Conference Session

Track 3: Technical Session 5: Technology and Society: Incorporating ethics, inclusion, and societal understanding into computer and technology and engineering education curriculum design.

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Carrie Prior, Excelsior University; James Tippey, Excelsior College

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2025 CoNECD Paper Submissions, Diversity

Design Society Belonging School of […]The School of […] has taken proactive steps to ensure theseprinciples are infused throughout the curriculum, including asignature course experience and purposeful integration andassessment of ethics and inclusive belonging for excellenceprinciples scaffolded throughout degree pathways. Defining Our TermsOur Definitions and Connection to the Curriculum EthicsEthics is acting and with integrity and accountability to foster aclimate of civility, honesty, and respect. Our ethics are embodied inour Code of Conduct. Guiding Principles at […] 1. Maintaining the Highest Ethical Standards 5. Respect for each Person 2. Honesty and

Conference Session

Track 7: Technical Session 2: Taking it One Step at a Time: The Growth of a Program to Support the Doctorates of Tomorrow

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Travis Chan; Tremayne O'Brian Waller, Virginia Polytechnic Institute and State University; Cynthia Hampton Ph.D., Virginia Polytechnic Institute and State University

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2025 CoNECD Paper Submissions, Diversity

the Center for the Enhancement of Engineering Diversity (CEED) at Virginia Tech. ©American Society for Engineering Education, 2025Taking it One Step at a Time: The Growth of a Program to Support the Doctorates of TomorrowAbstractFirst-generation, low-income students, and racially minoritized students face structuraleducational inequities, resulting in lower rates of graduate degree attainment compared to theircounterparts [1]. A Step to the Doctorate Institute (S2D) at Virginia Tech’s Center for theEnhancement of Engineering Diversity (VT CEED) bridges the gap between undergraduate andgraduate programs, boosting underrepresented minority engagement in graduate education byproviding an

Conference Session

Track 5: Technical Session 4: The Next Leaders Academy: Learned Experience from an AI Summer Camp Experience

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

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

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2025 CoNECD Paper Submissions, Diversity

Next Leaders Academy:Ethical AI Camp2024 RecapIn June 2024, the Gaskins Foundation hosted a pilot camp title “NextLeaders Academy: Ethical AI Camp” for high school students in theGreater Cincinnati area. by Delano White 1 Camp Overview June 8-12, 2024 Location: University of Cincinnati Digital Futures Building Target Age: 9-12 grades Focus: Exploring ethical considerations in the development and application of AIThe Digital Futures is part of the University of theCincinnati. Housed within the Cincinnati InnovationDistrict, the building houses research labs, co-working spaces, meeting rooms, and otheramenities to foster creativity and growth in the

Conference Session

Track 6: Technical Session 3: The role of undergraduate engineering students' different support networks in promoting emotional well-being: A narrative study

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Sowmya Panuganti, Purdue Engineering Education; Narjes Khorsandi Koujel, Rowan University; Justin Charles Major, Rowan University

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2025 CoNECD Paper Submissions, Diversity

analysis of narratives. Our findings suggest that engineering students often avoiddiscussing their emotional needs. When they do, they are more likely to seek out chosenfamilies, where they feel greater authenticity and less judgment given the lack of powerdynamics. Positive relationships within traditional families, supplemented by chosenfamilies, contribute to stronger emotional well-being and support students' success asengineers. These results, and others, are discussed further.IntroductionA sense of belonging strongly affect factors such as emotional well-being, motivation, andacademic success of a person [1]. In higher education, especially in more difficult fieldssuch as engineering and computing, a strong sense of belonging to one’s field

Conference Session

Track 3: Technical Session 6: Uncovering the less-heard histories and barriers of Asian and Asian American Students

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Siqing Wei, Purdue University at West Lafayette (COE); Marissa A Tsugawa, Utah State University - Engineering Education; Li Tan, Arizona State University, Polytechnic Campus

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2025 CoNECD Paper Submissions, Diversity

1 1 Background: Demographics • Asian Americans make up ~5.6% of households in the U.S., the second smallest racial group after First Nation groups [1] • Yet, (non-/immigrant) Asian/Asian Americans (A/AAs) are usually considered non-minoritized groups in postsecondary science and engineering (S&E) education as A/AA takes up 6%, 10%, 12%, and 11% of degree receipts of associates’, bachelor’s, master’s, and doctoral respectively [2] 2Asian Americans make up approximately 5.6% of households in the U.S. according

Conference Session

CANCELLED: Track 5: Technical Session 6: Think-Aloud Insights: Exploring QuantCrit Challenges and Diverse Survey Responses Among Undergraduate Engineering Students

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Sheila Kathryn Castro, University of Florida; Bruce Frederick Carroll, University of Florida; Janice Mejía, Northwestern University; Kent J. Crippen, University of Florida

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2025 CoNECD Paper Submissions, Diversity

addressing this need as itprepares future engineering researchers and practitioners. Despite increased representation ofminoritized individuals in recent years [1], statistics show that women and other minorities (e.g.,racial, ethnic, gender, socioeconomic), are less likely to pursue graduate school compared to theirWhite male counterparts. Prior literature exploring the experiences of undergraduate minoritizedstudents tends to focus on deficit-based perspectives, such as lack of language proficiencies anddifficulties assimilating to university culture [2]. While acknowledging these barriers isimportant, understanding the skills and knowledge these students hold and how they use theseassets to navigate their institution can provide a clear, tangible

Conference Session

Track 7: Technical Session 6: Using Grant Transition Periods to Improve Program Evaluation & Offerings; Case Study: Washington Space Grant

