Conference Session

Race/Ethnicity Track - Technical Session VII

Collection

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

Authors

Stacie LeSure, American Society for Engineering Education; Sharnnia Artis, University of California, Irvine

Tagged Topics

Diversity, Race/Ethnicity

) Facilitated Discussion with Attendees – Attendees will have the opportunity to reflect on presented findings. Guided questions will be used to facilitate discussion on how attendees can implement the findings to better understand and support Black women in academic and professional STEM environments.  (10 minutes) Debrief and Resources – Presenters will summarize the discussion by highlighting key points and provide resources for content and continued connection.Reference1. U.S. Department of Education National Center of Educational Statistics: National Studyof America: Indicators of Social and Economic well-Being. Retrieved on August, 28, 2014 fromhttp://www.whitehouse.gov/administration/eop/cwg/data-on-women.

Conference Session

Race/Ethnicity Track - Technical Session V

Collection

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

Authors

Katherine C. Chen, Worcester Polytechnic Institute; Jaclyn Duerr, California Polytechnic State University, San Luis Obispo; Lizabeth T. Schlemer, California Polytechnic State University, San Luis Obispo; Jane L. Lehr, California Polytechnic State University, San Luis Obispo; Emily E. Liptow, California Polytechnic State University, San Luis Obispo; Monica Lauren Singer; Helene Finger P.E., California Polytechnic State University, San Luis Obispo

Tagged Topics

Diversity, Race/Ethnicity

/staff partnerships to a) develop more accurate and richer explanations for patterns of student recruitment, retention, and graduation at Cal Poly; b) enact change to better support student success; and c) evaluate and reflect on efforts to enact change.This work was strongly informed by a then-active Cal Poly collaboration [2011-14] with theUSC Center for Urban Education (CUE), which encouraged the institution, as a whole, to shiftfrom a “focus on students” as the problem to “institutional accountability.”In the 6 months following the PLC (prior to 11/1/2012), participants had submitted three grantproposals to address PLC findings and leverage collaborative relationships that were developedvia PLC participation

Conference Session

Race/Ethnicity Track - Technical Session II

Collection

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

Authors

Avneet Hira, Purdue University, West Lafayette; Chanel Beebe, Purdue University, West Lafayette; James Holly Jr., Purdue University, West Lafayette; Kayla Renee Maxey, Purdue University, West Lafayette; Morgan M. Hynes, Purdue University, West Lafayette

Tagged Topics

Diversity, Race/Ethnicity

reflect on the atrocities that led to the racial unrest in 1943, and the deindustrializationthat precipitated the racial tumult during the summer of 1967. Both events are inconspicuousaspects of Detroit’s past, that have direct connections to bringing about its current state. I dowhat I do because unfortunately Detroit is not an anomaly in regard to other predominantly blackurban cities. True democracy depends on individuals collectively toiling to secure justice andequitable living conditions for these resource-forsaken communities. I consider diversity to be a synonym for difference or variety, appearing incharacterizations of opinion, religion, race, or any other classification of something or someone.Given the history of monolithic

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

example,between the years 2000 and 2015, the percentage of engineering bachelor’s degrees earned byHispanics has increased from 5.8% to 10.7%, while the percentage for African Americans hasdeclined from 5.6% to 4.0% (Gibbons, 2009; Yoder, 2016). If the goal is to achieve parity inrepresentation that reflects national demographics, this lack of progress is problematic. For thisreason, African Americans are the minority group that is of most interest in this study.In pursuit of progress, many national and university-based efforts have focused on increasingthe number of African American men and women in STEM, in general, and engineering andcomputer science, specifically. For example, universities with Minority Engineering Programshave an explicit

Conference Session

Race/Ethnicity Track - Technical Session IV

Collection

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

Authors

Sarah Rodriguez, Iowa State University; Mackenzie Sissel, Iowa State University; Ronnia Estes, Iowa State University ; Erin Doran, Iowa State University

Tagged Topics

Diversity, Race/Ethnicity

andincrease networking opportunities, institutions might also consider improving communicationsand points of contact between future, current, and former members of women in engineeringorganizations. These opportunities might be facilitated by an enhanced social media presence(e.g. Twitter, Facebook, Instagram) and through face-to-face events such as alumni gatheringsfor organizations’ members. Next, programs might encourage their staff to reflect on theirexperiences with various women of color in engineering throughout their academic careers.Program coordinators in particular may consider better understanding the needs and expectationsof women who come into these organizations and the ways that the organizations do or do notmeet their students’ needs

Conference Session

Race/Ethnicity Track - Technical Session III

Collection

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

Authors

Paula Lynn Rees, University of Massachusetts, Amherst; David J. McLaughlin, University of Massachusetts, Amherst

