Conference Session

Track 8: Technical Session 4: Grading: The (Mis)use of Mathematics in Measuring Student Learning and its Disproportionate Impact on Equity and Inclusion

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Sharona Krinsky, California State University, Los Angeles; Robert Christopher Bosley, California State University, Los Angeles; Dina Verdin, Arizona State University, Polytechnic Campus; Eva Schiorring, STEMEVAL; Emily L. Allen, California State University, Los Angeles

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CoNECD Paper Sessions, Diversity

asking this question of hundreds of educators over the last six years, the top three answers given have been:1. Communicate the amount and/or quality of what a student has learned.2. Communicate to the student whether or not they have learned enough to be successful in a subsequent class.3. Rank students for use in future opportunities such as admission for advanced degrees, professional schools, jobs, scholarships, etc.In addition to the question asked a student gets a “B” in a class – what do we want it tomean?Top three answers from previous faculty asked:● Student is likely to be successful in a subsequent course.● Student knows most of the material but not all of it or not perfectly.● Depends on who gave the B (common answer

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

common definitions moving forward. After each video, we will spend some time in our pair/share groups to unpack along with some self-reflexion. The guiding questions for the discussion are: ● (video 1): ■ What are some common ways white people think about race and their own racial identities? ■ What are my students’ attitudes and beliefs about whiteness? ■ What surprised you about what the person selected by you or selected by others? ■ To what extent did their comments match what you expected based on their profile picture?How do you think this kind of

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

employees, wanting numbers but not true belonging)• Five factors emerge as indicators that diversity enhances organizational performance: (1) attracting and retaining the best available human talent, (2) enhanced marketing efforts, (3) higher creativity and innovation, (4) better problem solving, and (5) more organizational flexibility (Cox, 1993; Cox and Blake, 1991).The Educational Benefits of Diversity fromMultiple Sectors (Milem, 2003; Smith, 2000;Gurin, Nagda & Lopez, 2004)• Individual benefits ––educational experiences and outcomes of individual students are enhanced by the presence of diversity on campus.• Institutional benefits ––diversity enhances the effectiveness of an organization or institution.• Societal benefits

Conference Session

Track 8: Technical Session 6: A work in progress narrative literature review exploring the impact of minority engineering programs on the experiences of Black students in undergraduate engineering programs

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Stephanie A Damas, Clemson University; Lisa Benson, Clemson University

Tagged Topics

CoNECD Paper Sessions, Diversity

recognition of theneed for diversity and inclusion in engineering education and the workforce. These programsaim to increase the representation of underrepresented minority groups, such as AfricanAmericans, Hispanics, Native Americans, and women, in the field of engineering. The creationof minority engineering programs can be attributed to six main themes: (1) the Civil RightsMovement of the 1950s and 1960s, (2) landmark supreme court cases such as 1978 caseRegents of the University of California v. Bakke that reaffirmed the legality of affirmative actionin college admissions, (3) federal legislations such as Title VI of the Civil Rights Act of 1964 andTitle IX of the Education Amendments of 1972, (4) industry partners that developed

Conference Session

Track 8: Technical Session 2: Adapting the Gender Based Analysis Plus (GBA+) to Engineering: A Digital Tool to Aid Inclusive Design

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Audrey Anne Blanchet, Université de Sherbrooke; Nathalie Roy, Université de Sherbrooke

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CoNECD Paper Sessions, Diversity

main objective of this project is to develop a new pedagogical approach composed of twocomplementary components aiming at integrating equity, diversity, and inclusion (EDI) intoundergrad engineering programs at Université de Sherbrooke (UdeS) (Canada): (1) a trainingprogram and (2) a numerical tool for inclusive design. The training program will comprise twomodules. The first one will be for design instructors so they can develop the skills to teach theseabilities in class and learn how to use of the tool. The second module will be for undergraduatestudents to develop their ability to integrate EDI into design projects.This paper focuses on the progress of the development of the digital tool for inclusive design.Mainly, the content of the tool