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Elizabeth Litzler, University of Washington; Rae Jing Han, University of Washington Center for Evaluation & Research for STEM Equity; Erin Carll, University of Washington; Kam H Yee, University of Washington; Brenda N Martinez, University of Washington

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2025 CoNECD Paper Submissions, Diversity

Conference Session

Track 4: Technical Session 2: Using Strategic Planning Processes to Promote Success for Undergraduate CS Students at a Systemic Level

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Jamie Huber Ward, NCWIT; S. Kiersten Ferguson; Sherri L Sanders

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2025 CoNECD Paper Submissions, Diversity

This material is based upon work supported by the National Science Foundation under Grant No. 2216561. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.1 Overview of NCWIT’s Philosophy2NCWIT Undergraduate System ModelOrganizational Change Process Communicating for Change Evidence-based tools help establish credibility by explaining a vision ofchange and how it is grounded in theories, best practices, and resources. Creator: https://pixy.org/ | Credit: https://pixy.org/763757/ Copyright: CC BY-NC-ND 4.0Use Compelling Evidence “[I have met] an incredible

Conference Session

Track 5: Technical Session 3: Utilizing Campus Engagement for the Development of an ADVANCE Faculty Leadership Initiative

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Lisa A Kunza, South Dakota School of Mines and Technology; Brooke Lamonte Long-Fox, South Dakota School of Mines and Technology; Lance A Roberts P.E., South Dakota School of Mines and Technology

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2025 CoNECD Paper Submissions, Diversity

asproponents for gender equity and inclusivity and carry the lessons learned in training into alltheir activities across campus. Over the course of the A&A program, 47 faculty, staff, andadministrators were trained as Allies. The Advocates led round-table discussions in theirworkshops and resulting discussions indicated a disjunct in views of equity between faculty andadministration.Facilitated Peer Mentor CirclesMentoring strategic planning sessions were held for faculty by rank with members grouped into(1) Research Scientists, (2) Non-tenure track Teaching Faculty, (3) Tenure-track AssistantProfessors, (4) Associate Professors, and (5) Full Professors, Program Chairs & DepartmentHeads. These sessions engaged over 70% of campus faculty

Conference Session

Track 6: Technical Session 6: WIP: Factors Influencing Faculty Pedagogical Decisions around Diversity, Equity, Inclusion, and Justice (DEIJ) in Engineering: A Comparative Case Study

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Avis Carrero, Tufts University

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2025 CoNECD Paper Submissions, Diversity

Pedagogical Decisions around Diversity, Equity, Inclusion, and Justice (DEIJ) in Engineering: A Comparative Case StudyIntroduction Integrating Diversity, Equity, Inclusion, and Justice (DEIJ) into engineering education isincreasingly recognized as essential for fostering transformative change. By highlighting thesocial and political dimensions of engineering practice and design, DEIJ initiatives addresslongstanding challenges in the field. Scholars have recently prioritized embedding social issuesacross various curricular contexts [1] - [3], underpinned by research that demonstrates howinclusive curricula enhance students' comprehension of engineering problems by situating themwithin real-world contexts [4

Conference Session

Track 6: Technical Session 4: WIP: investigate recruitment strategies used by engineering bridge and success programs to recruit underserved students

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Xinyu Zhang, Purdue University; Lynette Michaluk, West Virginia University; N’Diya Harris, Wright State University; Ansley Lynn Shamblin, West Virginia University

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2025 CoNECD Paper Submissions, Diversity

disabled students.To broaden participation and increase diversity in engineering and computing majors in 4-yearuniversities and colleges, bridge and success programs (also called intervention programs in someliterature) such as summer bridge, engineering scholar, and bootcamp have been used to supportstudents’ college transition and retention [1-8]. Some were initially created with federal fundingsupport from U.S. National Science Foundation (NSF) Scholarships in Science, Engineering,Technology, and Mathematics Program (S-STEM) and Louis Stokes Alliances for MinorityParticipation Program (LSAMP) [9] and institutionalized later. Both S-STEM Scholars programand LSAMP Scholars program not only provide financial support to student participants but

Conference Session

Track 5: Technical Session 7: WIP: Perceptions of Instructional Practices among Engineering College Students with Attention-Deficit/Hyperactivity Disorder

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Xiaping Li, University of Michigan; Nolgie O. Oquendo-Colón, University of Michigan; Musabbiha Zaheer; Cynthia J. Finelli, University of Michigan

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2025 CoNECD Paper Submissions, Diversity

environment, primarilylecture-based courses, and long-term assignments.Extensive evidence supports the idea that effective teaching practices can enhanceacademic success, including: 1. Building a positive rapport with instructors: Negative interactions and communication with instructors can have lasting effects on these students (Perry & Franklin, 2006). One study discovered that students with ADHD heavily rely on instructor support, especially in response to accommodation requests like extended test time or written lecture notes, to succeed in college. 2. Employing an instructional style that fosters learning: The instructional style also plays a crucial role in the academic success of these students since

Conference Session

Track 3: Technical Session 5: Work In Progress: Understanding Servingness for Minoritized Students in Introductory Computing Courses at a Hispanic Serving Community College

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

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

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2025 CoNECD Paper Submissions, Diversity

she served as an instructor for the first-year professional development seminar and as coordinator for the summer bridge program. Her research interests include equity in engineering education, middle-years of engineering, and engineering student support for post-traditional students. ©American Society for Engineering Education, 2025Good [Insert time i.e., morning, afternoon, or evening]! Todaywe’ll be focused on understanding servingness for Minoritizedstudents in Introductory Computing Courses at a HispanicServing Community College.My name is 1) Antarjot Kaur and I’m a second year Ph.D student situated in the Engineering Education department at Virginia Tech 2) Paul Bigby and I am also a