Conference Session

Track 6: Technical Session 3: Teaching Equity through Assets-Based Journaling: Using Community Cultural Wealth to Guide Student Reflections

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Gabriella Coloyan Fleming, University of Texas at Austin; Jessica Deters, University of Nebraska - Lincoln; Maya Denton, University of Oklahoma

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CoNECD Paper Sessions, Diversity

water resources engineering from the University of Texas at Austin (UT-Austin), and her PhD in STEM education from UT-Austin. Before graduate school, she worked for an industrial gas company in a variety of engineering roles. Her research in engineering and STEM education focuses on career pathways within engineering and issues of diversity, equity, and inclusion. ©American Society for Engineering Education, 2024Teaching Equity throughAssets-Based Journaling:Using Community Cultural Wealth to Guide Student Reflections Gabriella Coloyan Fleming, Jessica Deters, Maya Denton 1

Conference Session

Track 7: Technical Session 9: Preparing for ABET Changes regarding DEI: Results of the Big Ten++ DEI Summit

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Sarah E Zappe, Pennsylvania State University; Stephanie Cutler, Pennsylvania State University; Ivan E. Esparragoza, Pennsylvania State University

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institutional policies on diversity, equity, and inclusion and demonstrate awareness appropriate to providing an equitable and inclusive environment for its students that respects the institution’s mission.”https://www.abet.org/accreditation/accreditation-criteria/criteria-for-accrediting-engineering-programs-2023-2024/ -In order to prepare for theupcoming changes to ABET,a Summit was held at PennState in October of 2022.A total of 71 participantsfrom 20 institutionsattended the meeting. • https://www.engr.psu.edu/equity-inclusion/dei-summit- 22.aspx -The Summit was held across 3 days and consistedof speakers, reflection, and team working time.The Summit also

Conference Session

Track 8: Technical Session 7: Designing an open course to highlight the work of underrepresented STEM scholars

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Brianna B Buljung, Colorado School of Mines; Seth Vuletich, Colorado School of Mines; Madison Schaefer

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faculty to find appropriate materials, creating barriers both to underrepresented scholars andto those who seek to use their work [9].The glaring gap in guidance for faculty led us to develop the Representation in STEM (RIS) openmini-course. This course was designed to provide faculty with a single page of adaptable contentrelated to representation in a specific discipline or topic area that can be easily used in theirdisciplinary courses. The full course currently contains five modules with the following content: 1. Introduction – details on course development and guidance for using and adapting the course 2. Disciplines – 16 single page lessons for STEM disciplines with readings, videos, websites to explore, and reflection

Conference Session

Track 3: Technical Session 1: An Ecosystem of Support Initiatives for BIPOC, Women, and Domestic Graduate Students in STEM

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Andrew Edmunds, Clemson University; Melissa Smith, Clemson University

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Investments Investments CECAS graduate students make up between 28-33% of graduate student enrollment at Clemson UniversityThe graphics on this slide show the overall trends in graduate student enrollment inengineering and computing graduate programs (domestic and international studentscombined). These graphics will reflect fluctuations and illustrated that as overallenrollment at the university has increased at a rate of ~2% graudate

Conference Session

Track 3: Technical Session 2: Using a Collective Impact Approach to Establish a Center for Equity in Engineering Focused on Graduate Education: Lessons Learned from Phase I

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Teirra K Holloman, Virginia Tech Department of Engineering Education; Natali Huggins; Julia Machele Brisbane, Virginia Polytechnic Institute and State University; Walter C. Lee, Virginia Polytechnic Institute and State University; Michelle D Klopfer, Virginia Tech Department of Engineering Education; David B Knight, Virginia Polytechnic Institute and State University; Tremayne O'Brian Waller, Virginia Polytechnic Institute and State University; Jeremi S London, Vanderbilt University

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faculty and graduate students. 12 [Discuss the center team, their roles at the university and how they contribute to the center]We have spent the last year or so working to translate the collective impactapproach to this particular context.Phase 1 Activities❏ Team Meetings❏ Audit Trails❏ Backbone Activities❏ Reflection Activities❏ Advisory Board Meeting❏ Mini Projects 13 This is a list of the different types of activities we have engaged in to establish the center’s infrastructure and learn from our initial efforts.Example Activities ★ Audit Plan