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

, Michigan Technological UniversityPatricia Sotirin ©American Society for Engineering Education, 2024Adoption of an Advocates and Allies Program for a Predominantly STEMCampusPatricia Sotirin,1 Sonia Goltz,2 Andrew Storer,3 and Adrienne R. Minerick4, a1 Communications Emerita Professor, Michigan Technological University, Houghton, MI, 499312 College of Business, Michigan Technological University, Houghton, MI, 499313 Office of the Provost, Michigan Technological University, Houghton, MI, 499314 Department of Chemical Engineering, Michigan Technological University, Houghton, MI, 49931a Author to whom correspondence should be addressed: minerick@mtu.eduKEYWORDS: Faculty, Race/Ethnicity, Gender, LGBTQIA+, Engineering

Conference Session

Track 2: Technical Session 9: Establishing and Sustaining Inclusive Learning Communities for Supporting Faculty Creating More Inclusive Engineering Classrooms

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Dianne Delima, University of California, Irvine; Pheather R Harris, University of California, Irvine

Tagged Topics

CoNECD Paper Sessions, Diversity

the environment influences the academic experience of minoritized students. 1. Systemic Inequity: minoritized students arrive to their STEM classrooms embedded in social (economic, political, judicial, educational, healthcare, and geographical) systems that are inequitable - which influences the way that STEM curriculum is experienced. Not addressing the systems students are in when designing curriculum, or exploring our social and cultural locations, can create exclusionary academic spaces.Scholars have discussed the role of mentoring but not the

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

spectrum,encompassing demographics and delving into the nuanced aspects of members' needs,preferences, and recommendations.Respondents, on average, dedicated approximately 17 minutes to completing the survey. Thesurvey invitations were distributed in four distinct batches, spanning the timeframe fromDecember 2021 to April 2022. A total of 36,186 invitations were sent out to engage SHPE'smembers in this critical assessment as shown in Figure 1. Figure 1 SHPE’s 2022 Needs Assessment Response RateFigure 1 also shows the opening rate, which stood at a significant 59.3%. This rate significantlyexceeded industry benchmarks, typically hovering between 15-25%. Furthermore, 12.2% ofthose responded to the survey, culminating in a

Conference Session

Track 4: Technical Session 6: Building Bridges to Success: A Thriving Program

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Labrisha Nicole Mabry, Mississippi State University ; Mahnas Jean Mohammadi-Aragh, Mississippi State University; Lorena Andrea Benavides Riano, Mississippi State University

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CoNECD Paper Sessions, Diversity

diverseand creative people are successful in the pursuit of engineering and computing degrees.Jean’s efforts have been recognized with numerous awards including the National ScienceFoundation Faculty Early Career Development award, the American Society for EngineeringEducation John A. Curtis Lecturer award, and the Bagley College of Engineering Serviceaward. Jean earned her B.S. and M.S. in computer engineering from Mississippi StateUniversity, and her Ph.D. in engineering education from Virginia Tech. 1 Overview of Engineering Summer Bridge Goal: Supporting student growth in academics, community, and life skills as they transition to University

Conference Session

Track 7: Technical Session 7: Challenges and Opportunities to Address Diversity, Equity, and Inclusion within the Professional Construction Industry

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Andres Nieto, Virginia Tech; Homero Murzi, Virginia Polytechnic Institute and State University; Abiola Akanmu, Virginia Polytechnic Institute and State University; Anthony Olukayode Yusuf, Virginia Polytechnic Institute and State University; Sheryl Ball, Virginia Tech; Walid Saad; Andrea Nana Ofori-Boadu, North Carolina A&T State University (CoE)

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CoNECD Paper Sessions, Diversity

IndustryNieto, A.1, & Murzi, H.1, & Akanmu, A.2, & Yusuf, A.O.2, & Ball, S.3, & Walid S.4, & Ofori- Boadu, A.N.5 1 Department of Engineering Education at Virginia Tech 2 Myers Lawson School of Construction at Virginia Tech 3 School of Neuroscience at Virginia Tech 4 Electrical and Comp. Eng. at Virginia Tech 5 Dep. Built Environment at NCATKeywords Construction industry, connecting professional and educational communities,diversity, equity, and

