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

National Experimental University of T´achira in Venezuela. In addition, she has several years of experience in research and practice at graduate educa- tion level in the engineering field, with special focus on assess based perspectives, minoritized students’ socialization, and agency in graduate education. Her strengths include qualitative research study design and implementation. Her dissertation examined Latinx motivation to pursue Ph.D. in engineering, mi- noritized engineering doctoral students’ socialization and the impact of the engineering context in their experiences. Her research expertise lies in diversity and inclusion in graduate education, with a particu- lar interest in minoritized students’ socialization

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

Paper ID #40740Successful mentoring practices for women undergraduate STEM studentsDr. Suzanne Zurn-Birkhimer, Purdue University at West Lafayette (COE) Dr. Suzanne Zurn-Birkhimer is Associate Director of the Women in Engineering Program and Asso- ciate Professor (by courtesy) in the Department of Earth, Atmospheric, and Planetary Sciences at Purdue University. She conducts research around student success.Ms. Elizabeth Hart, University of Dayton Beth Hart is a Principal Lecturer for the University of Dayton School of Engineering Innovation Center. She received her B.S. and M.S. degrees from the University of Dayton, both in

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

participated in “CIMER – Facilitating Entering Mentoring” mentor training facilitated by certified Clemson university program coordinators. • Students are required to take a 1hr seminar course that covers tips for being successful in a PhD program.The B2D program at Clemson University is an example of how additional externalfunding can follow and contribute to a foundation of support for domestic, BIPOC,and women graduate students. B2D fellows now comprise a formal and informalnetwork of student support and mentorship across STEM disciplines and graduateprograms. Presenters will share successes, challenges and best practices. B2D Fellowsinclude STEM ALL IN Fellows and together they have created a community of

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

% of surveyrespondents had already participated in undergraduate research. However, studentsexpressed an unclear connection between these activities and preparation for graduatestudy. Generally, undergraduates surveyed are uncertain about the impact undergraduateresearch will have on them. 28% neither agree/disagree with the statement that “doingresearch confirmed my interest in my field of study.” These results suggest that there is amissed opportunity to promote undergraduate research experiences as a mechanism toincrease graduate school aspirations, and provide students with foundational research skillsnecessary to thrive at the graduate level.Institutional BiasesThe second research question focused on exposing institutional biases that

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

resident assistants, andschedule of activities. Evidence-based practices built into programming for DISTINCTIONencourage engagement and exposure to engineering at the undergraduate level and a residentialand rural college experience at a predominantly and historically white institution. Students arepaired with roommates in a residence hall on campus to encourage socialization and makeconnections in a communal setting. Residence hall activities include group activities initiated byresidents and program assistants. Outside the residence halls, students connect with facultythrough discipline, research, and student support-centered talks, with opportunities to interactclosely with engineering faculty and graduate students. Lastly, an industry

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

multiple identities in the current culture of engineering. Dina has won several awards including the 2022-2023 Outstanding Research Pub- lication Award by the American Educational Research Association (AERA) Division I, 2018 ASEE/IEEE Frontiers in Education Conference Best Diversity Paper Award, 2019 College of Engineering Outstanding Graduate Student Research Award and the Alliance for Graduate Education and the Professoriate (AGEP) Distinguished Scholar Award. Dina’s dissertation proposal was selected as part of the top 3 in the 2018 American Educational Research Association (AERA) Division D In-Progress Research Gala. Dina was a 2016 recipient of the National Science Foundation’s Graduate Research Fellowship and an

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

isalso determinant to accessibility. A sex and gender analysis are necessary to highlight thesedifferentiated experiences and needs, which will in terms allow civil and building engineersdesign more inclusive spaces.Fourthly, the conception of electric devices that enable the usage of apps and software havegendered impacts. A research team identified that the way people use software often cluster bygender and especially regarding problem-solving [14,39]. Their research highlighted that manysoftware features are inadvertently designed for people who have problem-solving stylesgenerally attributed to men. This led to the development of a tool called “GenderMag” [14] tohelp software developers create features better suited to other styles of

Conference Session

Track 1: Technical Session 2: Tailoring DEIA Programming through Current Field Analysis: Promoting Allyship in STEM of University Graduate Students

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Mia Leigh Renna, University of Maryland College Park; Emily Lawson-Bulten, University of Illinois at Urbana-Champaign

