Conference Session

Special Topics: Safe Zone Session 1 - Moved from Tuesday at 1:30 pm

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Stephanie Farrell, Rowan University; Robyn Sandekian, University of Colorado, Boulder; Donna M. Riley, Purdue University, West Lafayette ; Christopher Alexander Carr, National Society of Black Engineers

Tagged Topics

Special Topic: Safe Zone

Paper ID #24743Safe Zone Level 1 Ally Training (90-minute Workshop)Dr. Stephanie Farrell, Rowan University Dr. Stephanie Farrell is Professor and Founding Chair of Experiential Engineering Education at Rowan University (USA). Prior to 2016 she was a faculty member in Chemical Engineering at Rowan for eigh- teen years. Dr. Farrell has contributed to engineering education through her work in inductive pedagogy, spatial skills, and inclusion and diversity. She has been honored by the American Society of Engineer- ing Education with several teaching awards such as the 2004 National Outstanding Teaching Medal and the 2005

Conference Session

Track: Collegiate - Technical Session 1

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

David Jones, University of Nebraska, Lincoln; Sohrab Asgarpoor, University of Nebraska, Lincoln; Jen Skidmore, University of Nebraska, Lincoln; Lance C. Pérez, University of Nebraska, Lincoln; Trish Wonch Hill; Michael Loehring; Emily Griffin Overocker, University of Nebraska, Lincoln

Tagged Topics

Collegiate, Diversity

evaluation will contribute to knowledge on student perceptions and realization of academic and professional support in engineering and will enhance understanding of alternate academic pathways to success for alternately admitted engineering students.Background and Significance Undergraduate engineering education is in the process of a radical transformation; many programshave begun to restructure pedagogical practice and prioritize a broad range of essential socioemotional“soft skills” to both better prepare engineers to be leaders in the public sphere and in daily practice, and torecruit and retain a more diverse pool of talent to inspire innovation [1]–[7]. There are still many barriersto pursuing an undergraduate degree in

Conference Session

Track: Special Topic - Student Organizations Technical Session 13

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Tasha Zephirin, Purdue University, West Lafayette

Tagged Topics

Diversity, Special Topic: Student Organizations

what to do about it.” (Stake, 2010, p. 123) 31References• Lee, W. C., & Matusovich, H. M. (2016). A model of co-curricular support for undergraduate engineering students. Journal of Engineering Education, 105(3), 406–430. http://doi.org/10.1002/jee.20123• Lee, W. C., Godwin, A., & Nave, A. L. H. (2018). Development of the engineering student integration instrument: Rethinking measures of integration. Journal of Engineering Education, 107(1). http://doi.org/10.1002/jee.20184• Yosso, T. J. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race Ethnicity and Education, 8(1), 69–91. http

Conference Session

Track : Graduate - Technical Session 10

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Ashleigh Wright, North Carolina State University; Rebecca Brent, Education Designs, Inc; Elizabeth C. Dickey, North Carolina State University; Kimberly S. Weems, North Carolina Central University; Brian J. Reich, North Carolina State University; Caesar R. Jackson, North Carolina Central University

Tagged Topics

Diversity, Graduate Education

(STEM) fields, and consequent African-Americanunderrepresentation in academia and the professional workforce. Historically black colleges anduniversities (HBCUs) play a significant role in producing African-American scientists. While in recentyears African-Americans made up only 8% of STEM baccalaureate degrees awarded [1][2],approximately 20% completed their STEM undergraduate degrees at HBCUs [1], which constitute only3% of the post-secondary institutions in the United States [3]. HBCUs have a rich history in trainingtalented students in STEM disciplines and are important sources of future African-American science andengineering doctorate recipients [4]. Between 2009 and 2013, 24% of the African-Americans who earneddoctorates in science and

Conference Session

Track: Learning Spaces, Pedagogy, and Curriculum - Technical Session 11

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Maxine Fontaine, Stevens Institute of Technology (School of Engineering and Science); Alexander John De Rosa, Stevens Institute of Technology (School of Engineering and Science); Susan Staffin Metz, Stevens Institute of Technology (School of Engineering and Science)

