Conference Session

Track: Collegiate Technical Session 12

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Michael Scott Sheppard Jr., Arizona State University; Nadia N. Kellam, Arizona State University; Samantha Ruth Brunhaver, Arizona State University

Tagged Topics

Collegiate, Diversity

andstraightforward or fraught with unexpected challenges. Individuals with a history of dangerousprofessions, like military service members, can develop mental and emotional adaptations thatwere beneficial during their time of service but may become detrimental once removed fromwarfare [1].Military careers and student life have stark differences. For example, the military is full ofimposed structural guidelines that service members are required to follow or they will facepunitive actions, whereas the student lifestyle is full of choices that may affect grades, but fewwill result in consequences as severe as a loss of pay, decrease in rank, or even loss of life. Afterbecoming accustomed to rigorously imposed structure within the military, service members

Conference Session

Track: Special Topic - Identity Technical Session 10

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Andrea Haverkamp, Oregon State University; Ava Butler, Oregon State University; Naya Selene Pelzl; Michelle Kay Bothwell, Oregon State University; Devlin Montfort, Oregon State University; Qwo-Li Driskill, Oregon State University

Tagged Topics

Diversity, Special Topic: Identity

the project’s primary investigators. Using a resiliencyframework and critical autoethnographic analysis, the primary focus is on the ways thesestudents have formed support systems and their perception of the social landscape inengineering. Through exploring how students persevere through their programs we may uncoverpoints of intervention to strengthen these support systems.Introduction The 2018 STEM Inclusion Study reported that lesbian, gay, bisexual, transgender, andqueer (LGBTQ+) individuals perceive having their ability devalued and given less respect thanthat of their peers, and experience a chilly, discriminatory climate [1]. This study added to thegrowing body of literature which show LGBTQ+ individuals are navigating a chilly

Conference Session

Track: Collegiate - Technical Session 11

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Julia Machele Brisbane, Clemson University; Eliza Gallagher, Clemson University; Abigail E. Hines, Clemson University; Joseph Murphy, Clemson University; lesteria Armoni Dunwoody, Clemson University; Khushi Patel, Clemson University; Aubrie Lynn Pfirman, Clemson University; Shannon Roberson; Anand K. Gramopadhye, Clemson University

Tagged Topics

Collegiate, Diversity

from analysis of the focus group data. Withinfamily influences, which are the ways family members affect a student’s persistence ineducation, choice of major, and choice of institution, there were differences between studentsattending two-year institutions and those attending four-year institutions. Family membersinclude parents, siblings, other relatives, and also “fictive” family. The goal of this paper is todiscuss the factors that influence why students choose engineering and choose to attend a two-year or four-year institution.Introduction: The national need to expand and diversify the engineering workforce has led tomultiple research initiatives to examine the cause of high attrition rates and to improveengineering programs [1, 2

Conference Session

Track: Pre-college - Technical Session 7

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

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

Tagged Topics

Diversity, Pre-College

increased numbers of historically underrepresented students.The Femineer® Program was created to increase the number of women in Science, Technology,Engineering, and Mathematics (STEM) fields, especially engineering. Since 1980, femalestudents have continued to distance themselves from STEM courses [1]. According to theNational Center for Education Statistics, 35% of STEM bachelor degrees were conferred towomen in 2014. Of this 35%, 19.8% were engineering bachelor degrees [2]. In 2004, 20.5% ofengineering bachelor degrees were awarded to women [3]. This data shows that women areearning less engineering bachelor degrees and there has not been much progress since 2004.The issue of few women in STEM derives from STEM stereotypes and the gender gap

Conference Session

Track: Special Topic - Student Organizations Technical Session 14

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Jennifer Sheridan, University of Wisconsin, Madison; Manuela Romero, University of Wisconsin, Madison; Mary E. Fitzpatrick, University of Wisconsin, Madison; Christine Fabian Bell, University of Wisconsin-Madison; Eve Fine, University of Wisconsin, Madison; Carmen Juniper Neimeko; Katherine Fallon, University of Wisconsin, Madison