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CoNECD Paper Sessions, Diversity

), a graduate student-ledorganization at the University of Illinois Urbana-Champaign (UIUC), designs and hostseducational workshop programming to accomplish its mission to promote allyship and fosterinclusivity within the STEM. AiS recognizes allyship, defined as active support and advocacy byindividuals – particularly those with privilege – for marginalized groups, as a critical tool inreducing discrimination and promoting equity. Concurrently, AiS understands the importance ofdeveloping effective diversity, equity, inclusion, and accessibility (DEIA) programming to createconcrete, demographic-specific strategies for allyship as informed by existing research within theliterature. This process involves addressing the unique challenges faced by

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

engineering education researcher and engineering educationpractitioner. This is a story that demonstrates how educational research (from engineering,social sciences, and beyond) guided educational practice at Wake Forest Engineering, as dideducational practice guiding questions and ideas that informed educational research (applied andfundamental). A guiding question in sharing this journey (and in guiding the author in her roleas the Founding Chair of Wake Forest Engineering) was and is:What strategies support a transformative engineering education experience leading to inclusion,innovation and positive impact for our students and our communities?This paper will focus on the work that impacted the student experience. Future papers will shinelight on

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

education for student growth and societal advances. While directing the Micro Medical Device Engineering Research Labo- ratory (M.D. – ERL), she has managed, as PI or co-PI, ˜$13 million, yielding 93 research graduates*, a patent, and >100 publications [*12 PhDs (64% women, 18%UR)]. Her favorite quote is by Ray Mc- Dermott, ”Culture is not a past cause to a current self. Culture is the current challenge to possible future selves.”Sonia Goltz, Michigan Tech Sonia Goltz earned her PhD in industrial/organizational psychology at Purdue University and is the Mickus Endowed Faculty Fellow of Business Impact in the College of Business at Michigan Tech, where she has served as Co-PI on two NSF ADVANCE grants.andrew storer

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

Mississippi State University, where she serves as a graduate assistant in the Office ofDiversity Programs and Student Development at the Bagley College of Engineering. Currently,Lorena is interested in learning more about Diversity, Equity, and Inclusion and how toincrease the participation of underrepresented students in engineering.Co-Author: Jean Mohammadi-Aragh, Jean Mohammadi-Aragh is the Director of DiversityPrograms and Student Development for the Bagley College of Engineering and AssociateProfessor in the Department of Electrical and Computer Engineering at Mississippi StateUniversity. Through her interdependent roles in research, teaching, and service, Jean isactively breaking down academic and social barriers to foster an environment where

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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CoNECD Paper Sessions, Diversity

improving theirteaching in graduate education, current instructors may need more informationand resources on how to be the best teachers they can be 8What can help?Learning Communities (LCs) 9 9LCs provide a long-term collaborative structurefor faculty to improve their teaching skills • The five components of research-based faculty LCs are: 1. Shared beliefs, values and vision 2. Shared and supportive leadership 3. Supportive structural and relational conditions 4. Collective intentional learning and its application 5. Shared personal practice

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

leastone small group meet-up in September. I’ve drawn heavily from background researchon this cohort as well as things coming out of the student focus groups to design aprogram that is “Capital “F” Flexible,” incentivizes participation with topics, food &prizes, and equips the mentors with tools and best practices for engaging their peers. 14WE@RIT & sister program ECCO have had numerous collaborations beginning in Fall‘21. Each collaboration has been highly rated by both WE & ECCO communitymembers.WE@RIT has had a few collaborations with other student clubs which typically havenot been as successful as our collaborations with sister program

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

and associate provost for diversity emerita in the School of Education and Hu- man Development at Texas A&M University. She served the university in administrative roles including vice president for diversity, executive associate dean, associate dean of faculties, and assistant depart- ment head. Her publications include Faculty of Color: Teaching in Predominantly White Colleges and Universities, and her scholarship has appeared in American Educational Research Journal and Educa- tional Researcher. She is the recipient of departmental, college, university and national awards for faculty and graduate student mentoring, faculty development, and diversity and inclusion including the named, Christine A. Stanley

