Conference Session

Session 9 - Track 1: Weaving Students into Engineering, not Weeding Them Out

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

Jenna P. Carpenter, Campbell University

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CoNECD Paper Sessions, Diversity

Paper ID #36420Weaving Students into Engineering, not Weeding Them OutDr. Jenna P. Carpenter, Campbell University Dr. Carpenter is Founding Dean of Engineering at Campbell University. She is 2022-2023 President of ASEE and past President of WEPAN. She is a former NSF ADVANCE PI and was a co-recipient of the 2022 National Academy of Engineering’s Bernard M. Gordon Award for Innovation in Engineering and Technology Education for her role in launching the Grand Challenges Scholars Program. She is an ASEE PEV for General Engineering, Dr. Carpenter regularly speaks at the national level on issues related to the success of

Conference Session

Session 1 - Track 2: Exploration of Servingness across Virginia's Top Ranking HSI, HBCU, and PWI

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

Simone Nicholson, Florida International University; Morgan Haley McKie, Florida International University; Stephanie A Damas, Clemson University

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CoNECD Paper Sessions, Diversity

(Kell, 2022). With a growing number of Hispanic immigrants in Virginia,institutions are recognizing the need to create more organizations and programs that celebrateand support Latin X cultures (VT Cultural and Community Centers, n.d.). Considering ourpositionality as engineering and computing education researchers, we are specifically interestedin how the engineering and computing communities within the institutions (micro level) aredoing their part to engage and serve the communities they were intended to support as defined inFigure 1. In the context of engineering and computing education, we draw out the presence ofservingness at three different types of top universities in Virginia: Hampton University, VirginiaPolytechnic University, and

Conference Session

Session 10 - Track 2: Get Outside and Learn (GOAL) Engineering Kits

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

Jennifer Bishop, University of Maryland College Park; Vincent Nguyen, University of Maryland College Park; Paige E Smith, University of Maryland College Park; Elisabeth Smela, University of Maryland College Park

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CoNECD Paper Sessions, Diversity

American, 15% Latinx/Hispanic, 59% female, 43% did not identify a person in their immediate family who attended college 2 undergraduate courses + 1 student service group involved in the design and programming 15 local teacher partners directly involved in the design (many more involved with implementation) 5 culminating events 600 student in-person event in summer 2022 750 student on-campus event planned for 2023

Conference Session

Session 5 - Track 3: stEm PEER Academy

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

Jennifer Ocif Love, Northeastern University; Claire Jean Duggan, Northeastern University; Jacqueline A. Isaacs, Northeastern University; Johne' M Parker, University of Kentucky; Keisha Marie Norris, Miami University

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CoNECD Paper Sessions, Diversity

Paper ID #36437stEm Peer Academy: Building a Community of PracticeDr. Jennifer Ocif Love, Northeastern University Jennifer Love is a full-time faculty member at Northeastern University in the College of Engineering’s Center for STEM Education. She earned a BS in Mechanical Engineering from Rensselaer Polytechnic Institute in 1993, a MS in Biomedical Engineering from The University of Iowa in 1997 and a Doctorate in Education (EdD) from Northeastern University in 2022. She worked as a professional engineer in the medical device and athletic footwear industries for 10 years before joining the faculty at Northeastern in

Conference Session

Session 8 - Track 2: Resistance to advocacy around hidden curriculum in engineering

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

Victoria Beth Sellers, University of Florida; R. Jamaal Downey; Idalis Villanueva Alarcón, University of Florida

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CoNECD Paper Sessions, Diversity

ASEE Virtual Annual Conference, 2021. [Online]. Available: https://peer.asee.org/38051[10] D. R. Simmons and S. M. Lord, “Removing invisible barriers and changing mindsets to improve and diversify pathways in engineering,” Adv Eng Educ, 2019, Accessed: Jan. 06, 2022. [Online]. Available: https://files.eric.ed.gov/fulltext/EJ1220293.pdf[11] American Society for Engineering Education, “Engineering & Engineering Technology: By the Numbers,” 2021.[12] B. Burt et al., “Racial microaggressions within the advisor-advisee relationship: Implications for engineering research, policy, and practice,” in Education Conference Presentations, Posters, and