Conference Session

Track 6: Technical Session 5: Exploring Gender Representation Issues In Computing by Writing Interactive Fiction

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

John K. Estell, Ohio Northern University; Stephany Coffman-Wolph, Ohio Northern University

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implement change in boththe media industries and their products. 6 GENDER AND COMPUTER GAMES • Women make up about half of video game players • Significantly underrepresented as protagonists in video games • Portrayal of women in games often reflects: • traditional gender roles • sexual objectification • stereotypical female tropesWhile women play video games on par with men, they are not represented as protagonistsat similar levels.Instead, when women are portrayed in games, they are placed into secondary and/orobjectified roles, and often presented in a stereotypical fashion.Data Sources

Conference Session

Track 5: Technical Session 2: Adoption of an Advocates and Allies Program to a Predominantly STEM Campus

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Adrienne Robyn Minerick, Michigan Technological University; Sonia Goltz, Michigan Tech; andrew storer, Michigan Technological University; Patricia Sotirin, Michigan Technological University

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discrimination manifests inuniversities and include the institution’s own data. We highlight adaptations we made specificto our institution in order to encourage other institutions to be responsive to the contexts thatimpact DEIS work on their campuses. For instance, our initial adaptation of the Advocates andAllies program sought to be more inclusive by including LGBTQIA+ and staff on the Advocatesteam and A&A Advisory Board (A3B). Our adaptations have also reflected an ongoingcommitment to present race and ethnicity data in addition to gender data1. Other adaptationswe discuss concern developing the credibility of the team presenting the workshops andincorporating an ongoing Journal Club to discuss the relevant literature.This paper also shares

Conference Session

Track 4: Technical Session 2: PWE: An Inclusive Summer "Bootcamp" for First year students

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Serita W Acker Mrs., Clemson University

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Highlights• 1 Credit Course to be taken first Fall semester• Mentoring & Coaching Hours Requirements• Weekly Reflection AssignmentsPWE Impact: RetentionAre PWE students more likely to remain enrolled at Clemson? Are PWE students more likely to remain in STEM? PWE 2017 PWE 2018 Total at Clemson 49 Total at Clemson 34 Total Attended 50 Total Attended 34 PWE Participants 72% PWE Participants 73.5% Retained in CECAS Retained in CECAS PWE Participants 98% PWE Participants 100% Retained at

Conference Session

Track 5: Technical Session 1: Peru in State College

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Lauren A Griggs Griggs, Pennsylvania State University ; Julio Urbina, Pennsylvania State University

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majority males. The international experience, in combination withother interventions, proved to be a transformational factor for the participants.for Asentamientos Humanos (informal settlements) wasQualitative Evaluation Methodologydesigned with this learning technique. This engineeringIn order to evaluate the outcomes of the program, multiple sources of data were collected. Thesesources included quantitative data on student retention, annual student surveys, focus groups atthe end of the program, and student reflective essays. For this paper, summaries of the focusproject also showed students from Penn State thegroups and reflective essays are discussed. In addition, quantitative data on student retention andother outcomes are provided. The

Conference Session

Track 4: Technical Session 5: Using a Summer Bridge Program to Develop a Situational Judgment Inventory: From Year 1 to Year 2

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Malini Josiam, Virginia Tech Department of Engineering Education; Walter C. Lee, Virginia Polytechnic Institute and State University

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. Research Team Dr. Walter Lee Malini Josiam Artre Turner Crystal Pee Taylor Johnson Dr. Janice Hall Associate Professor PhD Student PhD Student PhD Student PhD Student Postdoc This material is based upon work supported by the National Science Foundation under Grant No. 1943811. "Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation

Conference Session

Track 1: Technical Session 1: Leadership and Leverage: How White Women Can Use Their Privilege and Power to Protect Black Women Leaders in Middle and Senior Management Positions

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Ershela L. Sims, WEPAN, Inc.; Stephani Page; Serita W Acker, Clemson University; Beth Anne Johnson, WEPAN, Lamar Creative Co., Clemson University

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, to this room, today? February2023 CoNECD Conference 5My Results2016- Precipice ofPrivilege2020- I’mneurodivergentToday- I believe inequityFebruary2023 CoNECD 6Step One: Reflect Buildinselfreflectioninto yourdailyleadershippractice. Askyourself, “what”and“how”questions. Go forbetter: The dichotomyofright andwrongare not the onlysolutions, there is also better. Be onthe lookout fornewdata. February2023 CoNECD

