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

, that was that was beyond acceptable…” • XXX “Once I was in a high-level pitch meeting (the only woman in the room), and asked if I could present early, stating I had to leave at 5:45 pm in order to pick up my son from daycare. They did not accommodate me, and I quietly left the room at 5:45. The next day I was chastised for leaving. It was bad enough my kids spent long hours with strangers, so this event triggered me to evaluate my work-life balance. I resigned a few weeks later…”As mentioned previously 17 of the 22 had children and 14 of 17 mothers discussedstruggles integrating work and family.The entire quotes are:BBB “I got a bad review my first year, (as an engineering

Conference Session

Technical Session 13 - Paper 5: Creating and Sustaining Inclusive Learning Communities in Engineering

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Melissa M. Bilec, University of Pittsburgh; Jessica Moriah Vaden, University of Pittsburgh; April Dukes, University of Pittsburgh; Amy Hermundstad Nave, Colorado School of Mines

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CoNECD Paper Sessions, Diversity

Paper ID #35548Creating and Sustaining Inclusive Learning Communities in EngineeringDr. Melissa M. Bilec, University of Pittsburgh Dr. Melissa Bilec is the William Kepler Whiteford Professor in Civil and Environmental Engineering and Co-director of the Mascaro Center for Sustainable Innovation. Her research focuses on the sustainable built environment. She is committed to exploring how the built environment can be an integral part of climate change solutions. She views the world and her research using a systems-level approach, and she is an expert in life cycle assessment. Using this view, she integrates critical built

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 faculty prioritized ensuring that our students have “anability to…create a collaborative and inclusive environment” upon graduation. Our approach tointroducing DEI pedagogy was to focus on a first-year course, Grand Challenges in Engineering(GCE), and a second-year course, Engineering Mechanics: Statics (Statics). GCE is the firstfoundational design course in the program, where ABET Student Outcomes (SOs) 2-6 areintroduced. This was a natural fit for introducing DEI concepts, since they tie well with SOs 3(effective communication) and 5 (function effectively on a team). While Statics is a less obviouschoice to integrate DEI instruction, it was an opportunity to explore innovative ways toemphasize the importance of DEI in engineering in a

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

curriculum basedon its potential to be supportive of learning for all students. PBL is an educational designapproach which guides learners to “conduct research, integrate theory and practice and applyknowledge and skills to develop a viable solution to a defined problem” [29]. PBL has beenshown to increase long term knowledge retention, the motivation of learners and their ability tosolve authentic problems [30]. More specifically, PBL has been shown to be effective in helpingthe persistence of underrepresented students in STEM. For example, in a case study of at-riskfemale students in a physics classroom, the use of a PBL curriculum was shown to have positiveeffects on both student collaboration and self-efficacy [31]. An additional exploratory

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

included if empathy development was amajor component examined or considered in the research. Many that integrated empathy did notdirectly explore its growth or development, it was more of a component considered or as part ofthe curriculum rather than the goal of the research. For example, McDonald and Pan (2020)presented feedback from graduate students on ethical considerations for artificial intelligence[49]. While this work elicited insight into prompting consideration of bias and fairness, fosteringempathy was more of an indirect outcome than the phenomena of focus. Alternatively studiesconducted in other countries were excluded since the interpretation and assessment of empathymay vary by culture depending on the societal norms and preferences

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

groups, andparticipate in conferences and seminars—which is generally seen as good advising practices. 13 IMPLICATIONS FOR PRACTICE • The findings reveal the importance of creating engineering faculty  development programming designed to improve their  conceptualization of STEM identity, as well as the classroom  practices used to promote the STEM identity of women  undergraduates  • Engineering programs must consider how to integrate the BSSI  model postulated by Collins (2018) in their curriculum as it proved  to be a useful tool for organizing and communicating ideas about  STEM identity