Tagged Topics

Race/Ethnicity

(2017) 16.0% 7.5% Table 2: Six-year graduation rate for students declaring engineering as a major by their second year (Persistence data for shaded rows reflect 5-year or 4-year graduation rate.) Percent graduating with degree in Percentage graduating with degree engineering from the University Entrance Year Total Women URM Total Women URM Fall 2006 53.10% 62.07% 28.57% 75.26% 75.86% 42.86% (Grad in 6 yrs) Fall 2007

Conference Session

Race/Ethnicity Track - Technical Session I

Collection

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

Authors

Karis Boyd-Sinkler, Virginia Tech; Amy L. Hermundstad, Virginia Tech; Mayra S. Artiles , Virginia Tech Department of Engineering Education; Canek Moises Luna Phillips, Rice University; Benjamin David Lutz, Oregon State University; Walter C. Lee, Virginia Tech

Tagged Topics

Race/Ethnicity

gender. For example, one whitewoman (undergraduate student) reflected: “…I see a lot of women in engineering... In the class, Ithink there's 4 people who are not a white male.” In the statement above, the student stated thatthey see a lot of women and there are people who are not a white male. Given theoverrepresentation of white men in engineering, the perceived lack of white men in this student’sexperience serves as an indicator of the presence of diversity. These phrases align with the themeof visual markers because the student describes what they see in engineering using race and gender.Diversity of Thought: Beyond what was directly observable, participants also noted differences inthe way people think about and solve problems as

Conference Session

Race/Ethnicity Track - Technical Session IV

Collection

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

Authors

Lesley M. Berhan, University of Toledo; Revathy Kumar; Aaron Lee Adams, Alabama A&M University; Marjory A. Goodloe; Jimmie Karl Jones, University of Toledo; Willie Lewis McKether, The University of Toledo

Tagged Topics

Diversity, Race/Ethnicity

, personal experience of prejudice and discrimination,sense of belonging to the institution, sense of professional belonging) and their correspondingproperties. The coders compared and discussed the coding categories to reach a consensus. Wehave yet to establish the intercoder reliability.Results and DiscussionResults reported here are preliminary as we are still in the data collection phase of the study.Student voices, and hence the lived experiences of students from both institutions are included asmuch as possible to ensure accuracy in reporting.Results from the data show that while students from both institutions have positive racialidentity, that identity is reflected in different ways. Students from the HBCU expressed theirracial identity in

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

AsianAmericans), as well as persons with disabilities [1, 2]. We submit that it is time to reflect on thelanguage we use to discuss inequity in engineering education. Based on our research, that ofothers, and numerous conversations of the years, we propose a perspective and language shift forconsideration and discussion.Critiquing the status quo "Words are but pictures of our thoughts" - John Dryden [3]Consideration begins by examining the use of the label "underrepresented minority" as a tool ofoppression. For the past 100 years, engineering has been a domain of white, upper-class, able-bodied men [1, 4]. Students who do not identify within those historic norms of engineering areoften referred to collectively in educational policy and

Conference Session

Race/Ethnicity Track - Technical Session V

Collection

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

Authors

Ibironke O. Lawal, Virginia Commonwealth University

Tagged Topics

Race/Ethnicity

been a subject of several studies though the majority has been in thearea of diversifying the student body. But a diverse student body needs a faculty body that reflects theracial and ethnic characteristics of the student body. Much has been done in the area of K-12 to attractstudents to choose STEM disciplines. One example is the Million Women Mentor, an organization ofwomen in key positions in academia, corporations or government who mentor potential female K-12protégés interested in pursuing a scientific or technical career. Efforts have also been directed atattracting women into faculty ranks. In this paper, faculty refers to Teaching and Research Faculty andTerm Faculty.What is diversity?Diversity is more than race or ethnicity. It

Conference Session

Race/Ethnicity Track - Technical Session VI

Collection

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

Authors

Catherine Cohan, Pennsylvania State University

Tagged Topics

Race/Ethnicity

onrequiring matching funds from the local campuses and providing data to administratorsat the end of the project and was too limited. When the Toys’n MORE funding ended,one of the three campuses was able to support their STEM summer bridge program foronly one more summer. Reflecting on the Toys’n MORE project, a sustainability planneeds to start at the beginning of any time-limited funding. For the Engineering Aheadproject , we are pursuing three strategies for the long-term sustainability of summerbridge programs at Penn State Abington, Altoona, and Berks:  Engage the campus administration early on o Share the positive results of previous bridge projects o Request a financial contribution for the summer bridge programs for each