Conference Session

Track 2: Technical Session 1: An ecological belonging intervention for equity: Impacts to date and promising directions

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Allison Godwin, Cornell University; Linda DeAngelo, University of Pittsburgh; Eric Trevor McChesney, University of Pittsburgh; Erica McGreevy, University of Pittsburgh; Gerard Dorvè-Lewis, University of Pittsburgh; Anne-Ketura Elie, University of Pittsburgh; Kevin Jay Kaufman-Ortiz, Purdue University at West Lafayette (COE); Jacqueline Ann Rohde, Georgia Institute of Technology; Heather Lee Perkins, Purdue University at West Lafayette (PPI); Charlie Díaz, University of Pittsburgh; Kevin R. Binning

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. 11We hypothesize a theory of action for an ecological belonging intervention. 12 The intervention conveys the message thattypical adversity is normal and surmountable. Students form/in teams (10 min)(5 min) Independent reflective writing activity Introduction (5 min) Students listen to stories from previous students (10 min)“It can be easy to feel overwhelmed or to sometimes wonder to yourself ‘do I really belong

Conference Session

Track 5: Technical Session 4: Safe Space Warm Embrace: Building Blocks to Support Black & Brown STEM Scholars

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

DeAnna Katey, Virginia Polytechnic Institute and State University; Terrance I Harris, Drexel University

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Director Harris onboardingin May 2022, he has redefined the DELTA as a BRIDGE program with an emphasis onsupporting students throughout their first year (not just two weeks in the summer).The above sample size focuses specifically on the Black/African-American populationwithin the College of Engineering, numbers reflecting first year students entering thecollege (on the left are those that participated in DELTA Bridge, on the right are thosethat did not). 13 Keys to Success

Conference Session

Track 2: Technical Session 4: View from the Kaleidoscope: Conceptualizing antiracist priorities for engineering as a collective across vantages

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Brooke Charae Coley, Arizona State University; Alaine M Allen, Carnegie Mellon University; Sharnnia Artis, George Mason University; Jennifer M Bekki, Arizona State University, Polytechnic Campus; Khalid Kadir, University of California, Berkeley; Meagan C Pollock, Engineer Inclusion; Renetta Garrison Tull, University of California, Davis; Linda Vanasupa, Franklin W. Olin College of Engineering; Rochelle L Williams, Northeastern University; Haley R. Hatfield, University of Georgia; Ebony Omotola McGee, Vanderbilt University

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, Franklin W. Olin College of Engineering Linda Vanasupa is professor of materials engineering at Olin College. She also served as a professor at the California Polytechnic State University for 27 years. Her life’s work is focused on creating ways of learning engineering that honors the whole.Khalid Kadir, University of California, Berkeley ©American Society for Engineering Education, 2024 View from the Kaleidoscope: Conceptualizing antiracist priorities forengineering as a collective across vantagesIn this session entitled, “View from the Kaleidoscope: Conceptualizing antiracistpriorities for engineering as a collective across vantages,” we will reflect on theformative meeting of an advisory board of a

Conference Session

Track 3: Technical Session 9: Exploring the Intersectionality of Engineering Postdoctoral Scholars in the LEGACY Scholars Program

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Jameka Wiggins, The Ohio State University; Monica Farmer Cox, The Ohio State University; Ayanna Howard, The Ohio State University; Beenish N/A Saba, The Ohio State University; Martina Leveni, The Ohio State University; Shawanee' Patrick, The Ohio State University

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peers.Multiple Apprenticeship Model (Walker et al., 2008) Each of these features should shape the relationship between the scholar and their mentors. Faculty with scholarly and professional expertise help students self-reflect upon the Intentionality process of creating scholarly ideas and communicating them to others in their field. Multiple Students engage with numerous intellectual mentors. Relationships Collective All parties share responsibility for the development of students’ learning. Responsibility Allow individuals to learn mentoring techniques and be recognized and rewarded for Recognition demonstrating

Conference Session

Track 6: Technical Session 1:Technology Students' Recognition of Algorithmic Data Bias through Role-Play Case Studies

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Ashish Hingle, George Mason University; Aditya Johri, George Mason University