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

critical foundational skill that has been correlated with higher-level problemsolving ability, and thus higher performance in core courses like mathematics and chemistry [1].Research indicates that the ability to visualize spatially is important to persistence in an engineeringprogram, however, this skill is never explicitly taught at the pre-college or college levels [2]. Instead,spatial ability is usually developed through life experiences, such as building with LEGO©, playing videogames, playing certain sports, and other activities.There are significant gender differences in spatial skills competence, with women and underrepresentedminorities displaying lower spatial skills ability than men [3-8]. These students often struggle andeventually

Conference Session

Track: Special Topic - Identity Technical Session 9

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Maria Luz Espino M.A., Iowa State University ; Sarah Rodriguez, Iowa State University

Tagged Topics

Diversity, Special Topic: Identity

Conference Session

Track: Learning Spaces, Pedagogy & Curriculum Design Technical Session 10

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Heather Doty, University of Delaware; Shawna Vican, University of Delaware; Robin Andreasen, University of Delaware; Sue Giancola, University of Delaware

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

program encouraged meaningful collaborationwith colleagues and was worth their time. Based on feedback from participants and demand from facultyunable to participate the first time, the UD ADVANCE leadership team is investigating how the programmight be institutionalized and offered regularly to UD faculty.This paper draws from institutional data and the broader literature to discuss why we chose an in-houseworkshop. Aiming to provide a model that can be used by other institutions, it describes the program,evaluation results, and outcomes, drawing attention to benefits and challenges.I. Background: Program Origins and DevelopmentWomen are underrepresented nationally in academic leadership positions [1], [2], [3], [4], [5], [6]. Closeto half of

Conference Session

Track Learning Spaces, Pedagogy & Curriculum Design Technical Session 8

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Ken S. Ball P.E., George Mason University; Oscar Barton, Jr. P.E., George Mason University; Sharon A. Caraballo, George Mason University; Liza Wilson Durant, George Mason University; Michelle Marks, George Mason University; Angelina Jarrouj, George Mason University; Robin Rose Parker

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

disadvantaged populations. They are now entry points for over 40 percent of U.Sundergraduates who are seeking flexible and affordable education options that are better suited tothe needs of a more diverse and non-traditional student body [1]. Lower tuition costs atcommunity colleges can potentially save students who later transfer to a four-year institutionmore than 25 percent on the cost of a degree. Without these savings, many students would neverconsider going to college.If the higher education system is to ensure the equality of opportunity for all Americans, moreneeds to be done to strengthen the community college to four-year institution transfer model. Arecent report by New America [2] found that community colleges have been steadily

Conference Session

Track: Special Topic - Social Justice and Reform Technical Session I

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Emily Alicia Affolter, University of Washington; Elizabeth Litzler, University of Washington; Cara Margherio, University of Washington; Emily Knaphus-Soran, University of Washington

Tagged Topics

Diversity, Special Topic: Social Justice & Reform

do your research methods employed tostudy engineering education align with your social justice values? In what ways could you examine orimprove upon your research methods to reflect a critical intersectional frame? How might that framebe relevant to your work and change-making in the field of engineering education? Participants willleave the workshop with an increased awareness of how to do engineering education research thatreflects social justice values, paired with concrete methodological ideas to run with. 1 Aligning your Research Methods with your Social Justice Values Plan for the workshop

Conference Session

Track: Learning Spaces, Pedagogy & Curriculum Design Technical Session 9

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Adrienne Ann Smith, Cynosure Consulting; Rebecca A. Zulli, Cynosure Consulting

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

in the rich framework of asset mapping that is widely used in community development efforts.Our presentation will provide an overview of assetmapping and the asset-based mindset as a foundationfor promoting significant and sustainableimprovements in the recruitment, retention, anddevelopment of underrepresented students in STEMundergraduate programs.ASSET MAPPING IS RELEVANT ACROSSSTEM UNDERGRADUATE SETTINGSWe are deliberately broad in our description of the appeal of asset mapping because we see it’srelevance across multiple higher education setting• Research 1 institutions or departments• Teaching colleges• Community colleges• Technical collegesAll face problems of recruitment and retention of women and racial/ethnicminorities.ASSET

