Conference Session

Race/Ethnicity Track - Technical Session VI

Collection

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

Authors

Susan E. Walden, University of Oklahoma; Deborah A. Trytten, University of Oklahoma; Randa L. Shehab, University of Oklahoma; Cindy E. Foor, University of Oklahoma

Tagged Topics

Diversity, Race/Ethnicity

. Trytten, "'I Wish that I Belonged More in this Whole Engineering Group:' Achieving Individual Diversity," Journal of Engineering Education, vol. 96, pp. 103-115, April 2007.[21] R. L. Shehab, T. J. Murphy, J. Davidson, C. Foor, T. Reed-Rhoads, D. A. Trytten, et al., "Academic Struggles and Strategies: How Minority Students Persist," in ASEE Annual Conference & Exposition, Honolulu, HI, 2007.[22] S. E. Walden and C. E. Foor, "Is Transfer Credit a Strategy for Success or a Prescription for Failure?," in ASEE Annual Conference and Exposition, Pittsburgh, PA, 2008.[23] Q. Hughes and R. L. Shehab, "What They Say Matters: Parental Impact on Pre-College Academic Identity of Successful African American

Conference Session

Undergraduate Track - Technical Session V

Collection

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

Authors

Monica Evette Allen, University of North Carolina, Charlotte; Sandra Loree Dika, University of North Carolina, Charlotte; Brett Tempest, University of North Carolina, Charlotte; Miguel A. Pando, University of North Carolina, Charlotte

Tagged Topics

Diversity, Undergraduate Education

the persistence and retention of underrepresented minority students in engineering (NSF-RIGEE). For the past three years, he has co-led the ”Engineering for Development Workers” summer study abroad course at UNCC, focused on undertaking Civil Engineering projects in rural communities in Andean Peru. c American Society for Engineering Education, 2018 Interactions with Faculty and Engineering Self-Efficacy Among Underrepresented Engineering Persisters Monica E. Allen1, Sandra L. Dika2, Miguel A. Pando3, & Brett Q. Tempest3 1 Seidman College of Business, Grand Valley State University, Grand Valley

Conference Session

Computing Track - Technical Session II

Collection

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

Authors

Amber Manning-Ouellette, Iowa State University; Lora Leigh G. Chrystal, Iowa State University; Allie Parrott, Iowa State University

Tagged Topics

Computing, Diversity

., Fath, K. Q., Howes, S. D., Lavelle, K. R., & Polanin, J. R. (2013). Developing the leadership capacity and leader efficacy of college women in science, technology, engineering, and math fields. Journal of Leadership Studies, 7(3), 6-23.Ewrin, L., & Maurutto, P. (1998). Beyond access: Considering gender deficits in science education. Gender and Education, 10(1), 51-69.Fischer, D. V., Overland, M., & Adams, L. (2010). Leadership attitudes and beliefs of incoming first-year college students. Journal of Leadership Education, 9(1), 1-16.A WiSE approach: Examining how service-learning impacts first-year women in STEM 16Haber, P. (2012). Perceptions of leadership: An examination of college students

Conference Session

Pre-K12 Track - Technical Session II

Collection

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

Authors

Jacqueline Handley, University of Michigan; Elizabeth Birr Moje

Tagged Topics

Diversity, Pre K-12 Education

space in content area literacy: An examination of everyday funds of knowledge and Discourse,” Read. Res. Q., vol. 39, no. 1, pp. 38–70, Jan. 2004.[30] N. S. Nasir, A. S. Rosebery, B. Warren, and C. D. Lee, “Learning as a cultural process: Achieving equity through diversity,” in The Cambridge Handbook of the Learning Sciences, Second., Cambridge University Press, 2014, pp. 686–706.[31] H. Richard Milner, “Disrupting deficit notions of difference: Counter-narratives of teachers and community in urban education,” Teach. Teach. Educ., vol. 24, no. 6, pp. 1573–1598, Aug. 2008.[32] D. P. Crismond and R. S. Adams, “The Informed Design Teaching and Learning Matrix,” J. Eng. Educ., vol. 101, no. 4, pp. 738–797, Oct. 2012.[33] F

Conference Session

Faculty Track - Technical Session V

Collection

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

Authors

Christine S. Grant, North Carolina State University; Barbara E. Smith, North Carolina State University; Julie Simmons Ivy, North Carolina State University; Jessica T. DeCuir-Gunby, North Carolina State University; Coleen Carrigan, California Polytechnic State University, San Luis Obispo; Saejin Kwak Tanguay, University of Washington

Tagged Topics

Faculty

Slaughter, J.B., Tao, Y. & Pearson, W. (Eds.), Changing the Face of Engineering: The African American Experience.. (pp. 241-255). Baltimore: Johns Hopkins University Press.Malcom, L., & Malcom, S.(2011). The double bind: The next generation. Harvard Educational Review, 81(2), 162–172.Malcom, S. M., Hall, P. Q., & Brown, J. W. (1976). The double bind: The price of being a minority woman in science (No. 76-R-3). Washington, D.C.: American Association for the Advancement of Science. Retrieved from http://archives.aaas.org/docs/1975- Double%20Bind.pdfMargherio, C., Horner-Devine, M. C., Mizumori, S. J., & Yen, J. W. (2016). Learning to Thrive: Building Diverse Scientists’ Access to Community and

Conference Session

Faculty Track - Technical Session III

Collection

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

Authors

Shawna Vican, University of Delaware

Tagged Topics

Faculty

://www.nsf.gov/statistics/wmpd/pdf/nsf11309.pdf. [Accessed November 10, 2017].[3] D. Nelson and D. Rogers, “A National Analysis of Diversity in Science and Engineering Faculties at Research Universities,” 2017. [Online]. Available: http://users.nber.org/~sewp/events/2005.01.14/Bios+Links/Krieger-rec4- Nelson+Rogers_Report.pdf?q=adds. [Accessed November 10, 2017].[4] B. Yoder, Brian, “Engineering by the Numbers.” Washington, DC: American Society for Engineering Education (ASEE), 2016. [Online]. Available: https://www.asee.org/documents/papers-and-publications/publications/college- profiles/16Profile-Front-Section.pdf. [Accessed November 30, 2017].[5] V. Valian, Why so slow?: The advancement of women. Cambridge, MA: MIT Press, 1998.[6] C

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

lived experiences of faculty women ofcolor, including “surviving and thriving” strategies; 3) sessions on diversity research; 4) hands-on workshops focused on career development strategies; and 5) a screening of the documentary“Living Thinkers: An Autobiography of Black Women in the Ivory Tower” followed by a Q&Asession with the filmmaker. The conference was also designed to encourage networking andincluded a poster session, a breakout session where small groups brainstormed solutions to careerproblems, and an evening networking reception.The conference drew 181 attendees from more than 50 institutions across the US, includinguniversity faculty, administrators, post-doctoral fellows, and graduate students. While mostparticipants were from

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

American Educational Research Association, New York, 2018.[21] H. Boone and A. Kirn, “First Generation Students Identification with and Feelings of Belongingness in Engineering,” in Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana, 2016.[22] S. Allie et al., “Learning as acquiring a discursive identity through participation in a community: Improving student learning in engineering education,” Eur. J. Eng. Educ., vol. 34, no. 4, pp. 359–367, 2009.[23] J. E. Stets and P. J. Burke, “Identity theory and social identity theory,” Soc. Psychol. Q., pp. 224–237, 2000.[24] R. Stevens, K. O’Connor, L. Garrison, A. Jocuns, and D. M. Amos, “Becoming an engineer: Toward a three dimensional view