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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CoNECD Paper Sessions, Diversity

to abandonresearch, or theory, or qualitative interviewing in order to have impact. But we do need to ask ourselveswhy we are conducting this specific research, who it is going to benefit, how it will benefit them, andwhether or not it has benefitted them once we are finished. We need more innovation and moreaccountability towards impact in order to truly ‘move the needle’ of broadening participation inengineering.AcknowledgmentsThis material is based upon work supported by the National Science Foundation under Awards #2114241and 2114242. Any opinions, findings, and conclusions, or recommendations expressed in this material arethose of the author(s) and do not necessarily reflect the views of the National Science Foundation. Wediscussed

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

://doi.org/10.1038/s41467-022-34508-xZurn-Birkhimer, S., & Serrano, M. (2022, August), Longitudinal Analysis of First-YearEngineering Students' Active Participation in Women in Engineering Program Activitiesand the Relationship to Engineering Persistence Paper presented at 2022 ASEE AnnualConference & Exposition, Minneapolis, MN. https://peer.asee.org/41485 3Graphic from https://www.wepan.org/fourframesMentoring work falls into Frame 1: Equip the Individual. These particular mentoringprograms teach students to cope within the current academic culture/workplaceculture and navigate the barriers that exist. The emphasis is on the individual level(minimizing

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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CoNECD Paper Sessions, Diversity

culture, often wound up, whether intentionally or not, reproducing the sameexclusionary behavior, but with women now being excluded.Additionally, the development of male stereotypes for STEM fields, particularly when airedvia mass media venues such as film or TV, contributes as a social factor discouragingwomen from computer science. Such stereotypes, such as "computers are for boys," have aparticularly negative effect in adolescence, when girls and boys develop their socialidentities.Data sources:• https://www.scientificamerican.com/article/there-are-too-few-women-in-computer- science-and-engineering/ 3• Cheryan, S

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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CoNECD Paper Sessions, Diversity

sustainable • Collect feedback from students in multiple ways to determine what elements are missing in your ecosystem.Presenters will recap connections and opportunities to transfer lessons and strategiesto participants own institutions by highlight key activities and steps at ClemsonUniversity. 30C o N E C D 2 0 2 4What we’re working on next• We are continuing to seek external funding to provide funds to students and support initiatives. NSF INCLUDES, NSF S-STEMs, and non-profit opportunities are all targets. These efforts will target domestic students broadly but include approaches that will ensure BIPOC and women continue to have access

Conference Session

Track 1: Technical Session 5: From De Facto To De Jure and Beyond. It's More Than Just Weather. What The "Chilly" Climate Really Feels Like for Black Doctoral Students in STEM

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Dreama Heaven Rhodes, Arizona State University; Motahareh Darvishpour Ahandani, Arizona State University, Polytechnic Campus; Brooke Charae Coley, Arizona State University; Kerrie G Wilkins-Yel; Jennifer M Bekki, Arizona State University; Dailynne Major; Nicholas A Smith; Debalina Maitra, Arizona State University, Polytechnic Campus; Juan David Gutierrez, University of Massachusetts Boston

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CoNECD Paper Sessions, Diversity

to uncover the co-constructors' experiences with support(or lack of support) within their STEM department's academic culture and in context to theiridentity as a Black student. Example questions from the interview protocol include: How if atall, are your lived experiences in STEM influenced by you being Black? How would you describethe culture of your STEM program for Black doctoral students? and How is the experience ofBlack students in your program different compared to non-Black students? After the interview,we distributed a $50 Amazon e-gift card to the co-constructors.Positionality In alignment with Secules et al.’s (2021) conceptualization of positionality, weconsidered various facets of our team's positionality during this study

Conference Session

Track 3: Technical Session 3: Envisioning Equitable Pathways to STEM Graduate Education: Creating a Coalition including University of Maryland Eastern Shore, Bowie State University, and University of Maryland College Park to Make It Happen

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Rosemary Parker, University of Maryland, College Park; JACQUELINE SMITH, Bowie State University; Isabel K Lloyd, Materials Science and Engineering Dept., University of Maryland, College Park, MD; Jennifer Johnson, Temple University ; Yuanwei Jin, University of Maryland Eastern Shore

