Conference Session

Undergraduate Track - Technical Session II

Collection

2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference

Authors

Asha Godbole, Oregon State University; Beverly Miller, University of Virginia; Michelle Kay Bothwell, Oregon State University; Devlin Montfort, Oregon State University; Susannah C. Davis, Oregon State University

Tagged Topics

Diversity, Undergraduate Education

was conducted in Chemical, Biological and Environmental Engineering at OregonState University. Sixteen focus groups and 6 individual interviews were conducted with enteringand soon-to-be-graduating students.Our findings reveal that students who identify along social identity categories that are centered inUS culture (e.g., white, able bodied, straight, male, access to resources…) experience a strongsense of belonging. Of this group, about half are unaware of the unearned advantages linked totheir social location, while the other half articulate an understanding of their privilege.International students and students of color generally expressed a lower sense of belonging in theunit and experiences of marginalized status. A complexly layered

Conference Session

Disability Track - Technical Session IV

Collection

2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference

Authors

Cassandra J. Groen, Virginia Tech; Marie C. Paretti, Virginia Tech; Lisa D. McNair, Virginia Tech; Denise Rutledge Simmons P.E., Virginia Tech; Ashley Shew, Virginia Tech

Tagged Topics

Disability

to identity construction [13, 14]. In this study, particularlyin our preliminary analysis, we focus on the interactions between two such factors: disability andprofessional identity. We thus focus our discussion on the ways in which experiences withdisability influence and are influenced by the ways in which students engage in, internalize, andinterpret the civil engineering profession as they move through their undergraduate careers.Professional Identity and the AOI ModelOur work is also informed by prior research on professional identity construction. Typically,professional identity is described using a variety of research lenses that capture a dimension ofidentity that forms as individuals learn and internalize the values, behavioral

Conference Session

Undergraduate Track - Technical Session VII

Collection

2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference

Authors

Nancy Mariano, Seattle University; Agnieszka Miguel, Seattle University; Mara Rempe, Seattle University; J. McLean Sloughter, Seattle University

Tagged Topics

Diversity, Undergraduate Education

are over 100 full-time and part-time faculty and more than 1,100undergraduate and graduate students. In addition to rigorous technical educations where theory isbalanced with hands-on, laboratory-based work, our students experience emphasis on leadership,teamwork, and oral and written communication.All engineering and computer science students participate in a year-long senior design project which issponsored by local industry. Teams of students mentored by a faculty member and a liaison engineersolve real-world engineering problems. Students design, build and test their own solution, writeproposals and reports, and present the result to their sponsors. By bridging the gap between academiaand industry, the senior design project prepares

Conference Session

Faculty Track - Technical Session III

Collection

2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference

Authors

Michelle Kay Bothwell, Oregon State University; Kali Furman, Oregon State University; Qwo-Li Driskill, Oregon State University; Rebecca L. Warner, Oregon State University; Susan M. Shaw, Oregon State University; H. Tuba Ozkan-Haller, Oregon State University

Tagged Topics

Faculty

theseactivities; participants are either actors or “spect-actors,” a word coined by Boal to describeaudience members who engage in the events in any way [33]. Boal developed a number ofunique theatrical styles under the TO umbrella, each designed to produce different outcomes, andwe will describe two of these below in the context of seminar activities. A common aspect usedacross the various categories of TO, however, is the involvement of a facilitator or director. Thisperson serves as a bridge between the actors and spect-actors, but remains separate from both soas to not influence the interpretation of events. Boal refers to this role as the “Joker” in referenceto the Joker card’s neutrality (with regard to suit) in a deck of playing cards [34]. Note

Conference Session

Race/Ethnicity Track - Technical Session III

Collection

2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference

Authors

Teirra K. Holloman, Virginia Tech; Walter C. Lee, Virginia Tech; Jeremi S. London, Arizona State University; Atota Bedane Halkiyo, Arizona State University; Gilbert Jew, Arizona State University; Bevlee A. Watford, Virginia Tech

Tagged Topics

Diversity, Race/Ethnicity

of recommendations can be found inAppendix B, and will be specified as “R#” (e.g., R17) hereafter for ease of reference.Theme: PracticeRecommendations made with regard to what happens in practice are aimed at improving theenvironment, process, and procedure for underrepresented people at three specific levels:students (K-12), students (undergraduate and graduate), and professionals (academia andindustry). Review of the recommendations found a consistency in the number of nationalreports on practice during 2000’s and 2010’s decades for each respective level. K-12 specificallysaw a spike in reports produced during this timeframe going from five reports produced in the31 years between the 1976 and 2007, to 7 reports produced in the 2010’s

Conference Session

Faculty Track - Technical Session I

Collection

2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference

Authors

Michelle Kay Bothwell, Oregon State University; Padma Akkaraju, Oregon State University; Joseph McGuire, Oregon State University; Thuy T. Tran, Oregon State University; Andrea Zigler, Oregon State University