Conference Session

Session 4 - Track 2: Inclusive Innovation: Reframing STEM Research in COVID-19

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

Tamara N. Hamilton, Syracuse University ; Claudine-Lonje A Williams, Syracuse University; Chelsea Bouldin

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CoNECD Paper Sessions, Diversity

engineering students. In 2022, Tamara received the Key Contributor Award from NSBE Region 1 for her continued efforts in supporting students in engineering. Tamara received her bachelor’s degree in Afro-American Studies and a master’s degree in Education Leadership and Policy Studies with a specialization in Higher Education, both from the University of Maryland, College Park. Tamara is a doctoral candidate in Higher Education at SU where she serves as an adjunct instructor teaching classes on identity development and the intersections of race, ethnicity, gender, sexuality, disability, spirituality, and social class. Her research interests include broadening participation in STEM, identity, diversity, equity, inclusion

Conference Session

Session 4 - Track 4: The Women of Color in Engineering Collaborative

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

Roberta Rincon, Society of Women Engineers; Rochelle L Williams, National Society of Black Engineers; Dayna Lee Martínez, Society of Hispanic Professional Engineers, Inc.

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CoNECD Paper Sessions, Diversity

convening completed Winter/Spring 2021 Summer/Fall 2021 Feb.–July 2022 Dec. 2020 June 2021 Jan. 2022 July 2022 Develop the agenda and Monthly workgroup logistics for the first discussions and Bimonthly webinars convening and invite bimonthly webinars organizations 11First ConveningJune 2021 12 - High-level summaries of their programming

Conference Session

Session 3 - Track 2: Discovering our "We": Marginalization as Connection between International STEM Faculty and their Black and Brown Doctoral Mentees

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

Lisa Merriweather, University of North Carolina at Charlotte; Cathy Howell, University of North Carolina at Charlotte; Edith Gnanadass, University of Memphis

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CoNECD Paper Sessions, Diversity

and higher education. In Occasional Papers. SUNY Empire State University. 2022.[23] D. Merolla and R. Serpe, “STEM enrichment programs and graduate school matriculation: the role of science identity salience,” Social Psychology Education,vol. 16, no. 4, pp. 575–597, 2013.[24] M. N. Davidson and L. Foster-Johnson, “Mentoring in the preparation of graduate researchers of color,” Review of Educational Research, vol. 71, no. 4, pp. 549-574, 2001. [Online]. Available: https://www.jstor.org/stable/3516098.[25] M. Gasman, A. Hirschfeld, and J. Vultaggio, J., “Difficult yet rewarding”: the experiences of African American graduate students in education at an ivy leagueinstitution,” Journal of Diversity in Higher Education, vol. 1, no. 2, pp.126-138

Conference Session

Session 7 - Track 1: Expanding Conversations about Accessibility to Include Faculty

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

Cali Anicha PhD, North Dakota State University; Cecilia Aragon, University of Washington; Canan Bilen-Green, North Dakota State University; Brianna Blaser, University of Washington; Larry Napoleon Jr., North Dakota State University

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CoNECD Paper Sessions, Diversity

series presented over a one-month period. During acapacity building institute (CBI) in May 2021, a group of nationally representative participantsshared challenges and solutions regarding the recruitment and participation of women withdisabilities in ADVANCE activities and STEM careers [45]. Via webinars, AccessADVANCE hasoffered training related to institutional practices, remote work, and other related topics andshared via the CoP weekly updates on current disability-related topics in national and globalnews both inside and outside of academia.Additionally, two series of local online seminars were provided at a partner institution includingone series that was offered monthly across the full academic year (Sept–May, 2021–2022) andone four

Conference Session

Session 4 - Track 1: External review letters for promotion and tenure decisions at research-intensive institutions: An analysis of the content of template letters for bias and recommendations for inclusive language

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

Cinzia Cervato, Iowa State University; Canan Bilen-Green, North Dakota State University; Adrienne Robyn Minerick, Michigan Technological University; Carla Koretsky, Western ichigan University; Malia Cockrell, ADVANCE Midwest Partnership - Joining Forces