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CoNECD Paper Sessions, Diversity

must undergo a paradigm shift. It is critical to study why the current paradigmis not producing sufficient URM STEM graduates and to identify the root-level challengeswhich must be ameliorated to sustain long-term change. HBCUs are playing a pivotal rolein increasing diversity in STEM by preparing URMs for graduate studies in Science &Engineering (S&E). By working with HBCUs, Predominantly White Institutions (PWIs)can help change the diversity landscape of STEM graduate education. Our partnershipseeks to demonstrate the strength of a systematic change approach.Systemic Change ApproachThe CEPath (Creating Equitable Pathways to Graduate Education) project laid afoundation to address identified structural barriers inhibiting systemic

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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CoNECD Paper Sessions, Diversity

Demographic Questions Please indicate your first semester of Open response enrollment as a graduate student in the College of Engineering at Virginia Tech (i.e., Fall 2019, Spring 2022) Please indicate your primary academic Multiple choice department List of academic departments in the college of engineering What degree(s) are you seeking? (check Checkboxes all that apply) ● Master’s (thesis) ● Master’s (non-thesis) ● PhD Which most closely describes your Checkboxes gender? (check all that apply) ● Prefer not

Conference Session

Ver Llegar - Stand and Watch Them Come- Then Dance with the Bulls.

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Karan Watson, The Abura Group; Kristi J. Shryock, Texas A&M University; Christine A Stanley

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CoNECD Paper Sessions

. Journal of social issues, 60(1), 17-34.• Hurtado, S. (2007). Linking diversity with the educational and civic missions of higher education. The review of higher education, 30(2), 185-196.• Milem, J. F. (2003). The educational benefits of diversity: Evidence from multiple sectors. Compelling interest: Examining the evidence on racial dynamics in higher education, 126-169.• Smith, D. G., & Schonfeld, N. B. (2000). The benefits of diversity what the research tells us. About campus, 5(5), 16-23.• Backlash refers to social and economic penalties for counterstereotypical behavior (Rudman, 1998). By penalizing vanguards (atypical role models), backlash reinforces cultural stereotypes as normative rules.• Chapter four - Reactions to

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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CoNECD Paper Sessions, Diversity

[Accessed 14 Sept 2023][4] C. R. McGeorge and C. Bilen-Green, “Engaging men as allies for gender equity in highereducation: An exploration of an Advocates and Allies Program,” Journal of Women andMinorities in Science and Engineering, vol. 27, no. 2, 2021.[5] A. Call, C. Bilen-Green, and A.L. Burnett, “NDSU ADVANCE FORWARD Advocates & Allies: Thesuccession of a good idea or what’s in a meme?” Studies in Social Justice, vol. 12, no. 1, pp.152-164, 2018.[6] C.L. Anicha, C. Bilen-Green, A. Burnett, K. Froelich, and S. Holbrook, “Institutionaltransformation: Toward a diversity-positive campus culture,” Journal of Women and Minoritiesin Science and Engineering, vol. 23, no. 2, 2017. doi:10.1615/JWomenMinorScienEng.2017017021[7] S.J. Gervais and A.L

Conference Session

Track 8: Technical Session 1: Logic Models: How this tool can help you make the case for your DEI programs

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Elizabeth Litzler, University of Washington; Erin Carll, University of Washington; Emily Knaphus-Soran, University of Washington

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CoNECD Paper Sessions, Diversity

devote $100,000 to students Students Field is receive more time to grant from diverse graduate diversified scholarships school backgroundsLet’s walk through what a very simple fleshed-out logic model might look like.Notice the overarching categories that we talked about before.In this case, we provide examples of these overarching categories to show what a logicmodel for a scholarship program might look like.Of course, many scholarship programs (like s-STEMs or NRTs) also have other programcomponents that we would need to include, probably as new rows in this table

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

challenging yearfor summer programming, the 2021 virtual cohort proved a unique opportunity to pilotDISTINCTION overall, but also to learn of methods that could reach students in future cohortsthat might be limited due to programmatic funding constraints associated with the cost ofresidential summer programs.References[1] London, J. S., Lee, W. C., Watford, B. A., Ash, C. H., Holloman, T., Pee, C. M., &Hampton, C. (2022). Climbing uphill: Toward a common agenda for the advancement of BlackAmericans in engineering. Journal of Women and Minorities in Science and Engineering,28(3).[2] Understanding and Offsetting Financial Barriers for Black Students in Science,Engineering, and Medicine. 2022. doi: https://doi.org/10.17226/26576.[3] T. K. Holloman

Conference Session

Track 2: Technical Session 7: Assessing Key STEM Identity Constructs among Hispanic Engineering Students and Professionals

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Dayna Lee Martínez, Society of Hispanic Professional Engineers, Inc.; Kimberly D Douglas P.E., Society of Hispanic Professional Engineers, Inc.; Esther Gonzalez; Andrea D. Beattie, Society of Hispanic Professional Engineers, Inc.