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

Paper ID #40799From De Facto To De Jure and Beyond. It’s More Than Just Weather. WhatThe ”Chilly” Climate Really Feels Like for Black Doctoral Students inSTEMDreama Heaven Rhodes, Arizona State UniversityMotahareh Darvishpour Ahandani, Arizona State University, Polytechnic Campus I am Motahareh Darvishpour Ahandani, and I am currently pursuing my Ph.D. in Engineering Education System and Design at Arizona State University. I serve as a Research Assistant and bring with me six years of industry experience as a woman engineer. My research interests revolve around the mental health of international engineering graduate

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

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CoNECD Paper Sessions, Diversity

Paper ID #40675Understanding Decision Processes Related to Pathways of CommunityCollege Engineering StudentsMr. Rene Alberto Hernandez, Virginia Tech Ren´e Hernandez, is a Salvadorean-American first-generation graduate student at Virginia Tech’s School of Education. He is pursuing his PhD in Higher Education with a cognate in Engineering Education. He has more than 10 years of K-12 and higher education experience which he leverages towards his pursuits of helping others find success in education. He has an evolving research agenda focused on pathways, policy, and how it shapes education and undergraduate engineering

Conference Session

Track 1: Technical Session 8: Cutting the Curb for Students with Disabilities Transitioning to Higher Education

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Seth Vuletich, Colorado School of Mines; Brianna B Buljung, Colorado School of Mines; Jamie Marie Regan, Colorado School of Mines

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CoNECD Paper Sessions, Diversity

Paper ID #40736Cutting the Curb for Students with Disabilities Transitioning to HigherEducationSeth Vuletich, Colorado School of Mines Seth Vuletich is the Scholarly Communications Librarian the Colorado School of Mines. Seth provides specialized support to graduate students through all stages of the research lifecycle. Prior to entering the field of librarianship, Seth was a professional woodworker and earned a bachelor’s degree in geology from the University of Colorado, Boulder. Seth earned his Master’s in Library and Information Science from the University of Denver in 2021.Brianna B Buljung, Colorado School of Mines

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

; Measures impact and outcomes (good intentions are not enough) > Identifies areas for improvement (formative evaluation) > Helps you tell your story to stakeholders > Helps you make a logic model for your project  There are lots of different ways to work with an evaluator.Evaluators are not really meant to grade you or to fill out a checklist. An evaluator’s role isto holistically measure your impact, identify areas of improvement, and gather data to helpyou tell your story. 18 Examples of Various Logic Models The best ones are somewhere between very simple to very complex There is

Conference Session

Track 7: Technical Session 8: Fostering Inclusive Learning Environments while Navigating DEI Backlash

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

valerie a guerrero williamson, Stevens Institute of Technology

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CoNECD Paper Sessions, Diversity

social justice education from Iowa State University; and a Ph.D. from the University of Utah where she studied Educational Leadership and Policy and also earned a graduate certificate in gender studies from the School of Social Transformation. Whether related to research, practice, or teaching, Dr. valerie guerrero williamson has prioritized strate- gic, research-informed efforts to actualize equity for students, staff, and faculty. Broadly, her research focuses on higher education at the organizational level, including change models and their implementa- tion, campus climates and cultures, cultivating critical praxis, and faculty development and socialization. Dr. v has also developed and led hundreds of educational

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

for TGNC students [7]. A primary objective ofthe site visits was to learn more about students’ experiences through collaboration.BackgroundAs described in earlier work [8], the design of research with the TGNC community should centermethodological approaches that do not reinforce harm. To address this need, our study included aresearch justice design and based analysis on feminist, trans, and queer methodologies tointerrogate ideologies that shape engineering norms and practices. This important context isdetailed more fully below.Research justiceThe design of our study was influenced by feminist, trans, and queer research methodologies thatare centered on deconstructing power imbalances between the researcher and participant as aform of

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

Tagged Topics

CoNECD Paper Sessions, Diversity

narratives.Conclusion: This project highlights lessons learned for faculty in the areas of student support,accommodations, inclusive practice, and student perceptions of classroom practice. We present thisproject as methodological innovation for qualitative research, and as future work, we intend to keepinvestigating impact on faculty via faculty focus groups, surveys, and workshops. We also highlight thisresearch as a metaphor for the empathic understanding that each faculty member can gain by listening tostudents, individually and collectively, and distilling lessons for their practice.The Need for Innovation in Broadening Participation Research “Insanity is doing the same thing over and over and expecting different results.” 1