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

replicating successful practices is a common agenda for advancing BlackAmericans in engineering [1], specifically as an implementation mechanism. One such programintentional for this purpose is the DISTINCTION Summer Program at a large research universityin the southeast. The purpose of this paper is to describe DISTINCTION, the preliminary processof considering its assessment and evaluation, and describe alterations and necessities of theprogram over time based on. As a program initiated during the summer of 2021, the co-directorhas led programmatic transformations and changes needed during its shift to an in-personoffering starting in the summer of 2022.Now in its third year overall and second year in-person, these evaluative considerations

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

was on the board of governors for the Rocky Mountain chapter of ASHRAE. He holds a bachelor’s and master’s degree in architectural engineering and an MBA. He is a licensed professional engineer and a LEED-accredited professional in building design and construction.Rachel Levitt, Kansas State University ©American Society for Engineering Education, 2024 Creating buy-in from key constituencies for supportingLGBTQIA+ engineering students Dr. Amy Betz (she/her)1 Craig Wanklyn, PE, MBA (he/him)1 Dr. Rachel Levitt (they/them)2 Mariya Vaughn (she/they)31-Col l ege of Engineering, 2-Social Transformation Studies, 3

Conference Session

Track 4: Technical Session 9: DeMagnetizing Engineering

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Delano White, The Gaskins Foundation; Whitney Gaskins, University of Cincinnati

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CoNECD Paper Sessions, Diversity

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

sections of the course were sent to faculty at Colorado School of Mines and STEMlibrarians across the United States and Canada for review. We sought feedback on organization,breadth of coverage, and content depth that can be incorporated in the ongoing development ofthe course. This paper describes the development of RIS, initial feedback received, and lessonslearned in the design process that could inform similar projects at other institutions.IntroductionFaculty and scholars, especially in the United States and United Kingdom, are encouraged todiversify their teaching materials, consider more inclusive approaches to content, and incorporateculturally-responsive examples into their courses [1]–[4]. However, little guidance exists on howto go

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

, andsexuality in American culture and law. 14 Participation Cohorts 1 & 2 completed Cohorts 3 & 4 110 faculty 125 in progress 33 staff 17 graduate students 64 institutions/organizations (5 HSI, 1 AANAPISI, 51 PWI, 7 K-12) 3 countriesWe launched our first cohort in the 2020-21 academicyear. Since then, 110 faculty, 17 graduate students, and 33staff from 64 institutions and organizations. We’ve had amajority of PWIs, but also some Hispanic Serving andAsian American and NativeAmerican Pacific IslanderInstitutions across three countries

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

that exist in K-16 education: (1) the underrepresentation of Blacks and Hispanicsreceiving science and engineering bachelor’s degrees, and (2) disparities in K-12 STEMeducation and student achievement among different demographic and socioeconomic groups andgeographic regions (National Science Foundation, 2022).The challenge of increasing the number of students interested in pursuing STEM, particularlystudents from excluded identities, is complex and multifaceted, and includes both externalfactors such as access to experiences and educational opportunities, and intrinsic psychologicalfactors such as identity, self-efficacy, sense of belonging and value perception (Allen, 2022;Anderson & Ward, 2014; Collins, 2018; Kricorian, Seu, Lopez

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

Shore. ©American Society for Engineering Education, 2024 Envisioning Equitable Pathways to STEM Graduate Education: Creating a Coalition including two public HBCUs and a public Research 1 University to Make It HappenAbstractTwo public HBCUs and a public Research 1 University established a coalition to developpathways to STEM M.S. and Ph.D. programs among Black, Latinx, and Native Americanstudents. Through a mixed-methods research project, the team: (1) identified Faculty Championsto support and advocate for the students; (2) developed a Memorandum of Understanding forSTEM programs between the institutions to facilitate sustained effort by our coalition; and (3)identified Pilot