Conference Session

Track : Graduate - Technical Session 7

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Marcia Gumpertz, North Carolina State University; Rebecca Brent, Education Designs, Inc; C. Dean Campbell, North Carolina A&T State University ; Maureen Grasso, North Carolina State University; Yvette Maria Huet, University of North Carolina, Charlotte; Keith A. Schimmel P.E., North Carolina A&T State University

Tagged Topics

Diversity, Graduate Education

. c American Society for Engineering Education, 2019 An Institutional Transformation Model to Increase Minority STEM Doctoral Student Success1 Marcia Gumpertz, Rebecca Brent, Cecil D. Campbell, Maureen Grasso, Yvette Huet, Keith SchimmelIntroductionOf doctorates granted in STEM disciplines in the U.S. in the past ten years, African Americanand Hispanic American students make up only 2.7% and 3.3%, respectively [1]. The DoctoralInitiative on Minority Attrition and Completion found that after a STEM student has been in aprogram for two years or more—i.e., in the dissertation stage—the underrepresented minority(URM) doctoral student attrition rate is

Conference Session

Track : Special Topic - Identity Technical Session 7

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Michael Lorenzo Greene, Arizona State University, Polytechnic campus; Nadia N. Kellam, Arizona State University; Brooke Charae Coley, Arizona State University, Polytechnic campus

Tagged Topics

Diversity, Special Topic: Identity

is one of the largest factors influencing a student’s decision to leaveengineering [1]. This can often be exacerbated for underrepresented students when compoundedwith existing structural and systematic issues such as the lack of visible professional role models,exposure and/or access to science, technology, engineering and math (STEM), under-resourcedpublic schools and inadequate preparation to matriculate into a university-level engineeringprogram. Efforts to answer the call to increase diversity and inclusion in engineering should startwith an understanding of how people from groups marginalized in engineering experienceengineering. Experiences in engineering include reception to the curriculum, classroomdynamics, interactions with

Conference Session

Track: Special Topic - Computing & Technology Technical Session 3

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Elsa Q. Villa, University of Texas, El Paso; Sarah Hug, Colorado Evaluation & Research Consulting; Heather Thiry, Golden Evaluation ; David S. Knight, The University of Texas, El Paso; Elizabeth Fomby Hall, The University of Texas, El Paso; Andrea Tirres, University of Texas, El Paso

Tagged Topics

Diversity, Special Topic: Computing & Technology

. Prior to her time at UTEP, she served for four years in the offices of the President and the Provost at Cameron University, and for three years at Boston University in the Office of Religious Life.Andrea Tirres, University of Texas at El Paso c American Society for Engineering Education, 2019 Broadening Participation of Hispanics in Computing: The National CAHSI INCLUDES AllianceIntroductionAccording to data from the Bureau of Labor Statistics, employment in computer occupationsgrew by nearly a factor of 20 between 1975 and 2015 [1]. In spite of the boom in computerscience degree programs that has tripled enrollments in Ph.D.-granting institutions since 2006,these enrollments

Conference Session

Track: Special Topic - Identity Technical Session 12

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Cara Margherio, University of Washington; Coleen Carrigan, California Polytechnic State University, San Luis Obispo; Joyce Yen, University of Washington; Marie Claire Horner-Devine; Eve A. Riskin, University of Washington; Julie Ivy, North Carolina State University; Christine S. Grant, North Carolina State University

Tagged Topics

Diversity, Special Topic: Identity

pre-event emails to them,with attention to tone-setting, language, and expectations. We hold two virtual officehours to discuss expectations with them. When we have returning panelists, they arealso able to peer mentor each other. In all of these communications, we remind them(1) to share their professional AND personal story and (2) to describe their stories as“this is how it is for me” and not “this is how it is”. During these trainings for thepanelists, we will be more explicit about issues pertaining to intersectionality andpower.The second modification will be to incorporate the pedagogical tool of caucusing, inwhich participants suggest the social identities they wished to caucus around (e.g.,Black, Spanish-speaking, first-generation

Conference Session

Track: Special Topic - Computing & Technology Technical Session 2

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Kylel Devine Scott, Arizona State University, Polytechnic; Kamille Green, Arizona State University, Polytechnic; Brooke Charae Coley, Arizona State University, Polytechnic