Conference Session

Track 4: Technical Session 7: Siloed Efforts and Collaboration Among STEM Equity Initiatives: An Organizational Network Analysis

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Daniel Mackin Freeman, University of Washington; Emily Knaphus-Soran, University of Washington; Pauline Charlotte Dott, University of Washington

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CoNECD Paper Sessions, Diversity

highereducation [4]. STEM fields have been highly stratified disciplines historically and this persistsdespite concerted efforts to diversify them [5]. STEM occupations are both in-demand andhigher-paying [6], and thus represent a notable opportunity to address broader social inequitiesby facilitating greater economic mobility for socially disadvantaged groups. While colleges anduniversities have expressed increasing commitment to EDI in STEM in recent years [7], mostefforts are designed as individual-level STEM intervention programs (SIPs) aimed at “helpingstudents historically underrepresented in STEM to prepare for and graduate from STEMfields”[8, p. 2]. Examples of SIPs include: summer bridge, mentoring, research experiences,tutoring, career

Conference Session

Track 3: Technical Session 4: Scripts of Whiteness in engineering: An analysis of the literature

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

sociocultural contexts, the impact of critical consciousness in engineering practice, and the development and imple- mentation of culturally responsive pedagogies in engineering education.Dr. Diana A. Chen, University of San Diego Diana A. Chen, PhD is an Associate Professor and one of the founding faculty members of Integrated En- gineering at the University of San Diego. She earned her BS in Engineering from Harvey Mudd College, and MS and PhD in Civil Engineering from Clemson University. In collaboration with colleagues, Dr. Chen is designing a new engineering curriculum to educate changemakers who understand that engineer- ing is an inherently socio-technical activity. Her passion is studying and encouraging culture

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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CoNECD Paper Sessions, Diversity

. Powers, "Doctoral student attrition in theSTEM fields: An exploratory event history analysis," Journal of College StudentRetention: Research, Theory & Practice, vol. 11, no. 2, pp. 247-266, 2009.Well-being Citation:4. T. M. Evans, L. Bira, J. B. Gastelum, L. T. Weiss, and N. L. Vanderford,"Evidence for a mental health crisis in graduate education," Naturebiotechnology, vol. 36, no. 3, pp. 282-284, 2018.Dept. Issues and Advising Citation:C. M. Golde, "The role of the department and discipline in doctoral studentattrition: Lessons from four departments," The Journal of Higher Education,vol. 76, no. 6, pp. 669-700, 2005.[9] R. Sowell, J. Allum, and H. Okahana, "Doctoral initiative on minority attritionand completion," Washington, DC: Council of

Conference Session

Track 7: Technical Session 2: Lessons Learned from Development of an Elective Undergraduate Course on DEI in STEM

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Leigh S McCue, George Mason University; Christopher Alexander Carr, George Mason University; Kevin William Kuck, George Mason University; Dhiambi Otete; Violet Veronika Reges

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CoNECD Paper Sessions, Diversity

, diversity, equity, inclusion, andpedagogy. Included in our findings are first person insights on the impact of this form of class onlearning and professional development, course evaluation data, and lessons learned in hopes ofinforming other practitioners in the design of similar course offerings.1.0 BackgroundThere is a rich literature base for those seeking to develop inclusive STEM curricula, with acomprehensive survey of STEM programming designed to enhance inclusion provided in a recentreview paper by Palid et al [1]. For educators, there are numerous resources to help improveinstructional design, ranging from best practices developed by the National Science andTechnology Council [2] to courses and workshops hosted by organizations like the

Conference Session

Track 8: Technical Session 3: Exploring Engineering Faculty Views on their Role in Broadening Participation in Engineering

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Gerica Brown, University of Dayton

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CoNECD Paper Sessions, Diversity

MEP Director have focused on developing and implementing high impact practices known to promote student success and persistence. In addition to her work as a practitioner in supply chain and engineering student success, Gerica is a qualitative researcher who centers the lived experiences of various engineering education stakeholders; including faculty, staff, students, and employers; in order to gain greater clarity on the current status of the engineering educational landscape. Gerica believes that each person’s experiences and perspectives are important to understanding the current state of engineering education and thus critical for developing strategies toward a path forward

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

Tagged Topics

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