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

research study examined the following research questions about Blackengineering students at a specific predominantly White university in the United States: “(1) Whatare the retention rates in the Engineering College for Black students, and how are they changingover time?; (2) How do interventions and programs figure in their navigating the university andtheir major?; (3) What aspects of student experience are related to students’ decisions to stay orleave?”[1]. The other authors of this paper (Auguste and Hampton) were members of the five-person research team for that study. All members of the research team conducted semi-structuredinterviews with the 24 current or formerly-enrolled Black engineering student participants

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Deirdre Donovan Dr., Wentworth Institute of Technology; Durga Suresh-Menon, Wentworth Institute of Technology

Tagged Topics

Diversity

calculus Traditional Original No lecture Foundational placement pedagogy Math Courses process Traditional classrooms12/15/2023 3 • Research: success in undergraduate mathematics • Math = Key indicator for success in STEM majors & programs [1]. • Influences persistence and completion of engineering degrees more than other courses[2]. • Our data mirrors these trends • 79.8% of first year students are successful in mathematics. • Negatively impacts retention and persistence

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

at Dayton and WiE at Purdue have developed a collaborative relationship wherethey have shared tips and strategies to develop mentoring programs as they standtoday.We will start with a brief description of our programs and then talk about ourcollaboration and transferability of mentoring components.Research shows that mentoring works. In particular, longitudinal research is beingconducted by the Purdue team through and initial results indicate that students in thementoring program graduate at higher rates than their peers not in the program.Reviewer 1 stated: “Oftentimes, in academia especially, mentorship programs are usedas a superficial band-aid for systemic inequities and toxic cultural norms.”We acknowledge that there are systemic

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 5: TechArts & Crafts: Supporting STEM Capital Development for Marginalized Students

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Shaundra Bryant Daily, Duke University; Sandra Roach, Duke University; Alia Carter, Duke University; Raeven King; Mark Nabeta

Tagged Topics

CoNECD Paper Sessions, Diversity

thriving incomputing careers. 1 Positionality- Before diving into our presentation today, each of us will give a brief positionality statement to situate our perspectives in this work.- Hello, my name is Alia Carter. My pronouns are she/her. I am an able-bodied, cisgender Black woman living in the United States. I am a research scientist in the electrical and computer engineering department at Duke University. I have worked in informal and formal STEM education for the past 15 years including serving as the director of science engagement at a science center and teaching math and 2

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)

Tagged Topics

CoNECD Paper Sessions, Diversity

) • “My parents/relatives/friends see me as a physics person; my teacher sees me as a physics person.” (Godwin et al., 2013) • “Do the following people see you as a mathematics person?:” Parents/relatives/friends/mathematics teacher. (Cribbs et al., 2015) • “Do the following see you as an engineering person: (1) yourself and (2) the engineering instructor” (Prybutok et al., 2016) • “My parents see me as an engineer. My instructors see me as an engineer. My peers see me as an engineer. I have had experiences in which I was recognized as an engineer.” (Godwin, 2016) • “I see myself as an engineer.” “My advisor sees me as an engineer.” “I have

Conference Session

Track 4: Technical Session 4: The Pink Paradox: Tensions in How STEM Toys are Marketed Toward Girls

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Theresa Green, Purdue University; Artre Reginald Turner, Purdue University at West Lafayette; Ruth Wertz P.E., Purdue University at West Lafayette (COE)

Tagged Topics

CoNECD Paper Sessions, Diversity

developspatial skills and interest in engineering through play, which may ultimately encourage them topursue engineering pathways in the future.IntroductionThere are many research reports and studies that highlight the gender gap between men andwomen in engineering fields [1]. In 2018, 22.2% of bachelor’s degrees in engineering wereearned by women [2]. Additionally, in 2019, among those with science and engineering (S&E)degrees, 15.98% of women worked in S&E occupations (compared to 35.38% of men) [2]. Thegap between the number of women and men earning engineering degrees as well as the numberof women pursuing science and engineering careers suggests the need to improve and supportwomen’s participation in engineering fields.One factor that may

