Conference Session

Technical Session 12 - Paper 1: Creating Pathways for Success and Engagement for Women in Engineering

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Jalonda Nakay Thompson, University of Tennessee at Knoxville; Anne Skutnik, Tickle College of Engineering; Jamie Baalis Coble, University of Tennessee at Knoxville; Anahita Khojandi, University of Tennessee at Knoxville; Angelica M Palomino, University of Tennessee at Knoxville; Veerle Keppens, University of Tennessee at Knoxville; Ozlem Kilic, University of Tennessee at Knoxville

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CoNECD Paper Sessions, Diversity

Head of Undergraduate Studies and Service in the Nuclear Engineering department at the University of Tennessee, Knoxville. Her research interests expand on past work in nuclear system monitoring and prognostics to incorporate system monitoring and remaining useful life estimates into risk assessment, operations and maintenance planning, and optimal control algorithms.Dr. Anahita Khojandi, University of Tennessee at Knoxville Anahita Khojandi is an Associate Professor in the Department of Industrial and Systems Engineering and the director for the Reliability and Maintainability Engineering program at University of Tennessee- Knoxville. She received her Ph.D. in Industrial Engineering from University of Pittsburgh. Her

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

. Due to time constraints, the module had to betrimmed to only 15 minutes. This haste was reflected in the feedback from students, described inmore detail in the Results and Discussion section below. As a result of this feedback, DEIinstruction was tied to ABET SO 5 as part of the program’s continuous improvement plan. Tyingthis instruction to student outcome assessment does two important things: 1) it makes DEI inengineering a permanent feature in the program so that all students see the content and 2) it willbe assessed and improved upon each year as a part of ongoing improvements to the institution’sengineering program.In 2020, the DEI instructor was again the course instructor, and the module extended over aperiod of three days. The

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

” refers to the hiring of multiple candidates within the collegeusing a single, broadly defined search criterion [1]. The cluster hire conducted in Academic Year2020-2021 was the first of its kind in the College of Engineering and Applied Science andnominally sought applicants from any rank and any discipline housed within our college.Another unique facet of the search was its being aimed at prospective faculty whose experienceand plans for teaching, research, and service aligned with creating a more inclusive academicculture of excellence in engineering and computer science. We operationalized the search to hirefaculty who could support our institution’s plan for inclusive excellence [10] by evaluatingfaculty candidates’ demonstrated knowledge

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

skills of Self-Advocacy within the client/student structure was found to help minoritizedstudents reach academic success. This practice has been used extensively within the learning disability (LD) communities to helpstudents advocate for themselves in the creation and implementation of their IndividualEducational Plans (IEPs). A comprehensive review of evidence-based practices for teaching self-advocacy within the LD communities found that there are three critical factors that, whencombined result in increased academic success: empowerment or a sense of agency (havingcontrol over decisions and life events), strong self-awareness (knowing what is right for oneselfand setting goals based on this criteria), and social justice (knowing how to

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

Paper ID #35557Combining Forces: Putting Equity to WorkDr. Fatima Alleyne, University of California, Berkeley Fatima Alleyne, Ph.D., is the director of Community Engagement and Inclusive Practices in the College of Engineering at UC Berkeley. She brings her passion and love for science, technology, engineering and math (STEM) and education into her work to develop programs that promote equity; foster a positive, inclusive culture; and increase access and opportunities to those who have historically been underrep- resented in STEM. She also leads a strategic planning and data-driven process to guide programs and

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

Graduate Teaching Assistant and a Graduate Research Assistant.Dr. Tremayne O’Brian Waller, Virginia Polytechnic Institute and State University Dr. Tremayne O. Waller (Ph.D., Virginia Tech) is the Director of Graduate Student Programs at Virginia Tech in the Center for the Enhancement of Engineering Diversity (CEED). Dr. Waller is responsible for developing and implementing evidence-based strategic priorities for recruiting and retention of underrep- resented students in College of Engineering graduate programs. He is working with faculty, staff and students to implement a strategic plan for graduate student success. Dr. Waller was the Interim Director for the Office of Academic Diversity Initiatives (OADI) and Director

Conference Session

Technical Session 11 - Paper 4: Living, Learning & Growing Together: Engineering Your World

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Ana M Dison, University of Texas at Austin

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CoNECD Paper Sessions, Diversity

