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

student actors and faculty/staff on the script. The upfrontcost of the training was expensive but would make the long-term cost of incorporating theatresketches into the curriculum much more sustainable after the grant funding has expired.The goal of this study was to determine whether the students and faculty/staff who were trainedby the theatre troupe were effective in influencing engineering students understanding of whydiversity is important to engineering and how effective engineering teams work. Answers tothree specific questions were sought to answer the larger question: 1) How do students enrolled in classes receiving the intervention describe their experiences when compared to peers in comparison courses? 2) How do

Conference Session

Disability Track - Technical Session VI

Collection

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

Authors

Meenakshi Manas Das, Mississippi State University; Sarah B. Lee, Mississippi State University; Litany H. Lineberry, Mississippi State University; Chase Addison Barr

Tagged Topics

Disability

had completed at least astudents and early college graduates who have benefited from bachelor’s degree [2].” “By comparison, 34.6 percent ofintervention programs. Recommendations for universities and people with no disability had completed at least a bachelor’scompanies on how they may engage and enable persons with degree. About 1 in 5 people with a disability had less than adisabilities to persist on STEM pathways will be presented. high school diploma, compared with 1 in 10 people with no Keywords—equity, computer science, disabilities, STEM disability [2]”. The 2016 Disability Statistics Annual Report

Conference Session

Undergraduate Track - Technical Session VII

Collection

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

Authors

Kasi Kiehlbaugh, University of Arizona; Paul Blowers, University of Arizona

Tagged Topics

Diversity, Undergraduate Education

engineering courses are still transitioning from supportive high school environments in whichthey were personally known by their teachers and peers into the sink-or-swim world of highereducation. To address this, our approach has been to reverse-engineer classroom interventions thathave led to a dramatic increase in student retention in our own chemical engineering program.Nationally, retention in engineering through graduation is approximately 30-55% [1], [2]; the averageUniversity of Arizona College of Engineering retention rate through graduation over the past 5 years is46%. Through the deployment of a variety of classroom-based interventions throughout oursophomore-year courses over the past 2.5 years, we have increased the retention through

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

making. 1 The SCCT model posits thatperson-centered variables of domain-specific self-efficacy coupled with interests and realisticoutcome expectations about the field propel individuals to pursue particular careers. Careerchoice is further influenced by a combination of supportive and inhibiting contextual factors.Supportive factors associated with pursuing computing include: early exposure, access to highquality learning experiences, supportive parents, and peer groups.2, 3 Inhibiting factors includelimited access, subtle and not-so-subtle racism and sexism, geographic location, and lower socio-economic status.3, 4 Importantly, SCCT incorporates gender and race/ethnicity explicitly in its model, whichrenders it appropriate for work with

Conference Session

Undergraduate Track - Session V

Collection

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

Authors

Ni Li, California State University, Los Angeles; Gustavo B. Menezes, California State University, Los Angeles; Emily L. Allen, California State University, Los Angeles; Paul S. Nerenberg, California State University, Los Angeles

Tagged Topics

Diversity, Undergraduate Education

studentachievement.BackgroundThe California State University is the largest four-year public university system in the U.S. and graduatesabout half of the bachelor’s degrees in California. The Los Angeles Campus (Cal State LA) service areaextends to a large part of LA county, including some areas of South LA, Pasadena, much of the San GabrielValley and the neighborhoods around East Los Angeles. The service area has the census tracts with (i) thelargest percentage of population under 18 living under poverty, ranging from 40-100% (Figure 1); (ii) thelowest level of education attainment for population 18 years and older (<9% with college degrees,compared to 18% and 20% in California and the US respectively) (Figure 2); and (iii) the highestconcentration of Hispanics (>

Conference Session

Corporate Engagement Track - Technical Session V

Collection

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

Authors

Olga Maria Stavridis, Ohio State University; Aimee T. Ulstad, Ohio State University; Lisa A. Barclay, The Ohio State University

Tagged Topics

Corporate Engagement, Diversity

insurmountable during their2nd year when classes become more abstract and the impact of their grades on admission to majorlooms large. The researchers for this paper sought to understand if assisting women students indetermining how they could use engineering later in their career by understanding the paths thatother engineers took and what they do now on a regular basis would increase their self-efficacyand persistence toward their degree. According to Albert Bandura, self-efficacy is developedthrough four factors: master experiences, vicarious experiences, social persuasion, and impactmodels.1 The researchers wanted to understand if providing unique vicarious experiences tofamiliarize students with engineering careers after graduation could impact

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

to perform (Meadows et al, 2015).Women and students of color can be stereotyped as less intelligent, less competent, or asunderperformers (Meadows et al, 2015; Wolfe et al, 2016). It is often assumed that these studentshave not been accepted to a STEM program based on merit, but based on policies that favorhistorically underrepresented students (Meadows et al, 2015). In a published writing piece, astudent at Worcester Polytechnic Institute explains: When the other girl gets accepted to RPI and WPI and Cal Tech and MIT, and the acceptance letters pile up….I watch the boys whisper in her ear: ‘They’re just meeting 1 their