Tagged Topics

Diversity, Special Topic: Computing & Technology

disabilities and people from lowsocioeconomic backgrounds among others have navigated as members of underrepresentedgroups. Although the number of women and minorities in the engineering and computer scienceprofessions has increased over the last 40 years [1], parity issues with regard to race, gender andability status still exist. Millions of dollars have been invested to make engineering more diverseand inclusive as the problem is complex. However, one aspect stems from a lack ofunderstanding of the experiences of people from underrepresented groups in engineering [2].Despite all of the investments, a significant amount of work remains to actualizing true culturesof inclusion in engineering.Acknowledgement that people from underrepresented groups

Conference Session

Track: Special Topic - Computing & Technology Technical Session I

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Mihaela Sabin, University of New Hampshire; Wendy DuBow, University of Colorado; Adrienne Ann Smith, Cynosure Consulting; Rosabel Deloge, Educational Consultant-Independent

Tagged Topics

Diversity, Special Topic: Computing & Technology

Information Technology two of themost ubiquitous STEM fields in the 21 st century. No matter the discipline area, it is clear fromlooking at workplace trends that students’ studies and professional development would benefitfrom exposure to, and comfort with, computing skills such as programming, and increasedfacility in computational thinking. Introducing a broader range of students to coding andcomputational thinking practices has been used as a strategy for broadening participation incomputing (BPC) [1, 2]. There have been numerous calls to bring computational thinking intothe general K-12 curriculum to both improve computational literacy in the next generation andenhance general education (e.g., [3, 4]). A recommended approach to teachers

Conference Session

Track: Faculty - Technical Session 2

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Christine Newman, Johns Hopkins University

Tagged Topics

Diversity, Faculty

 prepares reasonable budgets based upon programming and upon faculty  time commitments.  Our administrator has an NSF budget template that we fill out  so that we get the correct IDC on the salary portion and put the “participant  support costs” in the correct part of the budget.  We recommend for K‐12 outreach  budgets: 1‐2% of total if leveraging existing programming infrastructure 5‐10% of total if developing new programming  9Once awarded, our administrator works with the Principal Investigator’s (PI’s) administrator to set up separate internal accounts for “participant support costs” for K‐12 outreach

Conference Session

Track: Collegiate - Technical Session 4

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Kristina Rigden, California State Polytechnic University, Pomona; Nicole Gutzke, California State Polytechnic University, Pomona

Tagged Topics

Collegiate, Diversity

“learn bydoing” philosophy and is ranked fourth in top public schools by U.S. News & World Report(2018). The College of Engineering has 5,800 students and is ranked first in the state ofCalifornia in Hispanic engineering enrollment and degrees. One out of every 14 engineers inCalifornia is a graduate of Cal Poly Pomona [1]. The College of Engineering is nationally rankedeleventh among masters granting institutions.Background The purpose of this paper is to inform other engineering colleges and universities aboutour Women in Engineering program and the success that it has seen over the last five years. Wehave several events in the college for female faculty and students, and K-12 outreach eventsfocused on recruiting females in STEM

Conference Session

Track : Pre-College - Technical Session 10

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Beth A. Myers, University of Colorado, Boulder; Angela R. Bielefeldt, University of Colorado, Boulder; Jacquelyn F. Sullivan, University of Colorado, Boulder

Tagged Topics

Diversity, Pre-College

to men, and 80% to Caucasian and Asian Americans while, according to the U.S.Census, they only represented 51% and 62% of the total college-aged population in 2010 [1, 2].Many of the programs—typically created between 1970 and 2000—that work at attracting morediverse students into engineering and increasing student persistence to graduation are minorityenginering programs (MEPs) and women in engineering programs (WIEPs). Summer bridgeprograms are another widely disseminated approach to increasing student retention andpersistence. Even with the support of these programs, the percentage of engineering bachelor’sdegrees earned by women in 2014 was 19.9%, just slightly above the 19.5% in 2005 a decadeearlier. Students of color have historically