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CoNECD Paper Sessions, Diversity

candidates showed that language stereotypes influence how women and faculty of color scholarship is devalued (Edema-Sillo et al., 2022)This study● Focus on tenure-track faculty at research-intensive doctoral-granting institutions with comparable expectations for P&T● Searched 146 R1 and 133 R2 U.S. institutions, both public and private● Identified 75 publicly available template letters for external P&T review requests● Analyzed language and content that could reduce or amplify biasContent analysis● Mentions evaluation in context of COVID-19 impact● Notes potential bias associated with gender, race, ethnicity, ability or other characteristics of candidate● Describes how to evaluate changes to length of standard probationary period

Conference Session

Session 2 - Track 1: Connecting Efforts to Support Minorities in Engineering Education

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

Elizabeth Cady, National Academy of Engineering; Shernita Lee; Nina Parshall, The Ohio State University; Alissa Sperling, Drexel University; Jacqueline E McDermott, Purdue University

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CoNECD Paper Sessions, Diversity

to undergraduate engineering education, undergraduate retention, and graduateretention. The work supported by the mini-grants was conducted in the summer and early fall of 2022. This panelwill include individuals who were awarded the mini-grants and will discuss their work during and after the periodof the grant. Specifically, they will discuss lessons they learned during their collaborations, including what did anddid not work as they built their collaborations, that could be applied to other groups seeking to work together toincrease diversity and inclusion in engineering education.Moderator: Elizabeth Cady, National Academy of EngineeringPanelists: Shernita Lee, Virginia Tech Jacqueline McDermott, Purdue

Conference Session

Session 9 - Track 2: The Unheard Voices of Administrators who are Non-traditional Graduate Students in Engineering and Computing Education

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

Morgan Haley McKie, Florida International University; Mais Kayyali, Florida International University; Alexandra Coso Strong, Florida International University

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CoNECD Paper Sessions, Diversity

completed her graduate degrees in Aerospace Engineering from Georgia Tech (PhD) and Systems Engineering from the University of Virginia (UVa). American c Society for Engineering Education, 2023 The Unheard Voices of Administrators who are Non-traditional Graduate Students in Engineering and Computing EducationIntroduction According to the National Center for Science and Engineering Statistics’ Survey ofGraduate Students and Post-Doctorates in Science and Engineering, enrollment of part-timestudents, who are citizens and permanent residents, in U.S. graduate programs has increased andso did across the other enrollment categories (Davies et al., 2022). The

Conference Session

Session 12: Track 3: Exploring Two Contrasting Narratives of LGBTQ+ Undergraduate Engineering Students at a Hispanic Serving Institution

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

J Garcia, Florida International University; Malak Elaouinate, Florida International University; Bailey Bond-Trittipo, Florida International University; Stephen Secules, Florida International University

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CoNECD Paper Sessions, Diversity

Engineering Education(SUCCEED). JEDI employs FIU undergraduate engineering and computing students to designand carry out their own projects focused on equity-centered research, activism, and K-12outreach within the College of Engineering and Computing (CEC) and the local South Floridacommunity. The first two authors of this paper, Garcia and Elaouinate, joined the program in Fall2021 as part of the first cohort of JEDI ambassadors. Secules serves at the faculty mentor for theprogram, and Bond-Trittipo is the primary mentor for the student research groups.FIU is a large HSI in Miami, Florida. As of Spring 2022, the undergraduate enrollment for CECwas nearly 6,500 [16]. This student body is comprised of 66% Hispanic students, 11% Black orAfrican

Conference Session

Session 11 - Track 1: "Emotions can hinder Professional Experiences:" Emotional states of first-generation engineering students when introduced to hidden curriculum

