Conference Session

Track 1: Technical Session 2: Reflective Teaching Practices for Equity-Minded Engineering Instructors

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Jay Mann, University of Illinois Urbana-Champaign; Ashleigh Wright, University of Illinois Urbana-Champaign; Ellen Wang Althaus, University of Illinois at Urbana - Champaign; Wayne L Chang, University of Illinois Urbana-Champaign; Ali Ansari, University of Illinois at Urbana - Champaign; Caroline Cvetkovic, University of Illinois at Urbana - Champaign; Ramez Hajj, University of Illinois at Urbana - Champaign; Holly M Golecki, University of Illinois at Urbana - Champaign

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

frequent concern regarding self-reflection is selecting a method or approach that can beconsistently executed. For many of the same reasons as above, self-reflection practices that aretoo complex, too time-consuming, or less actionable in design are quick to be discarded whenfaculty find themselves unable to regularly complete them or to use them directly to impact theirteaching.During the one-hour reflective teaching workshop, facilitators shared self-reflection tools andpractices that could deepen their sense of self to strengthen their equity-oriented teaching. First,the facilitators shared ways in which practitioners and educators could make reflection a routineelement of teaching (e.g., formal journaling before and after instruction, making

Conference Session

CANCELLED: Track 6: Technical Session 1: A Student-Centered, Theory-Informed, Integrated Model to Academic and Career Advising to Educate the Whole Engineer: Transforming Engineering Education and Broadening Participation in Engineering is Possible!

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Olga Pierrakos, Wake Forest University; Melissa C Kenny, Wake Forest University

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

, students need tosee themselves represented in success stories and in role models in specific fields. Withoutseeing themselves in these success stories, their confidence to succeed academically and withcareer aspirations will be impacted. Identity-conscious advising (1) understands intersectionality,(2) recognizes systemic barriers, (3) promotes inclusive excellence, and (4) supports “wholestudent” identity and development. Best practices for identity-conscious advising requiresadvisor development across areas of cultural competency, identity awareness, bias recognition,and intersectionality, as well as recruitment of diverse advisors for showcasing broadrepresentation of success to the student body. Identity-conscious advising also requires

Conference Session

CANCELLED: Track 5: Technical Session 5: Hiring Practices to Build a Diverse Team at Wakr Forest Engineering: Transforming Engineering Education and Broadening Participation in Engineering is Possible!

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Olga Pierrakos, Wake Forest University

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

University. Olga is a national thought leader in higher education and engineering education. She is a biomedical and mechanical engineer as well as an STEM education researcher. ©American Society for Engineering Education, 2025 Inclusive and Bias-Minimizing Hiring Practices to Build a Diverse Team at Wake Forest Engineering: Transforming Engineering Education through Faculty Diversity and Broadening ParticipationThis paper presents a comprehensive case study of Wake Forest Engineering's successful launchand transformation to build a diverse faculty team to support innovation across curriculum,pedagogy, research, and community impact. By implementing research-grounded hiringpractices focused on

Conference Session

Track 2: Technical Session 5: From Barriers to Bridges: The GEES Program's Impact on Low-Income Master's Students' Success and Professional Development

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Ximing Li, University of Pittsburgh; Sylvanus N. Wosu, University of Pittsburgh; Keith Trahan, University of Pittsburgh; Tagbo Herman Roland Niepa, Carnegie Mellon University

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

themesillustrate how the GEES program influenced low-income masters students’ educationaljourneys and supported their career development.Academic DevelopmentThe transition to graduate studies under the GEES program exposed participants to deeper,more specialized academic content that many found transformative. A common sentimentwas that graduate school allowed them to move from theoretical knowledge to practicalapplications. One participant noted, “In undergrad, it was all about passing exams. Now, Ifeel like I’m creating something real. It’s not just knowledge; it’s hands-on skills.” For thoseinvolved in internships or applied research, these experiences were especially impactful. Oneparticipant engaged in neural engineering research shared, “It’s a

Conference Session

Track 3: Technical Session 4: Engaging Two-Year Students in STEM: A Professional STEM Society's Efforts to Support Community College Students

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Roberta Rincon, Society of Women Engineers; Beth C McGinnis-Cavanaugh, Springfield Technical Community College; Sohn Paul Cook, Society of Women Engineers

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

Paper ID #45160Engaging Two-Year Students in STEM: A Professional STEM Society’s Effortsto Support Community College StudentsDr. Roberta Rincon, Society of Women Engineers Roberta Rincon, Ph.D., is the Director of Research and Impact for the Society of Women Engineers. She is responsible for overseeing the research activities for the organization, including collaborative research projects with external researchers and dissemination of SWE research through academic conferences, the SWE Research website, and the annual SWE State of Women in Engineering magazine issue. She is the Principal Investigator for the NSF INCLUDES