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

 improve their  conceptualization of STEM identity, as well as the classroom  practices used to promote the STEM identity of women  undergraduates  • Engineering programs must consider how to integrate the BSSI  model postulated by Collins (2018) in their curriculum as it proved  to be a useful tool for organizing and communicating ideas about  STEM identity, its intersection with gender and racial/ethnic  identity, and asset‐based thinkingThe findings reveal the importance of creating engineering faculty development programmingdesigned to improve their conceptualization of STEM identity, as well as the classroom practicesused to promote the STEM identity of women students—this study indicated there is

Conference Session

Technical Session 8 - Paper 1: Combining Forces: Putting Equity to Work

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Fatima Alleyne, University of California, Berkeley; Ricky Vides, University of California, Berkeley; Grace D O'Connell, University of California, Berkeley

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CoNECD Paper Sessions, Diversity

to:CLICK1. Develop and direct bold large-scale initiatives that engage College of Engineering(CoE) (~300) faculty, (~240) staff, and (~6,000) students, and build literacy around,diversity, equity, and inclusion (DEI) efforts CLICK2. Establish new programs based on promising practices that complement existingprograms CLICK3. Develop, design, implement, and evaluate professional, career, and skillsdevelopment trainings, workshops, and other activities that increase interactionsamong students, staff, and faculty to improve climate – one example is thedevelopment of an equity minded syllabi for faculty CLICK4. Support faculty in the integration of DEI principles in their teaching, research, andservice

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

inclusion into engineeringcourses. Specifically, the third author works to integrate content concerning folks withdisabilities and teaches an upper-division course on design for disability. In dynamics, the thirdauthor incorporates modified versions of this content and helps emphasize the ways in whichengineering solutions can contribute to equity and access. In addition, the fourth author hasexperience with issues of engineering and social justice and teaches an upper division class onengineering design theory and social justice. Similarly, the fourth author works to incorporatesociotechnical topics into all their courses, including engineering statics. We note ourpositionality because the topics we teach likely influenced student responses to the

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

and Engineering endorse cultural ableism? • As we transition back into an in-person space, what are your thoughts, comments, or concerns for fall quarter 2021?One recurring theme throughout these Town halls was ableism. Many faculty, staff, and students hadobserved that the transition to a virtual teaching modality had highlighted for them a number of issuesof accessibility that were either improved or worsened in a virtual classroom setting. Ableism in STEMwas discussed in depth, specifically ways in which community attitudes and norms perpetuate ableismand what elements of curriculum and university infrastructure could be challenged to make STEM spacesmore inclusive. Many faculty were providing more thorough material online for their

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

and feminist education frameworks established by Paulo Freire [12]and bell hooks [33], Donna Riley introduced the concept of liberative pedagogy to engineeringeducation through her thermodynamics course at Smith College [14]. Liberative pedagogy takesa student-centered approach that empowers students to question authority and challengeoppression, which is critical to “prepare effective [engineering] professionalswho have an added critical awareness of the systems in which they work, as well as theability and desire to act to change those systems” [14, p. 143]. To reform her traditionalthermodynamics course, Riley related students’ lived experiences to the curriculum, madestudents authorities in the classroom by giving them teaching roles

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 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

; and Curriculum and Teaching. He also serves in multiple service capacities locally, institutionally, nationally, and internationally—including faculty mentoring programs; community organizations; ad-hoc reviewing for the National Science Foundation, Journal for Research in Mathematics Education, Amer- ican Educational Research Journal, The Urban Review (among others); and an invited member of the National Council for Teachers of Mathematics Research Committee and the American Educational Re- search Journal editorial board. American c Society for Engineering Education, 2022 Increasing Academic Success for Historically Minoritized Graduate Students

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

program that includes credit-bearing courses in chemistry,math, and engineering fundamentals; along with professional, social, and academicprogramming to support the transition from high school to college. Hypatia andGalileo are Integrated Living and Learning Communities for first year women and menin engineering, respectively. CEED also provides peer mentoring and an academicrecovery program called Jump Start to serve students with diverse academic needs.In addition to major initiatives and other K12 and undergraduate programming andoutreach, two CEED graduate programs focus on mentoring for first year graduatestudents. The New Horizon Graduate Scholars are nominated by their departmentsand this program is focused on providing professional