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Foundation Awards#1937950, 1939105; USDA/NIFA Award#2021-67021-35329. Any opinions, findings, conclusions, or recommendations expressed in this Aditya Johri johri@gmu.edu material are those of the authors and do not necessarily reflect the views of the funding agencies. The research study has been approved by the George Mason University Institutional Review Board at George Mason University. bit.ly/mason-tech-ethicsThis talk is about a research

Conference Session

Track 2: Technical Session 8: Establishing and Sustaining Inclusive Learning Communities for Supporting Faculty Creating More Inclusive Engineering Classrooms

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

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

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3 3 Positionality Statement Before continuing this presentation, and in the spirit of self- reflection, I acknowledge my standpoint as an educated Black American woman. I have not been an instructor of record yet, but I have experienced and observed both positive and harmful situations within and outside of the engineering classroom involving minoritized and historically marginalized students. I acknowledge that my positionality has given me a unique perspective while working on this project. Inspired by Davis (2018) 4Positionality statement will also introduce the presenter(s

Conference Session

Track 8: Technical Session 5: Disrupting Computing Department Cultures, One Cohort at a Time

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Alicia Nicki Washington, Duke University; Shaundra Bryant Daily, Duke University; Cecilé Sadler, Massachusetts Institute of Technology

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CoNECD Paper Sessions, Diversity

Twitter hashtag unveiled the harshrealities of anti-Black racism faced by faculty, staff, andstudents in historically white colleges and universities. 2In response to these devastating events, on June 10, 2020,STEM faculty across the United States came together for#ShutDownSTEM, a one-day academic strike dedicated tounderstanding and confronting anti-Black racism in highereducation and STEM fields. #ShutDownSTEM provided acollective moment for STEM academics to reflect, havedifficult conversations, and commit to taking actionagainst systemic racism. However, we quickly realizedthat a single day was insufficient to prepare for the long-term, ongoing work required to truly dismantle

Conference Session

Track 3: Technical Session 6: Organizational Transformation for Graduate Education: Intentionally Engaging Graduate Students as Partners in Equity Work

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Julia Machele Brisbane, Virginia Polytechnic Institute and State University; Teirra K Holloman, Virginia Tech Department of Engineering Education; Natali Huggins, Virginia Tech ; Walter C. Lee, Virginia Polytechnic Institute and State University

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consciousness context on reflection and to dominant role of power in address and self- awareness group members’ individual oppression awareness investment in interactions, and benefit from policy systems of development, domination and practiceTable 1: The six pillars of Linder’s power conscious framework [27], [28]Asset Based Community Development/Community EngagementIn response to the complexity of minoritized graduate student challenges, their reason to engagein DEI efforts

Conference Session

Technical Session: Transforming Engineering Education Is Possible! A Descriptive Case Study of Reimagining Engineering Education and Delivering a Wake Forest Engineering Student Experience Promoting Inclusion, Agency, Holistic Learning, and Success

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Olga Pierrakos, Wake Forest University

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CoNECD Paper Sessions, Diversity

and innovative curriculum, (c) pedagogiesthat empowered students, (d) partnerships that enabled transformation, (e) a vision to redefinethe culture of engineering education and the department. The strategies used reflected traditionand innovation, evidence-based and exploration, agility and compliance, student-centeredness,and external perspectives. Amid start-up mode and the Covid pandemic, the grueling work ofaccreditation was high stakes. WFU Engineering is now ABET accredited and has achievedunprecedented outcomes, including being recently ranked #14 by US News and World Report inthe category of Best Undergraduate Engineering Program Rankings (no doctorate). Thesuccesses and challenges are presented in this paper. Transformative change is

Conference Session

Track 7: Technical Session 3: The Missing Misrecognition in Recognition and Engineering Identity Research

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Annie Yong Patrick, Georgia Tech; Joseph M LeDoux, Georgia Institute of Technology; Sara Schley Schley, Rochester Institute of Technology (NTID)

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CoNECD Paper Sessions, Diversity

conferenceproceedings for the American Society for Engineering Education (ASEE), the European Journalof Engineering Education, and Studies in Engineering Educationi. In this study, we bring attention to the literature that has quantitively assessed a student’srecognition through two primary questions. These studies have made significant contributions tothe field but have focused mainly on the aspect of being seen (recognized) as an engineer and havemeasured this concept through a student’s self-reflection and through their recognition of howmuch the people in their lives see them as an engineer: • “Parents/Relatives/friends see you as a physics person” and “Science teacher see[s] you as a physics person.” (Hazari et al., 2010