= January-April before May 1 Deposit Deadline▪Emails, targeted newsletters, student written postcards, student phone calls, info sessions, campus visits▪YouTube channel playlist Application▪Online via Qualtrics▪Short answer or video uploads to ‘essay’ type questions 1)Tell us why you feel you are a good candidate for membership into the LLC 2)Talk about your commitment to diversity, equity and inclusion and what you can bring to the community 3)Describe your current academic interests and how you plan to explore those interests at the university next year Selection▪Application review & selection happens after the enrollment deposit deadline (May 2-15)▪Inform students before New Student

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

and part of Sisters in STEM. Finally, we willend the paper with a set of recommendations for future leaders and young STEMinists looking tomake a difference.So let’s get started and learn more about the initiative we founded, ran, and learned from –Sisters in STEM. The Sisters in STEM (SIS) program was launched in fall of 2018 as a response to theunexpected cancellation of an annual Girl Power event hosted by a local community college.Three young women leaders in FRC Robotics approached Saguaro High School’s leadershipwith a plan: Create a separate event, encompassing all STEM disciplines, to provide an outreachvenue for young girls in the Scottsdale and surrounding regions. With 3 weeks to plan, thefounders developed a suite of age

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

STEM outreach project at Daniel Hale Elementary School which provides civil engineering lesson plans, afterschool programs, family work- shops and field trips. Prof. Villatoro is the Project Director for the Peer Advisement program sponsored by Perkins and designed to increase retention of females across the School of Technology and Design. American c Society for Engineering Education, 202212PPA is a grant funded program at New York City College of Technology (City Tech)committed to increasing enrollment and retention of female and nontraditionalstudents in engineering technology programs. PPA provides a successful model formentoring, recruiting and retaining a diverse

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

. 2In 2015 the President of Florida Atlantic University (FAU) identified diversity as one ofthe University’s platforms in the “Strategic Plan for the Race to Excellence” for FloridaAtlantic University. The University Diversity Council was thereafter established toidentify, promote, and build institutional cross-cultural competencies.In 2016, FAU received federal designation as a Hispanic-Serving Institution (HSI) as itsenrollment of full-time Hispanic undergraduate students reached 25%. At the sametime, FAU and the College of Engineering and Computer Science were awarded a TitleIII STEM Articulation grant from the US Department of Education. This grant whichserves as a STEM pipeline is in collaboration with two local state colleges

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

communities 4 Figure 1. Theory of Change adapted from Henderson et al Prescribed Intended Outcome Emergent OverviewWHY... • are we developing a menu of inclusive practices? • are we focusing on learning communities?HOW... • were the LCs created? • do we plan to develop a menu of inclusive practices? • do we plan to evaluate the effectiveness of the LC's?WHAT... • do we hope to achieve? 5 Why develop a menu of inclusive practices

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

praxis a realcomponent in our course design process. The course ran as asuccessful pilot in spring 2021 with 11 students.[SLIDE 7]In summer 2021, GEER worked with CEED to support a virtualcampus for 105 high school girls from North Africa, the Middle Eastand Central Asia as part of the TechGirls program funded by theU.S. State Department and administered by Legacy International,a third party non-profit organization.This began out of systematic strategic planning around seekingexternal grants for online learning between CEED and GEER. Weessentially began exploring how to pilot online learning activitiesthat would be cohort-based and delivered as modules in theCanvas LMS (spring 2021) around a small grant proposal. Whilethat external grant was not

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

Bias Busters groups created by industry and academia, especially the Bias Busters @ Carnegie Mellon University and the Bias Busters in the Electrical Engineering and Computer Science Department at University of California Berkeley. The student ambassadors were given broad objectives to improve the college community and educate the student population about diversity, equity, and inclusion. An initial planned project of the ambassadors was to organize a DEI Takeover Week during spring of 2020. This project had to be postponed due to the COVID-19 pandemic. The student ambassadors took this as an opportunity to instead develop programs focused on equity and inclusion issues that arose due to the pandemic and the transition to

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 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

Paper ID #35598Completing the engineering and computer science transfer pathway:Transfer students’ post-matriculation experiences through a four-yearinstitutionDr. David B Knight, Virginia Polytechnic Institute and State University David B. Knight is an Associate Professor in the Department of Engineering Education and Special As- sistant to the Dean for Strategic Plan Implementation at Virginia Tech. He is also Director of Research of the Academy for Global Engineering at Virginia Tech and is affiliate faculty with the Higher Education Program. His research tends to be at the macro-scale, focused on a systems-level