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

R. Jamaal Downey, University of Florida; Idalis Villanueva Alarcón, University of Florida; Victoria Beth Sellers

Tagged Topics

CoNECD Paper Sessions, Diversity

Association for Engineering Education Conference 2021 The University of Western Australia. Available: https://vbn.aau.dk/ws/portalfiles/portal/457946775/REESfullpaper20210921.pdf14. National Society of Professional Engineers, NSPE Code of Ethics for Engineers. https://www.nspe.org/resources/ethics/code-ethics. (accessed Sept. 20, 2022)15. Accreditation Board for Engineering and Technology, ABET Code of Ethics. (accessed Sept.20, 2022). http://sites.bsyse.wsu.edu/pitts/be120/Handouts/codes/abet.htm16. M. Griffiths, Emotions and Education. JPE, vol. 18, num. 2, pp.223-231, 1984.17. J. Lonngren, T. Adawi, M. Berge, J. Huff, H. Murzi, I. Direito, R. Tormey, & U. Sultan, Emotions in engineering education: Towards a research agenda. 2020

Conference Session

Session 7 - Track 2: IBM Pathways Program - Empowering technical talent to grow and succeed

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

Callistus Ndemo, IBM; Laura Casale, IBM

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CoNECD Paper Sessions, Diversity

-the-Walk which gives participants a forum to share their work and demonstrate their technical abilities • Created Pathways-specific communication channels using Slack to ensure everyone stayed connected and up to date on program changesAfter 2 years of being virtual, Pathways lead the way being the first IBM class to return to face-to-face at the corporate headquarters in 2022!© Copyright IBM 9IBM Pathway Program – ASEE CoNECD 2023 2023 Let’s create is IBM’s new business strategy for working with clients. • Pathway is taking this strategy and focusing internally on how to continue to evolve the program. The team is working to redesign

Conference Session

Session 10 - Track 1: Walking Between Two Worlds: Creating a Framework for Conducting Culturally-Responsive Research with University Indigenous Communities

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

Qualla Jo Ketchum, Virginia Polytechnic Institute and State University; Marie C. Paretti, Virginia Polytechnic Institute and State University; Homero Murzi, Virginia Polytechnic Institute and State University; Jennifer Lyn Benning, Virginia Polytechnic Institute and State University; Donna Westfall-Rudd

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CoNECD Paper Sessions, Diversity

as a way of reclaiming our ways of being after our forced removal toIndian Territory in the mid-1800s (Conley 2007). Early treaties with the U.S. government oftenemphasized that education “appropriate” for Indigenous students would be provided as part of the terms(Klug & Whitfield, 2003). However, education was then turned into a weapon used against IndigenousNations by the U.S. government as a means to force their assimilation (Brayboy, 2005). The Federal Indian Boarding School Initiative ran from 1819 to 1969 and consisted of 408 schools across37 states including 21 schools in Alaska and 7 schools in Hawaii (Newland, 2022). These schools had acommon goal of assimilating Indigenous children through education and they pursued that goal

Conference Session

Session 3 - Track 4: Dispelling the Monolith: Exploring the Identities of Black Immigrant Students in Graduate-level Engineering

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

Brooke Charae Coley, Arizona State University, Polytechnic campus; ReAnna Taylor Barclay; Debalina Maitra, Arizona State University, Polytechnic Campus

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CoNECD Paper Sessions, Diversity

structural racism (Rahming, 2022), is one that is incredibly hard toshatter and break through. In the United States, Black students in STEM face a range ofchallenges, from academic to social, that often relate to a key part of their identity; beingBlack. Research highlights the fact that in U.S. society, the social construction of Blackness isone that creates a one-dimensional view of Black people, a view that allows the majority tolump all Black people together in a monolithic oneness, ignoring differences such as ethnicityand nationality (Fries-Britt et al., 2014; Mwangi et al., 2019). This aggregated approach tounderstanding Black people’s experiences demonstrates the lack of exploration of other keyfacets of Black identity. While several studies

Conference Session

Session 6 - Track 2: Illuminating the APIDA Experience in Engineering Education: A Scoping Review

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

Michelle Choi Ausman, Virginia Polytechnic Institute and State University; Qin Zhu, Virginia Tech

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CoNECD Paper Sessions, Diversity

criteria (see Table 1 inAppendix). It is worth noting that two of the three papers are from the same project conducted bythe same group of researchers. While we were screening these papers, we also found that someother papers may not include Asian American students in the research questions but did includethem in the findings. In these cases, Asian American students were often treated as a“comparison group.” We further included these six papers that only met criteria 2 and 3 in Table2 in Appendix. In the analysis, we included papers in Table 1 and Table 2. In other words, onlynine out of 138 papers were included in the analysis. As our initial search was conducted inSeptember 2022, other papers may be left out of this search that addresses Asian

