Conference Session

Undergraduate Track - Technical Session II

Collection

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

Authors

Karen E. Rambo-Hernandez, West Virginia University; Abhik Roy, West Virginia University; Melissa Lynn Morris, West Virginia University; Robin A. M. Hensel, West Virginia University; Jeremy Clinton Schwartz, West Virginia University; Rebecca A. Atadero, Colorado State University; Christina Paguyo, University of Denver

Tagged Topics

Diversity, Undergraduate Education

to work. Maybe ifeveryone grew up poor for the first 15 years of their life they'd have a slightly better work ethic,but what do I know?”Self-worth. Individuals described that their unbalanced workload was either leading to academicsuccesses or in some cases, failures. Achievements often translated in a rise in self-esteem, gainsin leadership skills through the form of contingency planning, or in the skepticism of anybenefits within a team structure. Personal disappointments in academic efforts were addressed inthe form of self-loathing and uncertainty leading some to question their chosen line of study. Example of Perceived Accomplishment Example of Perceived Failure “… not everyone will hold their own on the “…in my

Conference Session

Gender Track - Technical Session III

Collection

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

Authors

Tim John Weston, University of Colorado, Boulder; Wendy DuBow, National Center for Women & IT; Alexis Kaminsky, Kaminsky Consulting, LLC

Tagged Topics

Diversity, Gender

college, regardless of major, although persisters perceived significantlymore support for computing than did non-persisters. Another important finding was that highschoolers’ responses to a single survey item about intent to persist predicted later persistencemoderately well. Seventy-two percent of those students who said in high school that they wereinterested in pursuing a CS or tech-related college major did so during college. Thus, we learnedthat for many girls, plans about future area of study remain relatively constant from high schoolto college. This finding has implications for improving how we evaluate interventions aimed athigh school women when longitudinal tracking is impractical. The SCCT-related findingssuggest which constructs are

Conference Session

Engineering Workforce Track - Session VI

Collection

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

Authors

Aqdas Malik, George Mason University; Aditya Johri, George Mason University; Rajat Handa, George Mason University; Habib Karbasian, George Mason University; Hemant Purohit, George Mason University

Tagged Topics

Engineering Workforce

influential actors within network.The higher the size of node the more important that actor is in connecting various communitiestogether (see Fig. 4). Likewise, other node-level metrics, Isis Anchalee scored the highestbetweenness centrality. The campaign manager Michelle Glauser, and female engineers Erica Joy,Hsin-Ju Chuang also emerged as important players in engaging people in conversation. Finallyorganization including Hackbright Academy, WomanthologyUK, and Stemettes challenging thestereotypes and promoting women participation in STEM were also considered as the key entitiesinfluencing the network.Future WorkIn our future work we plan to work with larger datasets and apply techniques such as supervisedclassification [20], [21] to help us

Conference Session

LGBTQ+ Track - Technical Session IV

Collection

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

Authors

Kristin Boudreau, Worcester Polytechnic Institute; David DiBiasio, Worcester Polytechnic Institute; Paula Quinn, Worcester Polytechnic Institute; Zoe Reidinger

Tagged Topics

Diversity, LGBTQ+

of these, including the student team responsible for lighting andsound at campus events. As one LGBTQ student told us, “Not everyone needs a safespace” (WPI, 2015).Our specific research plan emerged from our sense that the LGBTQ community at WPI isrelatively large for an engineering school. We hypothesized that there may be aconnection to the unique curriculum here, although we have never isolated the effects ofour off-campus projects, our six-course humanities requirement, or our strong artsprogram on LGBTQ students. Rather, we have conducted surveys and interviews to hearfrom students about their experiences as queer engineering undergraduates. Beyondsupport for LGBTQ engineering students, our project points the way toward enabling16 More

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

administrative offices such as Women in Engineering and Multicultural Engineeringprograms, who may at times benefit from forming coalitions without losing the identity andgoals of individual groups and students. At our home institution, the students of a thrivingNational Society of Black Engineers chapter have met with a newly forming chapter of theSociety of Hispanic Professional Engineers to advise on logistical procedures and strategies forfinancial support and to co-plan activities. Rather than seeing an identity difference as a barrieror subsuming the groups in a coalition which erased identities of the sub-groups, this strategicpolitical partnership represents a possible productive outcome of considering politicalintersectionality. The theory may

Conference Session

Undergraduate Track - Technical Session II

Collection

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

Authors

Elisabeth (Lisa) Stoddard, Worcester Polytechnic Institute; Geoff Pfeifer, Worcester Polytechnic Institute

Tagged Topics

Diversity, Undergraduate Education

document to analyze,articulate, measure, and discuss (in)equity in their team dynamics.Mapping Assets Builds Student ConfidenceFirst, identifying one’s own assets can build student confidence, particularly for students who areor have been stereotyped as less capable (Maton and Hrabowski III, 2004). A Native Americanand first generation college student explains: ….the asset map shows me what I’m capable of….I plan on editing my asset map again because I’m going to need it to remind myself what I’m good at. Until I work on enough projects, assets never stop, I feel that my asset map should pages long by the time I’m 40. I will continue to utilize my asset map to help me in the future

Conference Session

First-Generation Track - Technical Session IV

Collection

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

Authors

Dina Verdín, Purdue University, West Lafayette (College of Engineering); Allison Godwin, Purdue University, West Lafayette (College of Engineering); Adam Kirn, University of Nevada, Reno; Lisa Benson, Clemson University; Geoff Potvin, Florida International University

Tagged Topics

Diversity, First Generation

to academic plans,” in Frontiers in Education Conference, 2008. FIE 2008. 38th Annual, 2008, p. T4D–1.[12] E. T. Pascarella and P. T. Terenzini, How college affects students, vol. 2. Jossey-Bass San Francisco, CA, 2005.[13] D. Verdín and A. Godwin, “First in the family: A comparison of first-generation and non- first-generation engineering college students,” in Frontiers in Education Conference (FIE), 2015 IEEE, 2015, pp. 1–8.[14] R. W. Lent, S. D. Brown, and G. Hackett, “Contextual supports and barriers to career choice: A social cognitive analysis.,” J. Couns. Psychol., vol. 47, no. 1, p. 36, 2000.[15] A. Bandura, “Social foundation of thought and action: A social-cognitive view,” Englewood Cliffs, 1986.[16] A. Kirn