Conference Session

Track: Special Topic - Evaluation & Grant Writing Technical Session 13

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Elizabeth Litzler, University of Washington; Cara Margherio, University of Washington; Emily Alicia Affolter, University of Washington; Emily Knaphus-Soran, University of Washington

Tagged Topics

Diversity, Special Topic: Evaluation & Grant Writing

Conference Session

Track: Special Topic - Social Justice & Reform Technical Session 4

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Dianne Grayce Hendricks, University of Washington; Celina Gunnarsson, Massachusetts Institute of Technology; Camille Birch, University of Washington

Tagged Topics

Diversity, Special Topic: Social Justice & Reform

Conference Session

Track: Pre-college - Technical Session 2

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Lauren A. Griggs, Virginia Commonwealth University; Briana Nicole James, Virginia Commonwealth University

Tagged Topics

Diversity, Pre-College

MISSIONThe LSAMP program is a National Science Foundation funded program that assistsuniversities and colleges in their efforts to significantly increase the numbers ofstudents matriculating into and successfully completing high quality degreeprograms in science, technology, engineering and mathematics (STEM)disciplines.The LSAMP Program seeks to transform undergraduate STEM education primarilythrough 1. Innovative, evidence-based recruitment and retention strategies 2. Relevant educational experiences in support of racial and ethnic groups historically underrepresented in STEM disciplines LSAMP PROGRAM PRIORITIES1. Increase individual student retention and progression to baccalaureate degrees for underrepresented racial and ethnic

Conference Session

Track: Collegiate - Technical Session 3

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Stephen Secules, Purdue University, West Lafayette; Walter C. Lee, Virginia Tech; Karis Boyd-Sinkler, Virginia Tech; Adam Stark Masters, Virginia Tech; Cynthia Hampton, Virginia Tech; Ashley R. Taylor, Virginia Tech; Dustin M. Grote, Virginia Tech

Tagged Topics

Collegiate, Diversity

-support practitioners can further marginalize studentsfrom underrepresented populations in the engineering and computing professions by not fullyconsidering dimensions of inclusion, including gender identity and expression, race andethnicity, disability, LGBTQ+, first-generation status, and socio-economic status. Motivation Within conversations addressing equity and inclusion in engineering higher education, amajor focus has been and continues to be on a collection of institutional efforts termed co-curricular support [1]–[4]. By co-curricular support, we are referring to institutional efforts tobetter support students through the offering of out-of-class efforts (e.g., mentoring programs,summer

Conference Session

Track: Faculty - Technical Session 4

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Yousef Jalali, Virginia Tech; Christine Tysor, Virginia Tech; Vinod K. Lohani, Virginia Tech; Christian Matheis, Guilford College

Tagged Topics

Diversity, Faculty

moves beyondquantitative measures to investigate participants’ experiences of inclusion.1. IntroductionResearch centers and institutes within higher education institutions have grown with the declinein public funding and emerging new research priorities. Although these organizational entitiesvary significantly in terms of resources, structure, and mission, they usually provide some levelof support for different research activities, in which collaboration is encouraged, internally orexternally. Boardman and Corley [1] refer to research collaborations as one thing that researchcenters have in common. Seed grant programs are one of the strategies that research centers maymaintain to provide faculty with funding opportunities to encourage research

Conference Session

Track: Learning Spaces, Pedagogy, and Curriculum Design Technical Session I

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Tikyna M. Dandridge, Purdue University, West Lafayette ; Hassan Ali Al Yagoub, Purdue University, West Lafayette; Sharlane Cleare, Purdue University, West Lafayette; Justin Charles Major, Purdue University, West Lafayette; Shalin Lena Raye, Purdue University, West Lafayette; Casey E. Wright, Purdue University, West Lafayette; Alice L. Pawley, Purdue University, West Lafayette

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

Critical White Theory, thatnotion did not explicitly appear in the learning objectives until the day we discussed the topic.Here are the current learning objectives: 1. Define race, class, and gender, demonstrate how they are social constructions that change over time and identify mechanisms by which they have become so constructed over history; 2. Define fundamental concepts associated with social theory including gender, race, class, sexuality, intersectionality, conflict theory, capital, racial formation, gender and race projects, privilege, colorblindedness, patriarchy, hegemony, gender identity, queer theory, crip theory, “Critical Race Theory,” “Critical White Studies,” hegemonic masculinities, and