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

on holistic growth ● Naming our collective spaceThe research group meetings were co-planned by the two faculty members but allowed forreal-time adaptive support during the synchronous meetings. The coplanning was acritical feature to the successful facilitating of the meetings since both faculty memberswent into the space with a shared understanding of the goals of the weekly meetings andany areas for concerns.The meetings leveraged an ongoing, collaborative shared agenda in a Google document.Members in the group appreciated this ongoing agenda as it allowed for easy searches ofpast discussions, kept a log of our meetings in a central location, and featureddocumentation of key-takeaways from the meetings. The structure of the agenda

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

1964, theEconomic Opportunity Act of 1964, and the Higher Education Act of 1965 (Loss, 2011). Due tothis legislation, colleges and universities that were exclusive of Black students in the US, beganto enroll Black students for the very first time. Furthermore, higher education implementedaffirmative action plans to expand recruitment efforts of racially minoritized groups, especiallyBlack students, to address demographic shifts and resulting changes to campus climates.However, implementing these initiatives may not have been enough given that few institutionshave taken decisive action toward eliminating academic violence in higher education (Ballard,2004; Bishop, 2017). Bishop (2017) defined academic violence as “ways marginalized peopleboth

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

. Additionally, she is the 2019 Teacher of the Year for the state of Indiana. Tamara holds a B.S. in Industrial Engineering and an M.S. in Engineering Technology Education, both from Purdue University.Mrs. Cynthia Murphy-Ortega, Chevron Corporation Cynthia Murphy-Ortega is currently Manager of University Partnerships and Association Relations of Chevron Corporation. Her organization manages Chevron’s relationships with universities and profes- sional societies and institutes throughout the world. Cynthia joined Chevron in 1991 as an engineer with the Richmond Refinery in the San Francisco Bay Area. She held various engineering, maintenance, oper- ations, financial, business planning and process safety management positions

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

high school to college, what happens to students once they enroll in college, the economics of postsecondary education, and applying new statistical techniques to the study of these issues. American c Society for Engineering Education, 2022 Academic Success of College Students with ADHD: The First Year of CollegeIntroductionStudents with attention deficit hyperactivity disorder (ADHD), many of whom plan to major inscience, engineering, or mathematics (SEM), represent an increasing fraction of incomingcollege freshman [1], [2]. On average, these students experience less collegiate academicsuccess, as traditionally measured by

Conference Session

Technical Session 7 - Paper 4: Adapting to an unexpected hybrid campus: e-mentored femaleengineering students’ intrinsic motivation, sense of belonging, and perception of campus climate

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Mayari Illarij Serrano Anazco, Purdue University at West Lafayette (PPI); Suzanne Zurn-Birkhimer, Purdue University at West Lafayette (COE)

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CoNECD Paper Sessions, Diversity

suggest that participants’intrinsic motivation, sense of belonging, and perception of campus climate were not statisticallydifferent among mentoring modalities (PAIR, GROUP, and GOAL). Furthermore, a positive linearcorrelation was found between intrinsic motivation and sense of belonging.IntroductionImplementing meaningful retention strategies is a priority for changing the current climate towardswomen in STEM (Science, Technology, Engineering, and Mathematics) fields. Mentoring programshave been established to assist students in career planning, boost engagement, and improveacademic performance 1 . Mentoring occurs when a dynamic relationship provides guidance andsupport from a senior person (mentor) to a less experienced person (mentee) 2,3

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

and thepandemic, acknowledging that some factors of dissatisfaction with remote workstem from the distancing caused by the virus. 9Indeed, researchers have pointed out that we sometimes conflate the pandemicitself with remote work and learning, but it is important to remember there is adistinction between online learning being an intentional and planned operationversus the emergency shift to online which happened during the pandemic [10].If we look just at the remote work practices and how companies are planning tomove forward, one survey of 1500 hiring managers, ranging from managers tocorporate executives, found that “the remote work experiment has gone

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

Paper ID #35596Inequities in ”Stuckness”: Exploring mobility patterns to higher rankedinstitutions from undergraduate to graduate school based on students’race/ethnicity and first generation in college statusDr. David B Knight, Virginia Polytechnic Institute and State University David B. Knight is an Associate Professor in the Department of Engineering Education and Special As- sistant to the Dean for Strategic Plan Implementation at Virginia Tech. He is also Director of Research of the Academy for Global Engineering at Virginia Tech and is affiliate faculty with the Higher Education Program. His research tends to be at the