Conference Session

Session 3 - Track 1: Advocates and Allies Across Multiple Institutions: A Discussion of Best-Practices to Support Gender Equity

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

Cristinel Ababei, Marquette University; John Borg P.E., Marquette University; Lisa Borello, University of Dayton; Dennis Brylow, Marquette University; David Daleke; Alan Richard Denton, North Dakota State University; Nathan Ensmenger, Indiana University; H. Richard Friman, Marquette University; Roger A. Green, North Dakota State University; John Grych, Marquette University; Thomas W James, James; Donald F. Johnson; Gary Krenz, Marquette University; Jonathan T Macy, Indiana University Bloomington; Robert W Peoples, Dept of Biomedical Sciences, Marquette University; Joshua E. Perry, Indiana University, Kelley School of Business Bloomington; Chris M Ray; Martin R St. Maurice, Marquette University; Patrick W Thomas; Matthew D Zink

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CoNECD Paper Sessions, Diversity

women has been recognized by the Indiana University Center of Excellence for Women in Technology.Donald F. JohnsonDr. Gary Krenz, Marquette University Gary Krenz is an Emeritus Professor in the Department of Mathematical and Statistical Sciences at Mar- quette University. He holds an Ph.D. in Applied Mathematics from Iowa State University. From 2016 to 2022, Krenz directed Marquette University’s COSMIC: Change Opportunity – Start Masters In Comput- ing, which created a customized curriculum pathway for rapid transition into graduate studies for people who have no undergraduate computing degree. COSMIC emphasized recruiting low-income students from populations underrepresented in the computing field.Jonathan T Macy

Conference Session

Session 5 - Track 2: Community College Computing Programs' Unique Contexts for Promoting Gender Equity

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

Erin Carll, University of Washington; Elizabeth Litzler, University of Washington; Gretchen Achenbach, University of Virginia; Nancy Binowski, County College of Morris; Catherine E. Brawner, Research Triangle Educational Consultants; Jamie Lee Huber Ward, WEPAN, Inc.; Sherri L Sanders; Melissa C Stange, Laurel Ridge Community College; Zhen Wu

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CoNECD Paper Sessions, Diversity

Conference Session

Session 6 - Track 1: Intersectionality: Professional identity formation and the success of women of color in higher education STEM disciplines

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

Saundra Johnson Austin, University of South Florida; Michelle Bradham-Cousar, Florida International University; Kemesha Gabbidon, University of South Florida

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CoNECD Paper Sessions, Diversity

education STEMfields (context)?Research Question 2 is: How do women of color (population) in higher educationSTEM fields (context) define and realize academic success? For both research questions, data will be analyzed as collected (time) untilwe have met both theoretical and data saturation, wherein responses do notunearth new information and all aspects of the KEEN framework (EngineeringUnleashed, 2022) have been incorporated. 81. Descriptive phenomenology - focuses on the pure description of people’s lived experiences.2. To gather appropriate data, we are currently using focus groups and interviews with women of color in STEM disciplines.3

Conference Session

Session 2 - Track 4: Sparking shifts in STEM: Facilitating equitable change through workshops on emerging and understudied research questions

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

Joan M Herbers, ARC Network; Heather E. Metcalf PhD, WEPAN, Inc.; Virginia L Rhodes M.S., The Women in Engineering ProActive Network (WEPAN)

Tagged Topics

CoNECD Paper Sessions, Diversity

18This theme was selected because language andterminology are integral parts of STEM cultureand oftenreflect larger social structures and power dynamics. Thelanguage, rhetoric, metaphors, and key terminologywithin STEM fields shape accessibility and inclusion inthose fields as well research approaches and solutions.For example, in computing, engineering, and technology,the commonly used terminology of master/slave to referto primary and secondary parts and male/female to referto “mating” connectors reflect problematic metaphorssteeped in white supremacy as well as sexism andheteronormativity (Eglash, 2007; Fiormonte, Chaudhuri, 19& Ricaurte, 2022; Miller et al., 2021).While the