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CoNECD Paper Sessions, Diversity

STEM field. The "STEM Identity Scale" developed by Setren et al. is acommonly used instrument that evaluates students' sense of belonging and identification withSTEM disciplines (2019). Additionally, studies have used surveys to assess students'identification with stereotypes and their connection to STEM (Cheryan et al., 2017).Belongingness is typically assessed using self-report measures that gauge students' feelings ofinclusion, social acceptance, and connection within their academic community. The"Belongingness Scale" developed by Good et al. is widely utilized to measure students' sense ofbelonging in STEM fields (2012). Expanding on Good et al.’s work in belongingnessmeasurement, Walton and Cohen have also employed surveys to assess

Conference Session

Track 8: Technical Session 8: The Role of an Artificial Intelligence Certificate in the Computing Identity Formation of Hispanic-Serving Community College Students who Work

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Sarah L Rodriguez, Virginia Tech; Taylor Y. Johnson, Virginia Polytechnic Institute and State University; Paul Charles Bigby Jr., Virginia Polytechnic Institute and State University

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CoNECD Paper Sessions, Diversity

computing discipline, or uses a Hispanic serving community college as its context. Project Context Rodriguez et al. (2020) Conceptual Framework for Computing Identity developmentFor the theoretical framework, Rodriguez et al. (2020)’s conceptual frameworkfor computing identity development, originally developed for Latinas, which isan expansive framework that focuses on the individual, micro, meso, and eco,and macrosystem levels computing identity development as well as elementsof community cultural wealth, funds of identity, and intersectionality whichconnect the systems across levels. 14 Project

Conference Session

Track 6: Technical Session 9: Creating buy-in from key constituencies for supporting LGBTQIA+ engineering students

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Amy Rachel Betz, Kansas State University; Craig Wanklyn P.E., Kansas State University; Rachel Levitt, Kansas State University

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CoNECD Paper Sessions, Diversity

Advances, 2018• Jones, Jeffery M., “LGBT Identification U.S. LGBT Identification Steady at 7.2% Gallup, February 22, 2023• Mertnes, S., m. Herberz, U.J.J. Hahnel, and T. Brosch, “The effectiveness of nudging: A meta-analysis of choice architecture interventions across behavioral domains,” Psychological and Cognitive Sciences, 2021• UCLA School of Law Williams Institute• http:www.ustranssurvey.org 21 21

Conference Session

Track 3: Technical Session 8: Self-Advocacy Professional Programming as a Framework to Support Non-Academic Outcomes of STEM PhD Graduate Education

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Carmen Maria Lilley, The University of Illinois at Chicago

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CoNECD Paper Sessions, Diversity

the research," Review of Educational Research, vol. 89, no. 5, pp. 745-784, 2019.[2] G. Garcia, "Beyond graduation rates: Conceptualizing liberatory educational outcomes for colleges and universities," 2022.[3] M. J. Ratts and A. M. Hutchins, "ACA advocacy competencies: Social justice advocacy at the client/student level," Journal of Counseling & Development, vol. 87, no. 3, pp. 269- 275, 2009.[4] S. P. Farruggia, C.-w. Han, L. Watson, T. P. Moss, and B. L. Bottoms, "Noncognitive Factors and College Student Success," Journal of College Student Retention: Research, Theory & Practice, vol. 20, no. 3, pp. 308-327, 2018, doi: 10.1177/1521025116666539.[5] C. A. Farrington et al., Teaching Adolescents to

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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CoNECD Paper Sessions, Diversity

a/ init RCE D N rela oot cau IO r iat NAT ddress ive EVEL oo e ed EMI a to O s r tiv lat DISS tive to ad PME t c to se es itia re

Conference Session

Track 6: Technical Session 8: Title: Real life experiences in recruiting, retaining, and supporting LGBTQIA+ engineering students