Tagged Topics

Diversity, Faculty

, students, and staff that is increasingly more inclusive, collaborative, diverse, andcentered on student success. We are meeting this commitment in part through design andimplementation of new and revised practices for recruitment, professional development,mentoring, and advancement. But changing organizational culture is a large-scale undertaking. Inorder to build an organizational conscience for the college and secure its transformation into acommunity where all members feel welcome and engaged, “top-down” policy change must becomplemented by enlistment of change agents from every employment sector of the college. Forthis purpose, a 20-member Change Team — including a balance of tenure-track and professionalfaculty and classified staff — was

Conference Session

Undergraduate Track - Technical Session VII

Collection

2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference

Authors

Carlotta A. Berry, Rose-Hulman Institute of Technology; Janice Fenn, Rose-Hulman Institute of Technology

Tagged Topics

Diversity, Undergraduate Education

apositive impact on a student’s identity and self-efficacy. Institutional leadership who supportpractices that create a culture of inclusion and eliminate negative cultural practices that underminea diverse learning environment and community are also critical in making advances in STEMdiversity. Although strong leadership commitment to diversity in STEM is critical, the authorssuggest that the support of faculty is even more critical to the success of diverse students in STEM,as faculty have significantly more one-to-one contact with the students on a daily basis, and overa longer period of time. Thus, it is critical to more adequately prepare faculty for this role throughdiversity and inclusion training, in order that they may engage and

Conference Session

Undergraduate Education Track - Technical Session I

Collection

2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference

Authors

Stephen Secules, University of Georgia; Nicola W. Sochacka, University of Georgia; Joachim Walther, University of Georgia

Tagged Topics

Diversity, Undergraduate Education

- orative Lounge for Understanding Society and Technology through Educational Research (CLUSTER), is a dynamic interdisciplinary team that brings together professors, graduate, and undergraduate students from engineering, art, educational psychology, and social work in the context of fundamental educational research. Dr. Walther’s research program spans interpretive research methodologies in engineering edu- cation, the professional formation of engineers, the role of empathy and reflection in engineering learning, and student development in interdisciplinary and interprofessional spaces. c American Society for Engineering Education, 2018 New Directions from Theory: Implications for Diversity

Conference Session

Undergraduate Track - Technical Session VI

Collection

2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference

Authors

Najmah Thomas, University of South Carolina, Beaufort; Ronald Erdei, University of South Carolina, Beaufort

Tagged Topics

Diversity, Undergraduate Education

identity, motivation, and persistence: Benefits of an informal mentoring program for female undergraduate students," PLoS One, vol. 12, no. 11, p. e0187531, 2017.[31] D. L. Jackson, "A Balancing Act: Impacting and Initiating the Success of African American Female Community College Transfer Students in STEM into HBCU Environments," The Journal of Negro Education, vol. 82, no. 3, pp. 255-271, 2013.[32] M. Johns, T. Schmader, and A. Martens, "Knowing is half the Battle: Teaching Stereotype Threat as a Means of Improving Women's Math Performance," Psychological Science, vol. 16, no. 3, pp. 175-179, 2005.[33] D. M. Merolla and R. T. Serpe, "STEM enrichment programs and graduate school matriculation: the

Conference Session

Potpourri

Collection

2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference

Authors

Ilmi Yoon, San Francisco State University

Tagged Topics

Diversity, Diversity Research

.,● They found themselves in an unsupportive environment, four in Fall 2016 and six in Spring 2017). For each with professors announcing "only half of you will pass this workshop we had one of the mentors act as a facilitator and class." (stereotype threat) the supervising faculty assume the role of the note-taker.As a result, many students perceived obtaining CS skills as Everyone, including the faculty supervisor, was referred totoo daunting and elected to study something else. Other by first-name, in order to promote an equal powerstudents attempted CS courses but found learning the structure. The goal was to create an environment

Conference Session

Faculty Track - Technical Session II

Collection

2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference

Authors

Nicole N. Aljoe, Northeastern University; Stacy Blake-Beard, Simmons College; Michele C. Deramo, Virginia Tech; Barbara J. Guthrie, Northeastern University; Kathleen Kenney, Northeastern University; Carol B. Muller, Stanford University; Jan Rinehart, Northeastern University; Rania Sanford, Stanford University; Shawna Vican, University of Delaware

Tagged Topics

Faculty

Sanford is Assistant Vice Provost for Faculty Development and Diversity at Stanford University. She has been responsible for launching Stanford’s portfolio of professional and leadership development programs for junior and mid-career faculty since 2013. In her role, she also advises search committees on recruitment, and acts as advocate and coach for faculty, deans, and chairs. She has been working closely with postdocs, faculty, and students at Stanford for more than two decades and is a recipient of the Stanford University Postdoctoral Association Recognition Award (2013). Her research collaboration with Amy Kinch at the University of Montana explores the future of faculty needs and demands within a com- petency