Conference Session

Session 2 - Track 3: From website to work environment: Exploring minority undergraduate engineering students conceptualizations of engineering careers

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

Acaydia Campbell; Venicia Castro Villatoro; Angel Alexis Lopez, Florida International University; Janice L. Hall, Florida International University; Alexandra Coso Strong, Florida International University

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CoNECD Paper Sessions, Diversity

from academia into employment is one that is not wellunderstood or documented (Cannady, Greenwald, & Harris, 2014; Cross et al., 2017, Metcalf,2010). This transition is further complicated by the recent global shifts in workforce trends andmassive changes to workers’ attitudes about work during and immediately after the COVID-19pandemic (McArdle et al., 2007; Russell & Frachtenberg, 2021). Most scholarship on early-career engineers focus on career choice and perceptions of engineering students, where genderand other demographic groups are compared (Naukkarinen & Bairoh, 2022). Additionally, other 1scholars examine misalignment of

Conference Session

Session 6 - Track 3: The only difference is now it counts: Exploring the Role of a Summer Bridge Program in Shaping Student Expectations of Engineering

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

Taylor Y. Johnson, Virginia Polytechnic Institute and State University; Malini Josiam, Virginia Tech; Walter C. Lee, Virginia Polytechnic Institute and State University

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CoNECD Paper Sessions, Diversity

resources available tothem. Offices such as counseling services, career and professional development, undergraduateresearch, and study abroad lead presentations and take time to answer student questions aboutservice offerings and resources. Additionally, students attend weekly seminars led by facultyabout their research and attend academic coaching sessions led by engineering graduate studentseach week about topics such as study skills, time management, and professional development. The 2022 Virginia Tech SBP had 60 participants total, one of which departed the programin Week 3 due to a family emergency. The demographic data on gender was collected on the SBPapplication and self-reported by the students for housing purposes. The demographic

Conference Session

Session 1 - Track 4: What does an Engineering Instructional Faculty do? Voices of Engineering Instructional Faculty at Hispanic-Serving Institutions

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

Viyon Dansu, Florida International University; Alexandra Coso Strong, Florida International University; Meagan R. Kendall, University of Texas at El Paso

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CoNECD Paper Sessions, Diversity

,” Retrieved form the website of Positive Organizational Scholarship on April, vol. 15,2008.[7] C. A. Bodnar, E. J. Mccave, C. Smith-Orr, A. Strong, C. Faber, and W. Lee, “Definingacademic engineering education roles within the United States,” in Research in EngineeringEducation Symposium & Australasian Association for Engineering Education Conference, 2021.[8] S. Cutler, A. Kottmeyer, R. Heinen, Y. Xia, S. Zappe, and T. Litzinger, “A holisticassessment of the responsibilities and areas of support of engineering faculty,” int. j. acad. dev.,vol. 27, no. 1, pp. 96–109, 2022.[9] L. Earle Reybold and J. J. Alamia, “Academic transitions in education: A developmentalperspective of women faculty experiences,” Journal of Career Development, vol. 35, no

Conference Session

Session 1 - Track 3 : Exploring Experiences of Black Engineering Students Transitioning into Predominately White Institutions for Graduate Studies

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

Michael Lorenzo Greene, Arizona State University, Polytechnic campus; Brooke Charae Coley, Arizona State University, Polytechnic Campus

Tagged Topics

CoNECD Paper Sessions, Diversity

. Randall, “‘I can’t push off my own Mental Health’: Chilly STEM Climates, Mental Health, and STEM Persistence among Black, Latina, and White Graduate Women,” Sex Roles, vol. 86, no. 3–4, pp. 208–232, 2022, doi: 10.1007/s11199-021-01262-1.[23] A. Ndumu and S. Walker, “Adapting an HBCU-inspired framework for Black student success in U.S. LIS education,” Educ. Inf., vol. 37, no. 2, pp. 219–229, 2021, doi: 10.3233/EFI-211511.[24] K. M. MacQueen and G. Guest, An Introduction to Team-based Qualitative Research. 2008.[25] J. Saldaña, The Coding Manual for Qualitative Researchers. SAGE Publications, 2016.[26] D. J. Twale and F. K