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Amy Rachel Betz, Kansas State University; Craig Wanklyn P.E., Kansas State University; Rachel Levitt, Kansas State University

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CoNECD Paper Sessions, Diversity

, Eri n A. a nd William R. Rothwell, “LGBTQ Inequality i n Engineering Education,” Journal of Engi neering Education, 2018• Edel man, Jon, “Students Weigh Anti-LGBTQ+ Laws in College Decisions” Diverse Issues i n Hi gher Education, Ma rch 15, 2023, a ccessed May30th• Hughes, Bryce E., “Coming out i n STEM: Factors affecting retention of sexual minority STEM s tudents,” Science Advances, 2018• Jones, Jeffery M., “LGBT Identification U.S. LGBT Identification Steady a t 7.2% Gallup, February 22, 2023• Pl a tt, Adam, “Why Ca mpus Tours Keep College Presidents Up at Night,” Twi n Ci ties Business, a ccessed May 30th, 2023.• ACLU, “Ma pping Attacks on LGBTQ Rights in U.S. State Legislatures” https ://www.aclu.org

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

theoreticalframeworks in engineering education: An anti-deficit and liberative approach.Education Sciences, 8(4), 158.Revelo, R.A. & Baber, L.D. (2018). Engineering resistors: Engineering Latina/o studentsand emerging resistant capital. Journal of Hispanic Higher Education, 17(3), 249-269.Rodriguez, S.L. & Stevens, A.R. (2023). Exploring computing identity development forLatinx students at a Hispanic-serving community college. Journal of Diversity in HigherEducation.Rincón, B.E. & Rodriguez, S. (2021). Latinx students charting their own STEMpathways: How community cultural wealth informs their STEM identities. Journal ofHispanic Higher Education, 20(2), 149-163

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

. González, et al noted that they attempted to “represent households in a way that isrespectful to issues of voice, representation, and authenticity” [4, p. X]. We followed that lead inreceiving and studiously responding to the nuances of markers that participants in our researchstudy shared with us, as they assessed our trustworthiness. With our focus on stewardship, werespectfully received the stories they chose to share with us, recognizing that they contributedvaluable knowledge with each story they shared.Use of markers in qualitative analysisRobert S. Weiss defined a marker, in the context of qualitative interview studies, as “a passingreference made by a respondent to an important event or feeling state.” [2] In an example, hestated that

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

retention rates. We hope these studies will demonstratethat the 3C program effects lasting change even afterformal participation ends.We believe that by disrupting our computing and STEMdepartment cultures, one cohort at a time, we can drivesystemic change and create a more inclusive and equitablefuture for technical fields. But we recognize that truechange takes time, and we are committed to doing thiswork for the long haul. 20 This material is based upon work supported by the National Science Foundation under Grant No. 2118453. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily

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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CoNECD Paper Sessions, Diversity

topics they would be interested in reviewing. They were able to selectas many as they wanted. The Mines faculty were solicited via a personal email from us. Theywere asked if they would be willing to review course content in their discipline and/or specialtopics page(s) of their choice.15 librarians from various academic institutions completed the form expressing interest inreviewing course content. They volunteered for all nine special topics and 15 of the 16disciplines. Several disciplines were sent to three librarians, including Math, Computer Science,Design Engineering, Civil and Environmental Engineering, and Chemistry. Two pages were onlysent to a single librarian reviewer, Geology and Chemical and Biological Engineering.Additionally, nine

Conference Session

Track 2: Technical Session 3: The Good, the Bad & the Ugly: a Practitioner's Look "Under the Hood" of Implemented Program Recommendations Four Years After a Needs Assessmentor supporting LGBTQIA+ engineering students

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Kathrine Ehrlich-Scheffer, Rochester Institute of Technology (COE)

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CoNECD Paper Sessions, Diversity

introvert, Kathy enjoys reading WWII historical fiction, listening to podcasts, spending time with her family, exploring the world of craft cocktails, enjoying Finger Lakes wineries, and making a fuss over her Boston Terrier, Gatsby. ©American Society for Engineering Education, 20241234WE@RIT was founded during the early Millennial era in the early 2000’s and itsengagement playbook worked famously right up through the end of the Millennial era(the last class of Millennials graduated in 2018).Millennials were quick to sign up and show up for one-off events and programs.Gen Z is slower to sign-up and far more likely to no-show if they do sign up.Millennials took no issue in being part of programs that addressed

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