Conference Session

Track 3: Technical Session 7: Promotion of Student Well-being via Successful Navigation through Conflict Resolution Pathways

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Boni Frances Yraguen, Vanderbilt University; Bettina K Arkhurst; Stuart Montgomery, Georgia Institute of Technology; Derek Ashton Nichols, Georgia Institute of Technology; Jennifer Molnar, Georgia Institute of Technology

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Paper ID #40712Promotion of Student Well-being via Successful Navigation throughConflict Resolution PathwaysDr. Boni Frances Yraguen, Vanderbilt University Boni Yraguen is a recent PhD graduate from Georgia Tech. Her dissertation work is in the field of combustion/thermo./fluids. She studies a novel diesel injection strategy: Ducted Fuel Injection (DFI), which is used to drastically decrease soot emissions during diesel combustion. In addition to her thesis work, Boni is passionate about engineering education. She has led and participated in various educational studies on the impact of student reflections, authentic

Conference Session

Track 4: Technical Session 3: Considerations for assessment, evaluation, and continuous improvement of a pre-college STEM summer program for promising Black high school students

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Jesika Monet McDaniel, Virginia Tech Department of Engineering Education; Cynthia Hampton Ph.D., Virginia Polytechnic Institute and State University; Kim Lester, Virginia Polytechnic Institute and State University

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CoNECD Paper Sessions, Diversity

ProgramInsight from 2022 Cohort, Needs for 2023 Cohort, and Change for 2023 CohortThe insight, needs, and change addressed from 2022 to 2023 was a process that started withtranscribing reflections from the co-author of this paper who is the co-director of DISTINCTION.Open responses from the 2022 cohort were also cross-checked to ensure that participants’communication of their experiences were integrated into this exercise. The insight for 2022 fromthe co-author and crosschecked, the needs derived from the insight to address in 2023, and thechange enacted in 2023 is organized in this section.Evaluation Topic: Infrastructure Insight from 2022: Lenient on time and structure of free time. Need identified for 2023: adjustments to routine to set

Conference Session

Track 6: Technical Session 6: Stewardship of the Stories: Learning from Black Engineering Students' Lived Experiences

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Tanya D Ennis, University of Colorado Boulder; Donna Auguste Ph.D., Auguste Research Group, LLC; Cynthia Hampton Ph.D., Virginia Polytechnic Institute and State University

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CoNECD Paper Sessions, Diversity

. These participants used a narrative form of storytelling to share theirexperiences at the university and other settings, including experiences of physical conflicts,emotional conflicts, bias, microaggressions, mental stress, and physical illness.Their experiences spoke their truth, sometimes for the first time. The participants’ experienceswere consequential for each of them, even while being inconvenient and uncomfortable for otherpeople who did not share their experiences and may not believe their truth. However, webelieved them. In 2023, we sought to revisit a reflective question related to conducting theoriginal research study: What methodological nuances arose from participants sharing theirlived experiences in a study of 24 Black

Conference Session

Track 1: Technical Session 7:Beyond Math Readiness: Understanding Why Some Women Pursue Engineering

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Olivia Ryan, Virginia Tech Engineering Education; Susan Sajadi, Virginia Tech

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CoNECD Paper Sessions, Diversity

emerging themes.‬‭ rustworthiness‬T‭Reporting on the quality, credibility, and validation of qualitative research is the best practice to‬ ‭ensure the study's trustworthiness‬‭[47]‬‭. In engineering‬‭education, Walther et al.‬‭[48]‬‭provide‬ ‭validation strategies to ensure the quality and trustworthiness of qualitative research.‬‭ heoretical validation of a study should reflect the complexity of the lived experience under‬T‭investigation. This can be validated through the use of an opposing case analysis. As can be seen‬ ‭in the findings, different factors had opposing narratives emerge. Considering alternative or‬ ‭opposing perspectives is particularly important to ensure the reliability of a case study‬‭[43]‬‭.‬ ‭Communicative validation of

Conference Session

Track 8: Technical Session 9: On the Importance of Spatiality and Intersectionality: Transgender and Gender Nonconforming Undergraduate Engineering Experiences Through Critical Collaborative Ethnographic Site Visits

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Finn Johnson M.A., Oregon State University; Michelle Kay Bothwell, Oregon State University

