.28945/3900.[4] S. A. Smith, E. Woodhead, and C. Chin-Newman, “Disclosing accommodation needs:exploring experiences of higher education students with disabilities,” Int. J. Incl. Educ., vol. 25,no. 12, pp. 1–17, 2019, doi: 10.1080/13603116.2019.1610087.[5] R. Vergunst and L. Swartz, “‘He doesn’t understand that he’s struggling with the way Ifelt’ – university students, psychosocial disability and disclosure in the Western Cape, SouthAfrica,” Disabil. Soc., vol. 36, no

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

participation as meeting with their mentor(s) at least twicea semester and attending at least two program events in the Spring and an additional event in thesummer. Sustaining program participation by URM graduate students in STEM can bechallenging due to the demands on the student’s time for coursework and research. The Covid-19 pandemic also raised the barriers to recruit students and sustain engagement. Many of ourGREATS graduate students are first generation in STEM or come from lower socioeconomicstatus with limited financial resources. Therefore, we originally built in several incentives to recruitstudents and help promote their participation through the duration of this grant. The first incentiveis the opportunity to participate in the program

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

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

improvement of the educational experiences of all students and guide policy and practice changes that en- sure equity within higher education. Her interests and research expertise are in quantitative and qualitative analytics related to equity in education. She holds a BA in biochemistry, ME in engineering management and PhD in civil engineering.Dr. Andrew B. Williams, The Citadel School of Engineering American c Society for Engineering Education, 2022 Paper ID #35545Andrew B. Williams, Ph.D. is the Dean of Engineering and the Louis S. LeTellier Chair at The CitadelSchool of

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

., Stanton‐Salazar, R., & Davila, B. A. (2019). The role of institutional agents in  providing institutional support to Latinx students in STEM. The Review of Higher Education, 42(4), 1689– 1721.  • Carlone, H. B., & Johnson, A. (2007). Understanding the science experiences of women of color: Science  identity as an analytic lens. Journal of Research in Science Teaching, 44(8), 1187–1218.  • Cheryan, S., Master, A., & Meltzoff, A. N. (2015). Cultural stereotypes as gatekeepers: Increasing girls’  interest in computer science and engineering by diversifying stereotypes. Frontiers in Psychology, 6(49),  1–8.  • Collins, K. H. (2018). Confronting color‐blind STEM talent development: Toward a contextual model for

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

- DMvm_VaJv8ne89rurfCXMNPwWxk9sUz5ioQ5zGD9lqnGko7wxuYAWq5jgEhpcdWA2XvIXbl3 2d_JHXJYoCIb-ivm2neGRQyBqKVuokhinC6U7rvA9eAtwLyfG10Mn8mMX-pPnafYyqGm- K8rMnYCQkH4YRz1o59rMXm286K24AiydNVFMat3OsSE7EsaQRJ0UD- yEsMpr6Jw66ub0ch_Ovd-orxvcwtlmXfOdBuTex-YHnD16iw 2. S. Olson, D. G. Riordan and Executive Office of the President. Engage to excel: Producing one million additional college graduates with degrees in science, technology, engineering, and mathematics. report to the president. Executive Office of the President. 2012 Available: http://uc.summon.ssc.uc.idm.oclc.org/2.0.0/link/0/eLvHCXMwjV1LSwMxEB6qeBA8KFZ8VJ kfsC3bbLK23ord1ovowXuZTbJSkCh1F_w1_tZOkq0vFLwEMixLMjCZB998A5CJQdr_8SYMq7 wyhoy0eUmcAdicSqVJkaxyfhD19-k-sBnq-F

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

, 44(8), 1187–1218.  • Cheryan, S., Master, A., & Meltzoff, A. N. (2015). Cultural stereotypes as gatekeepers: Increasing girls’  interest in computer science and engineering by diversifying stereotypes. Frontiers in Psychology, 6(49),  1–8.  • Collins, K. H. (2018). Confronting color‐blind STEM talent development: Toward a contextual model for  Black student STEM identity. Journal of Advanced Academics, 29(2), 143–168.  • Kricorian, K., Seu, M., Lopez, D., Ureta, E., & Equils, O. (2020). Factors influencing participation of  underrepresented students in STEM fields: Matched mentors and mindsets. International Journal of STEM  Education, 7(16), 1–9. Key references are included on this slide

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

for Multicultural Education 11(2), 149- 159.32 32 References Fifolt, M., Engler, J., & Abbott, G. (2014). Bridging STEM Professions for McNair Scholars through Faculty Mentoring and Academic Preparation. American Association of Collegiate Registrars and Admissions Officers. Griffin, K. A. (2019). Institutional barriers, strategies, and benefits to increasing the representation of Women and Men of Color in the Professoriate: Looking beyond the pipeline. Higher Education: Handbook of Theory and Research: Volume 35, 1-73. Hurtado, S., Eagan, M. K., Tran, M. C., New man, C. B., Chang, M

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

Tagged Topics

CoNECD Paper Sessions, Diversity

 move between institutions with different levels of  power and prestige—and illuminating the mobility, or lack thereof, and quantifying it  is part of today’s goals.By using a large, national‐scale data set, we are able to disaggregate data to show flows  of Black/African American and Hispanic/Latino doctorate holders and show patterns  and trends about mobility between institutions of different types and rankings.  6We utilize Bronfenbrenner (1979)’s ecological framework as a conceptual framework  for our analyses. The framework centers an individual and their decision‐making  within multiple interrelated contextual spheres of influence