Conference Session

Track 5: Technical Session 4: Fostering an Inclusive Community Among Electrical Engineering Students with Mixed-Reality Technologies at a Hispanic-Serving Institution

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Preeti De Maurya, New Mexico State University; Hilda Cecilia Contreras Aguirre, New Mexico State University; Theoderic Thomas Platt, New Mexico State University; Cristina Miriam Esparza, New Mexico State University; REDWAN UL HAQ CHOYON, New Mexico State University; Bill Hamilton, New Mexico State University; Marshall Allen Taylor, New Mexico State University; Luis Rodolfo Garcia Carrillo, New Mexico State University

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

, human-robot interaction (HRI), brain-computer interaction (BCI), MR, asymmetry in games, wearable technology, inclusive design, disability studies, participatory design, and technology for children on the spectrum.Bill Hamilton, New Mexico State UniversityMarshall Allen Taylor, New Mexico State UniversityLuis Rodolfo Garcia Carrillo, New Mexico State University Luis Rodolfo GARCIA CARRILLO received the PhD. degree in Control Systems from the University of Technology of Compi`egne, France. He was a Postdoctoral Researcher at the Center of Control, Dynamical systems and Computation at UC Santa Barbara, USA. He currently holds an Assistant Professor position with the Klipsch School of Electrical and Computer Engineering at

Conference Session

Track 1: Technical Session 4: "An examination of the gender gap among Middle Eastern students in Engineering: A systematized review"

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Narjes Khorsandi Koujel, Rowan University; Justin Charles Major, Rowan University

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

, Justin is a previous NSF Graduate Research Fellow and has won over a dozen awards for research, service, and activism related to marginalized communities, including the 2020 ASEE ERM Division Best Diversity Paper for their work on test anxiety. As a previous homeless and food-insecure student, Justin is eager to challenge and change engineering engineering education to be a pathway for socioeconomic mobility and broader systemic improvement rather than an additional barrier. ©American Society for Engineering Education, 2025 An examination of the gender gap among Middle Eastern students in Engineering: A systematized reviewAbstract:This systematized literature

Conference Session

Track 1: Technical Session 5: Motivations for Engineering Faculty Engagement in an Inclusive Pedagogy Program

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Renee M. Desing, University of Washington; Joyce Yen, University of Washington; Karen Thomas-Brown, University of Washington

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

programs are a critical mechanism for enhancing teaching effectiveness(e.g., [9], [10], [11]). These programs aim to equip educators with the necessary skills andknowledge to improve their teaching methods, such as integrating technology, employinginnovative assessment strategies, and centering student learning [12]. Research indicates thatcomprehensive faculty development programs that include workshops, peer and studentfeedback, and communities of practice can significantly enhance faculty teaching abilities andstudent learning experiences [13]. In STEM, these programs offer faculty members theopportunity to engage with contemporary pedagogical theories and practices, participate in amulti-disciplinary learning community, practice active

Conference Session

Track 5: Technical Session 6: Advancing Accessibility: Leveraging Technology to Empower Deaf and Hard of Hearing Students in STEM Higher Education

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Sunday David Ubur, Virginia Polytechnic Institute and State University; Sarah Over, Virginia Tech; Denis Gracanin, Virginia Polytechnic Institute and State University; C. Cozette Comer, Virginia Polytechnic Institute and State University

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

real-worldtesting with DHH students. For example, Hou et al [26] achieved high accuracy in controlledenvironments but remains untested in real classrooms. This gap highlights a broader issue inaccessibility literature: the emphasis on technical development over practical application. Whilemany of the reviewed records proposed innovative solutions, such as educational games and signlanguage translation systems (Figure 3), these technologies often remained at the prototype stagewithout comprehensive testing in real-world environments. This raises concerns about thelong-term usability and impact of these technologies. The lack of real-world validation highlightsthe need for future research to prioritize user-centered design and practical

Conference Session

Track 7: Technical Session 7: Grassroots Approach to Advancing Inclusion, Diversity, Equity, and Access in Engineering

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Ashleigh R. Wright, University of Illinois at Urbana - Champaign; Ellen Wang Althaus, University of Illinois at Urbana - Champaign; Akshina Sood, University of Illinois at Urbana - Champaign; Lance Cooper, University of Illinois at Urbana - Champaign; Lynford Goddard, University of Illinois Urbana-Champaign

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

effectiveness quantitatively against key metrics that promote diversity, equity, inclusion, and access to the undergraduate and graduate student communities. She also conducts research that analyzes trends, driving factors, barriers, and best practices to educate others and support organizational improvement. Prior to joining the University, Ashleigh managed and directed many training and pathway programs that support students from underrepresented backgrounds in STEM, and facilitated workshops that enhance the academic, personal, and professional development of students at North Carolina State University and Louisiana State University. She is a member of the National Organization for the Professional Advancement of Black