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CoNECD Paper Sessions, Diversity

the research process (Jolivette,2015). Surveys, interviews, and focus groups create great benefits for the institution and itsresearch team (in the forms of grant funding, tenure, and graduate degrees, among others) oftenwith little to no benefit for the subject community (which may or may not even receivecompensation). Fair financial compensation that matches or exceeds the per-hour wages of theresearchers is a way to strive for equal benefit for TGNC subject populations from a researchjustice perspective. Our participants were compensated at a comparable hourly rate as theresearchers in order to reflect the unparalleled value of the unique expertise that they brought tothe research project.Site-visitsThe site-visit activities were divided

Conference Session

Track 6: Technical Session 2: Enhancing the Cultural Competence of K-12 STEM Teachers through a Global Research Experience

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Margaret Pinnell, University of Dayton; Leanne Petry, Central State University; Kelly Bohrer, University of Dayton; Kellie Schneider, University of Dayton; Marjorie Langston Langston; Elizabeth Generas

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CoNECD Paper Sessions, Diversity

teachersengaged in a pre-departure course, a four-week program in China, and a follow-up curriculumdesign and delivery activity. These researchers used the IDI to assess participants’ gains, as wellas other qualitative methods including ongoing reflections, and an assessment of the participants’curriculum design projects. Similar to Cushner and Chang (2015), He Lundgren and Pines(2017) did not see dramatic growth on the IDI, but did see some positive changes in theparticipants’ beliefs, insights, and teaching practices.Using a different assessment strategy, Oken, Jansen, Hoffman and Coelen (2022) foundinternational experience to have a significant positive impact on developing the interculturalcompetence of teachers. Finally, Charity Hudley, and

Conference Session

Track 2: Technical Session 6: Minoritized Student Audio Narratives to Influence Faculty's Empathic Understanding: Learning from Sophie and Enola

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Stephen Secules, Florida International University; Maimuna Begum Kali, Florida International University; Cassandra J McCall, Utah State University; Gabriel Van Dyke, Utah State University

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ResearchAs we reflect on the novel methodology incorporated in this study, we suggest the following implicationsfor broadening participation research.First, we offer our specific contribution as a possible augmentation to any qualitative broadeningparticipation research out there. We think this paper has demonstrated the wealth of insights available inlistening to a single participant, even just for a one-hour interview. Qualitative researchers could considerinvesting in simple audio equipment and learning techniques for re-recording interview content to helpdisseminate in podcast, YouTube, website, and faculty development sessions. We note that this could be arelatively simple and fruitful form of secondary data analysis for the many Broadening

Conference Session

Track 5: Technical Session 8: Interactive Session: Exploring Scripts of Whiteness in Engineering

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

R. Jamaal Downey; Joel Alejandro Mejia, The University of Texas at San Antonio; Diana A. Chen, University of San Diego; Gordon D Hoople, University of San Diego; Susan M Lord, University of San Diego

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CoNECD Paper Sessions, Diversity

continue a rapport). Discuss with your partner some of the comments from the gallery walk that stuck with/struck you. Have you seen those ones play out in front of you before? What did you do? What didn’t you do? What would you do if you could redo it? ○ Large group sharing and reflection on the identified scripts. ■ What are some potential remedies for these scripts?● Potential fall-back questions to spark conversation:○ How has whiteness been defined historically? What purposes have changing definitions of whiteness served in America?○ Why is colorblindness problematic in addressing racism? Is it possible to address

Conference Session

Track 5: Technical Session 5: Successful mentoring practices for women undergraduate STEM students

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Suzanne Zurn-Birkhimer, Purdue University at West Lafayette (COE); Elizabeth Hart, University of Dayton

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CoNECD Paper Sessions, Diversity

within STEM degrees.Intentional reflective exercises are woven into each workshop which links the growthover the year.The program is financially supported by the Provost with funding for Graduate Studentsand shared financial budget responsibility from the Dean of Engineering and Dean ofArts & Science. A Grant from the Clare Boothe Luce Foundation supports scholarshipsfor two student scholarships to develop programming and support the mentoringprogram workshops. We also have a unique housing situation at the university wherestudents can write proposals to live under a proposed theme. A group of seniormentoring participants are organizing and facilitating the monthly social events at theiruniversity house.Funding sources isn’t an intentional