Tagged Topics

Diversity, Special Topic: Student Organizations

99% of the students find the workshop very or somewhat valuable, with the section on“recruitment and messaging” being the most highly rated. Over 93% of the participants reported beingsomewhat or very motivated to engage in specific bias-reducing activities in their organization. Futureanalyses will include tracking demographic data from student organization membership and leadershiplists, as well as climate survey results. I. IntroductionIt is clear that the field of Engineering not only lacks the diversity of the U.S. workforce, but also is lessdiverse than other fields in STEMM (Science, Technology, Engineering, Mathematics, and Medicine)fields [1], [2]. At the undergraduate level

Conference Session

Track: Learning Spaces, Pedagogy, & Curriculum Design Technical Session 6

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Adam Stark Masters, Virginia Tech; Lisa D. McNair, Virginia Tech; Donna M. Riley, Purdue University, West Lafayette

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

employed by other researchers, especiallythose exploring emerging topics. Project Context The ‘Unconference on Making Liberatory Spaces’ was held as part of a larger project, funded bythe National Science Foundation (NSF). This project uses qualitative methods to explore diverse,liberatory makerspaces that are actively engaging populations historically underrepresented andminoritized in Engineering and making. Our qualitative approach included three phases: content analysis,ethnographically-informed participant observation, and finally the unconference [1]. The study’s sampleincludes seven community makerspaces (our ‘partner sites’) distributed throughout the U.S. in rural andurban environments

Conference Session

Track : Learning Spaces, Pedagogy, & Curriculum Design Technical Session 7

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Mahauganee Dawn Bonds, Georgia Institute of Technology; Veronica van Montfrans, Georgia Institute of Technology; Joseph M. LeDoux, Georgia Institute of Technology; Wendy C. Newstetter, Georgia Institute of Technology

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

IRB approval, students enrolled in the PBL course duringthe 2017-18 academic year were asked on their final exam to “List two to three words that bestdescribe your team and explain why they are representative.” This prompt was selected to elicitunguided student views of their teams, with the goal of emergent unprompted responses from thestudents. Responses were aggregated to calculate the frequency of each submitted descriptor.Researchers then used descriptive coding on students’ explanations of their submitted descriptorsto organize the words into larger categories and themes (Table 1). While many themes emergedthrough this exploratory method, for this proposal, the focus will be on one of the largest codes:diverse.Table 1. Emergent coding

Conference Session

Track: Learning Spaces, Pedagogy, and Curriculum Design Technical Session 3

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Elizabeth Hane, Rochester Institute of Technology; Scott Franklin, Rochester Institute of Technology

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

innovations that comprise the foundations of theMetacognition course and the latest analyses of retention and student satisfaction.Introduction:Considerable research has shown that lack of ability is not what drives students from STEMfields [1] [2]. Seymour and Hewitt [1] found that students who left STEM fields had similarqualifications and grades as those that stayed, indicating that it was not lack of ability that ledthem to leave. Research has also documented how metacognitive awareness, or lack thereof,can be a critical obstacle to student success (e.g. [3] [4]). Weak students are least likely torealize their deficiencies, and consistently overestimate their performance [5] [6].While Flavell [7] began his work on metacognition on young children

Conference Session

Track: Collegiate - Technical Session 5

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Crystal M. Pee, Virginia Tech; Walter C. Lee, Virginia Tech; Jeremi S. London, Virginia Tech; Gilbert Jew, Arizona State University; Teirra K. Holloman, Virginia Tech; Chaneé D. Hawkins Ash , Virginia Tech; Bevlee Watford, Virginia Tech

Tagged Topics

Collegiate

Illinois at Urbana Champaign.Dr. Bevlee Watford, Virginia Tech c American Society for Engineering Education, 2019 Indicators of Participation: A Critical Review of Publicly-Available STEM Data Sources AbstractSeveral national reports convey the need for better data on the participation of underrepresentedgroups in engineering. The purpose of this paper is to 1) catalogue data sources that collectSTEM-related information at a national level, and 2) critique their usefulness as it relates toinforming efforts aimed at broadening participation of underrepresented racial/ethnic groups inengineering. To this end, we identified and reviewed

Conference Session

Track: Special Topic - Social Justice & Reform Technical Session 5

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Kristin Boudreau, Worcester Polytechnic Institute; Leo Ryan Bunyea, Worcester Polytechnic Institute; David DiBiasio, Worcester Polytechnic Institute; Rozwell Johnson; Zoe Reidinger