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

coordinated approach to promote inclusion and equityIn 2011, a university-wide Inclusion Implementation Plan (IIP) was completed which identifiedfour key areas: Access and Equity, Campus Climate, Diversity in Curriculum/Co-Curriculum,and Organizational Learning. GVSU has been a leader in campus climate assessment andcompleted its fifth assessment in 2015. Data from this was used to drive strategic decisions in thenext phase. Moving forward, GVSU’s commitment includes sustaining institutional efforts toensure that equity is embedded across the campus, and ingrained in all functions, decisionmaking, and planning [23]. The next phase focuses on the following three broad areas: Equityand structural diversity, Inclusion and campus climate, and Learning

Conference Session

Technical Session 1 - Paper 4: The Sweet Sounds of Coding: promoting digital inclusion via remote instruction of introductory Python in a musical context

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Sommer Anjum, University of Pittsburgh; Maria K Jantz, University of Pittsburgh; Kirk Holbrook; James M Churilla, Pittsburgh Public Schools Pittsburgh Miller PreK-5

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CoNECD Paper Sessions, Diversity

, worked on theSims, Tiger Woods golf, will probably do more amazing things in her career Instructor meetings • Recap previous lesson • Pinpoint where students did not understand concepts • Review next week's topics Adjust lesson plan INSTANTLY based on instructor recommendations - -> dynamic curriculum and instruction style Recap email to students after every classTHE SWEET SOUNDS OF CODING CONECD 2022 Both platforms The virtual classroom MS Teams Allowed audio/video • Hosted by Pittsburgh Public Schools sharing • Instructors were not allowed to host

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

the first research project, the participating ambassadors will employethnographic methodology to examine “weed-out” [25] culture in engineering education, with aparticular focus on how the structure and environment of barrier courses contribute to theoppression of marginalized engineering students. The ambassadors plan to leverage the JEDIAmbassador Program to initiate conversations with professors in which they share their findingsand advocate for students’ educational needs. The ambassadors involved in the second researchproject will conduct a series of in-depth interviews with LGBTQ+ engineering students tounderstand the extent to which they feel safe to be their authentic selves in engineering spacesand how their experiences in CEC have

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

including more voices fromAfrican American students in engineering at PWIs as we expand beyond this pilot study. Also,these findings are not necessarily limited to Black and African American students at PWIs;future studies could expand on our findings to explore other minoritized populations atinstitutions that were not designed with them in mind. A second limitation of this study is the fact that the results are preliminary and call forfurther study that aims to explore the cultures cultivated in different engineering programs atPWIs and how African American students navigate them. We plan to collect and analyze furtherdata to identify how students use their navigational capital to achieve this aim. Finally, this study looks at the

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

 Science and Engineering group, existing within the university. We alsoimplement virtual COVID19 pandemic programming, and then assessed the results and best practices for our mentoring program.  9The Lean Six Sigma DMAIC methodology was applied with many tools that helped tocollect the voice of the customer, or potential mentors and mentees, women in scienceand engineering.In the Define phase, the project charter is developed to understand the problem, thegoals and scope of the project. A stakeholder analysis is performed to understand whohas a stake in the project. The project plan is developed and the working team isformed.In the Measure phase, the

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

professionals looking to expand their networks, and similar aspects. In synthesizingand providing these resources in a consolidated repository, we provide an informationaloverview and easier access to resources that help support Black persons interested in computingand CS. As a result, this repository can be used as an assets-based instrument that can be sharedto increase awareness about resources and opportunities as well as interest to help broadenparticipation in computing and CS. In addition to this publication, we plan to disseminate thisrepository as an information source for a virtual mentoring chatbot created by one of the authors,and also through National Science Foundation reporting. Second, the compilation of this repository allows us

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

Colorado,Boulder Institutional Review Board (IRB) to access the de-identified results of the broader study.I presented them with a multitude of themes. A few examples included receiving,comprehending, processing, and remembering information; demonstrating knowledge: when,what, where, and how; and physical, social, and cultural environments. Following our discussion,I decided to expand this effort into a broader study.I plan for the broader study to focus on multiple facets of structural dis/ableism. I believe this isnecessary to adequately explore the rich, in-depth, and extensive nature of this research. Thecontributors and I also found it prudent to disseminate some of the key findings from this firstphase of research through multiple timely

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