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

throughBRAINS and LATTICE. Pieces of the model have been tested through the evaluation.Our program theory is a combination of Social Cognitive Career Theory (SCCT) andthe Tripartite Integration Model of Social Influence (TIMSI)According to SCCT, career pursuits are influenced by career self-efficacy, outcomesexpectations, and personal goals (Brown and Lent, 1996; Byars-Winston and Fouad,2008, Byars-Winston et al., 2010; Lent et al., 2005). Self-efficacy is a personaljudgement of one’s capability to execute certain types of activities, while outcomesexpectations refer to beliefs about the consequences of such activities. Self-efficacywould describe my belief that I am able to publish three papers in the next two years,while outcomes expectations would

Conference Session

Track: Pre-college - Technical Session 3

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Whitney Gaskins, University of Cincinnati; Darryl Dickerson, Purdue University, West Lafayette; Virginia Lynn Booth-Womack, Purdue University, West Lafayette; Delano White, The Gaskins Foundation

Tagged Topics

Diversity, Pre-College

to entering college generally experience greater success in the first year of an engineering program.  Our AB7G cohort model begins in the third grade. Students are registered as a class and begin a supplemental course that enhances and measures their success against state-recognized goals.  Ab7G Objectives:  •Increase self efficacy in students from historically underrepresented groups through mentorship and engagement  •Provide ethnicity and gender-matched mentors to historically underrepresented students through engaging Purdue engineering and STEM students  •Engage parents in fun activities to increase their involvement in student learning activities  The AB7G program meets on the 2​nd​ and 4​th​ Saturday of each month. There is no cost

Conference Session

Track: Collegiate - Technical Session 7

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Jennifer Blue, Miami University; Amy Summerville, Miami University; Brian P Kirkmeyer, Miami University

Tagged Topics

Collegiate, Diversity

engineering program: women, who are 34% of ourparticipants, non-White and non-Asian students, 13% of our participants, and studentsof lower socioeconomic status, 17% of our students. I. Social BelongingThe need for a feeling of social belonging is vital, and the search for belonginginfluences many behaviors [1]. A feeling that students belong in school has positivecorrelations with academic self-efficacy [2], and this sense of belonging correlates tobehaviors like active engagement in class and seeking assistance outside theclassroom [3]. A feeling that students belong in school might be the most importantvariable influencing their achievement at school [2].Student retention rates increase when students are

Conference Session

Track: Pre-College - Technical Session 8

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Suzanne Sontgerath, Worcester Polytechnic Institute; Chrysanthe Demetry, Worcester Polytechnic Institute

Tagged Topics

Diversity, Pre-College

photos from opening or closing day that include parents? Emphasize human and Offer single sex social context and Include parents programming teaming Build self-efficacy in Provide role models and Facilitate multiple engineering peer support

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

aspects involving both student outcomes and teacher outcomes.For students, we assessed student growth, such as interest, self-efficacy and confidence incomputing. For teachers, we assessed teachers’ learning and adoption of inquiry-based practices,basic App Inventor computing skills, and observed how and to what extent they incorporatedApp Inventor programming and project app development into their courses. We also assessed theoverall impact of their project participation.MethodsThe project underwent both formative and summative evaluation throughout, all conducted by anexternal evaluation team (second and third authors) and reported regularly to the project leads(first and fourth author). Data collection included several components: • Annual

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

camps arepositioned to reduce these challenges by offering girl participants more opportunities to directlycontribute to STEM related components of the project.Prior research has provided insight into girls’ attitudes towards STEM and methods forencouraging their persistence (Microsoft, 2018; Mosatche, Matloff-Nieves, Kekelis, & Lawner,2013; Dasgupta & Stout, 2014; McGrath, 2004, Hughes, 2013, Seron, 2016). Although thestudies identified the need to improve self-efficacy and a sense of belonging with efforts such asproviding female role models and opportunities for teamwork, these studies did not address girls’perception of belonging in STEM teamwork activities. SEEK insights suggest differentperceptions exist between girls and boys

Conference Session

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

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Mary Ann E. Leung, Sustainable Horizons Instittute; Silvia Crivelli

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

-4.2 Other 0.3 0 -0.3Analysis of Survey DataStudent survey data demonstrate many positive impacts including changing student self-perception,self-efficacy, and career and educational plans. Faculty survey data indicate positive outcome rangingfrom improved ability to supervise and advise students in research, improved teaching skills andcredibility, and new research opportunities.Staff survey results indicate interest in working with the faculty and students from diverse backgroundsand no presence of bias. Staff indicate a variety of benefits from expanding their own research 17portfolios to learning about the ability of faculty

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

and URM who passed the test increased dramatically by the end of the semester,closing the gap in spatial ability initially observed at the start of the semester.Students who did not attend the workshop also showed significant increases in their test scores however.This result could indicate that completing the graphics course yields similar improvements in spatial skillsas completing the workshop. The question then arises: what advantage does the workshop provide overthe engineering graphics course itself? If significant improvements in spatial ability can be made after a 4-week workshop session, in comparison to a 14-week graphics course, the workshop could have a positiveoutcome in student self-efficacy and potentially stronger learning

Conference Session

Track: Pre-college - Technical Session 6

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Malle R Schilling, University of Dayton; Margaret Pinnell, University of Dayton

Tagged Topics

Diversity, Pre-College

Paper ID #24879The Effectiveness of Engineering Camps as Pre-College Recruitment ToolsMalle Schilling, University of Dayton Malle Schilling is planning to pursue a PhD in Engineering Education. As an undergraduate mechanical engineering student at the University of Dayton, she explored the effects of engineering camps on par- ticipants’ self-efficacy in engineering and other issues of diversity and inclusion in engineering. She is interested in engineering education, diversity in engineering, outreach and policy.Dr. Margaret Pinnell, University of Dayton Dr. Margaret Pinnell is the Associate Dean for Faculty and Staff

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

, decision making, and self-efficacy will be monitored through a mixed methodsassessment including a follow up quantitative survey and an ethnographic interview. The researchquestions of the project are as follows: 1. Does participation of alternately admitted students in student success programs increase student persistence in engineering programs from semester 1 to semester 2 and from year 1 to year 2? 2. What aspects of student success programs are valued most highly by alternately admitted students in encouraging their success in Engineering? 3. For alternately admitted students who do not participate in student success programs, what factors discourage their participation and what out-of-college programs do