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

Tagged Topics

CoNECD Paper Sessions, Diversity

to utilize computing tools or technical skills,like programmingPerformance - a student’s ability to utilize knowledge to complete a taskRecognition - ways a student acknowledges themselves as the type of personthat does computing and/or how others see the student as a computing person 16 Activity 1Now, we will transition to our first activity of the presentation. 17 Activity 1: Mentimeter Directions for Activity: 1. Visit Menti.com on your laptop/tablet/phone 2. Type in code 6594 5841 3. Submit your answer to the

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)

Tagged Topics

CoNECD Paper Sessions, Diversity

studentattendance at events (less ghosting) from those who had signed up for them. 9The five program recommendations from the Needs Assessment process were:1. To create a student leadership board for current student programming.2. Create a physical lounge space for WE@RIT (& ECCO);3. Pilot a peer mentoring program for older and newer students;4. Collaborate with ECCO and other diverse constituencies in KGCOE for some programming;5. Engage a wider range of corporations in programming. 10The Leadership Board was implemented in the Fall of 2021 and has continued everysemester since. Their scope

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

Tagged Topics

CoNECD Paper Sessions, Diversity

education research over engineeringeducation practice. Other journals launched (e.g. Advances in Engineering Education) todisseminate engineering education practice. Ultimately, though, we have learned that research topractice translation is important and so is practice to research translation. Figure 1 grounds thismotivation to recognize that back-and-forth translation between educational practice toeducational research is essential to transformative education and learning. Figure 1: Visual of research to practice translation to support transformative engineering education. (Karlin et al. 2016)In this paper, we highlight the journey of launching a brand-new engineering program with afounding chair who is both an

Conference Session

Track 2: Technical Session 5: Understanding Decision Processes Related to Pathways of Community College Engineering Students

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Rene Alberto Hernandez, Virginia Tech; David B Knight, Virginia Polytechnic Institute and State University; Walter C. Lee, Virginia Polytechnic Institute and State University; Amy Richardson, Virginia Tech Department of Engineering Education; Sarah Rodriguez, Virginia Tech; Bevlee A. Watford, Virginia Polytechnic Institute and State University

Tagged Topics

CoNECD Paper Sessions, Diversity

include STEM transfer students. Wang’s (2021) workprovides valuable insights into these distinct obstacles with the broader context of the transferexperience reviewed above. While also highlighting the gap that exists between the aspirationsand realized goals of students aspiring to transfer, it is particularly pronounced in the STEMdisciplines.Wang (2021) identifies four critical challenges that impede the progress of STEM transferstudents: 1) financial barriers, 2) issues related to degree programming and course offerings, 3)challenges within the teaching and learning environment, and 4) deficiencies in academicadvising. Notably, financial constraints are found to persistently hinder transfer students,particularly those pursuing STEM degrees

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

Tagged Topics

CoNECD Paper Sessions, Diversity

, structural, and pedagogical changes needed to transform their institution’s College of Engineering...” 4 This project was created in response to an updated NSF BPE solicitation, specifically a Track 4, phase 1 grant with the aim of creating a Center for Equity in Engineering.Phase I projects are focused on establishing the infrastructure necessary to“stand up” the CEE within their College of EngineeringNational Academies of Sciences, Engineering, and Medicine. 2018.★ Expected to have a duration of at least 24 monthsGraduate STEM Education for the 21st Century. Washington, DC: The★ Proposed budget not to exceed $1.2M.National★ RequireAcademies Press

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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CoNECD Paper Sessions, Diversity

. ©American Society for Engineering Education, 2024 Safe Space Warm Embrace: Building Blocks to Support Black & Brown STEM Scholars Presenters: Dr. DeAnna Katey, Virginia Tech & Terrance Harris, Drexel UniversityThese presentation will be presenting two types of programs that are designed toassist with creating a safe space for Black and Brown STEM students at two PWIs:Drexel University and Virginia Tech. Drexel is in the University City section ofPhiladelphia, while Virginia Tech is in the town of Blacksburg. 1 About Dr. DeAnna Katey Mr. Terrance Harris • Director of Undergraduate