Conference Session

Track 3: Technical Session 2: Bridging the Gap: Leveraging Intersectional Leadership to Foster Inclusive Excellence in STEM

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Beth Anne Johnson, Lamar Creative Co. ; Ershela L. Sims, WEPAN, Inc.; Brooke Charae Coley, Arizona State University, Polytechnic Campus

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

education, guided numerous Women in Center for Research Advancing With a sharp focus on big-picture Ershela is now channeling her Engineering (WIE) and Minority Racial Equity, Justice, and thinking and a gift for fostering expertise to researching the Engineering Programs (MEP) to Sociotechnical Innovation Centered collaborative connections, she has everyday experiences of those within thrive in today’s competitive in Engineering (RARE JUSTICE) and redefined how clients approach the equity spectrum. As an industry landscape. With a deep an Assistant Professor of creativity in their daily lives, leader, she is

Conference Session

CANCELLED: Track 4: Technical Session 2: Examining Gender Differences in Engineering Students' Reflections on Combating Systemic Racism

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Sakhi Aggrawal, Purdue University at West Lafayette (PPI); Aparajita Jaiswal, Purdue University at West Lafayette (PPI); Gaurav Nanda, Purdue University at West Lafayette (COE); Saloni Parkar

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

categories that captured broader themes. Therelationships between the initial codes were examined to understand how different conceptswere interlinked. For example, codes related to recognizing personal biases were grouped, whilethose about actionable strategies against systemic racism were categorized separately. 3)Development of Final Themes. In the final phase, the categories developed during axial codingwere synthesized into overarching themes. These themes represented the core insights derivedfrom the data, reflecting students’ understanding and personal engagement with the issues ofsystemic racism and hostile design. The iterative process of developing and refining themesfollowed best practices in qualitative research, ensuring a rigorous and

Conference Session

Track 7: Technical Session 4: Diversity in STEM: Strategies of Professional Engineering Organizations in Recruiting and Retaining Women from Minority-Serving Institutions

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Rebeca Petean, Society of Women Engineers; Roberta Rincon, Society of Women Engineers

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

Colleges and Universities (TCUs). While efforts to increasediversity in STEM through SWE engagement have been made, we don't fully know howeffective these strategies are in recruiting and retaining women from MSIs. Specifically, it's clearthat person-centered strategies can help, but more research is needed to understand how theseefforts can be tailored to support women enrolled in HSIs, HBCUs, and TCUs. Therefore, ourstudy asks two overarching questions: ● Part A: What are effective strategies for recruiting and retaining MSI students in SWE programs? ● Part B: How do key stakeholders tailor and implement recruitment strategies to align with MSI students' unique experiences, and what challenges do they encounter?In line with the

Conference Session

Track 6: Technical Session 3: Breaking Barriers: Unveiling the Journeys and Triumphs of Faculty Women of Color in STEM Academia

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Kemesha Gabbidon, University of South Florida; Saundra Johnson Austin, University of South Florida

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

driven by a desire for success, recognition, or personal fulfillment.• Impact - A motive to make a significant impact on society, a market, or a specific community, often linked to a sense of purpose.• Value Creation - A strong motivation to create products, services, or solutions that add value to others, whether through innovation, efficiency, or social impact.• The underlined portion here can best be capture as the achievement orientation aspect of motives. 23 Hard skills I for a long time, undervalued my contribution and did not really see the other side of the coin, which was a lot of [] academicians with PhDs have no idea

Conference Session

Track 2: Technical Session 1: Pulled In or Pushed Out? Underrepresented Minority High School Students Describe Socio-environmental Factors Shaping STEM Persistence and Post-Secondary Plans

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Alexis Grace Daniels, Johns Hopkins University; Rachel E Durham; Michael L Falk, The Johns Hopkins University; Alisha Nicole Sparks, The Johns Hopkins University; Emily J Yanisko, American University

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

Paper ID #45249Pulled In or Pushed Out? Underrepresented Minority High School StudentsDescribe Socio-environmental Factors Shaping STEM Persistence and Post-SecondaryPlansDr. Alexis Grace Daniels, Johns Hopkins University Alexis Grace Daniels (Ed.D., Entrepreneurial Leadership In Education, Johns Hopkins School of Education) is a Program Administrator at the Center for Educational Outreach in the Johns Hopkins Whiting School of Engineering. She is an experienced scholar-practitioner committed to cultivating innovation, empathy, critical thinking, and agency in teachers and children in pursuit of an equitable and sustainable