Conference Session

Track: Special Topic - Computing & Technology Technical Session 6

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Claudio Vignola, Arizona State University, Polytechnic campus; Nicholas Flowers, Arizona State University; Brooke Charae Coley, Arizona State University, Polytechnic campus

Tagged Topics

Diversity, Special Topic: Computing & Technology

. c American Society for Engineering Education, 2019Engineering a New Reality: Using virtual reality to cultivate inclusive mindsets among engineering facultyI. IntroductionBackgroundInclusion, [from latin inclusio -onis] by social sciences is described as “the idea that everyoneshould be able to use the same facilities, take part in the same activities, and enjoy the sameexperiences, including people who have a disability or other disadvantage [1].” This definitionfrom the Cambridge Dictionary is then reinforced with “The act of allowing many different typesof people to do something and treating them fairly and equally [1].” It is stated to be a socialresponsibility. Along the lines of responsibility, the American Society for

Conference Session

Track: Faculty - Technical Session I

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Meagan R. Kendall, University of Texas, El Paso; Alexandra Coso Strong, Florida International University; Ines Basalo, University of Miami; Gemma Henderson, University of Miami

Tagged Topics

Diversity, Faculty

postdoctoral fellowship at Georgia Tech’s Center for the En- hancement of Teaching and Learning (CETL) and three years as a faculty member at Olin College of En- gineering in Massachusetts. Alexandra’s research aims to improve the design of educational experiences for students by critically examining the work and learning environments of practitioners. Specifically, she focuses on (1) how to design and change educational and work systems through studies of practicing engineers and educators and (2) how to help students transition into, through and out of educational and work systems.Dr. Ines Basalo, University of Miami Dr. Basalo is an Assistant Professor in Practice in Mechanical and Aerospace Engineering at the Uni

Conference Session

Track: Collegiate - Technical Session 12

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Susan M. Lord, University of San Diego; Michelle M. Camacho, University of San Diego; Catherine Mobley, Clemson University; Catherine E. Brawner, Research Triangle Educational Consultants; Joyce B. Main, Purdue University, West Lafayette

Tagged Topics

Collegiate, Diversity

Conference Session

Track: Pre-college - Technical Session I

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Cheryl Beauchamp, Virginia Tech; Cherie D. Edwards, Virginia Tech; Walter C. Lee, Virginia Tech; David B. Knight, Virginia Tech; Glenda D. Young Collins, Mississippi State University

Tagged Topics

Diversity, Pre-College

background informationand parental consent of their minor’s participation in the study. Although 1,125 studentscompleted the assessment, the IRB consented data reported in our analyses only includes 847participants who provided consent.This paper focuses on the survey components related to life skills and report of team processes.To measure Communication Skills and Group Work Skills, we leveraged Robinson and Zajicek's(2005) Youth Life Skills (YLS) Inventory, which was adapted from the Leadership SkillsInventory (Townsend & Carter, 2003) to be applicable for measuring skills of students who arein grades 3–5. The following table, Table 1, lists the questions that were asked of all the studentswith response options of either no (1), maybe (2), or

Conference Session

Track: Collegiate - Technical Session 2

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Jessica R. Deters, Virginia Tech; Ashley R. Taylor, Virginia Tech; Teirra K. Holloman, Virginia Tech; Dustin M. Grote, Virginia Tech; David B. Knight, Virginia Tech

Tagged Topics

Collegiate, Diversity

organizational contexts. He has B.S., M.S., and M.U.E.P. degrees from the University of Virginia and a Ph.D. in Higher Education from Pennsylvania State University. c American Society for Engineering Education, 2019Exploring the Experiences of Prospective Engineering Transfer Students in a Global Engineering ProgramJessica R. Deters, Ashley R. Taylor, Teirra K. Holloman, Dustin M. Grote, and David B. KnightIntroduction Participation in high-impact practices, such as experiential learning through study abroad,has been shown to increase rates of student retention and engagement [1]. Specifically, studyabroad is a high-impact practice that supports students’ academic success and