Tagged Topics

Diversity, Special Topic: Social Justice & Reform

).EverydayCognition:ItsDevelopmentinSocial Context,Cambridge,MA:HarvardUniversityPress. Secules,S.,A.Gupta,A.Elby,E.Tanu,SupportingtheNarrativeAgencyofa MarginalizedEngineeringStudent,JournalofEngineeringEducation107(2),1-33, 2018 Turner,D.W.,III(2010).Qualitativeinterviewdesign:Apracticalguidefornovice investigators.TheQualitativeReport,15(3),754-760 U.S.CentersforDiseaseControl(2016).YouthRisksBehaviorSurvey. Woods,D.R.(1994).Problem-BasedLearning:HowtoGaintheMostinPBL, Waterdown,Ontario:D.R.WoodsPublishing. 17

Conference Session

Track Special Topic: Intelligence Technical Session 14

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Turhan Kendall Carroll, Ohio State University; Amy Kramer P.E., Ohio State University; Emily Dringenberg, Ohio State University

Tagged Topics

Diversity, Special Topic: Intelligence

, and race and gender in engineering. In general, she is always excited to learn new things and work with motivated individuals from diverse backgrounds to improve the experiences of people at any level in engineering education. c American Society for Engineering Education, 2019 Intelligence and Smartness in Engineering: Gatekeepers to Diversity and Inclusion Turhan K. Carroll, Amy Kramer, Emily Dringenberg The Ohio State University, Engineering Education DepartmentAbstractThe ideas of intelligence and smartness are woven into all levels of engineering education. Theindividuals who are 1) accepted to study engineering, and 2) persist to practice engineering

Conference Session

Track: Graduate - Technical Session 12

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Kerrie G. Wilkins-Yel, Indiana University ; Bianca L. Bernstein, Arizona State University; Jennifer M. Bekki, Arizona State University; Amanda James Reed

Tagged Topics

Diversity, Graduate Education

Science Teaching, 44(8), 1187–1218. https://doi.org/10.1002/tea.20237Dill, B. T., & Zinn, M. B. (2016). Theorizing difference from multiracial feminism. In Race, Gender and Class (pp. 76-82). Routledge.Fram, S. M. (2013). The constant comparative analysis method outside of grounded theory. The Qualitative Report, 18(1), 1.Glaser, B. G. (1965). The constant comparative method of qualitative analysis. Social problems, 12(4), 436-445.Kachchaf, R., Ko, L., Hodari, A., & Ong, M. (2015). Career–life balance for women of color: Experiences in science and engineering academia. Journal of Diversity in Higher Education, 8(3), 175.Ko, L. T., Kachchaf, R. R., Ong, M., & Hodari, A. K. (2013). Narratives of the

Conference Session

Track: Learning Spaces, Pedagogy & Curriculum Design Technical Session 13

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Kyle F. Trenshaw, University of Rochester; Elif Miskioglu, Bucknell University; Philip Asare, Bucknell University; Nir Aish

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

Lewisburg, PA, USA kyle.trenshaw@rochester.edu elif.miskioglu@bucknell.edu philip.asare@bucknell.edu Abstract—The Workshop Program at the University of Hispanic, and Native Hawaiian students are less likely toRochester infuses collaborative learning into a variety of attend Workshops than White and Asian students [4]. We seeintroductory STEM and non-STEM courses through small, this trend across disciplines and course levels. The trendweekly, peer-led problem-solving sessions called "Workshops." becomes even more concerning when considering our findingsDecades of data from these Workshops indicate that 1) American that every

Conference Session

Track: Special Topic - Social Justice & Reform Technical Session 3

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Rachel M. Johnson, University of Minnesota; Michelle Kay Bothwell, Oregon State University; Devlin Montfort, Oregon State University; Kali Furman, Oregon State University

Tagged Topics

Diversity, Special Topic: Social Justice & Reform

conceptual understanding of oppression and privilege.IntroductionMany engineering departments are seeking to diversify their communities and establish a climateof inclusion and collaboration. College-wide efforts at the authors’ institution have beenpreviously described [1], and include initiatives to enhance students’ and faculty’s capacities toengage issues of inclusivity, equity and social justice. Associated faculty developmentprogramming and curricula reform at both undergraduate- and graduate-student levels arepushing beyond multicultural awareness/cultural diversity, or growth in cultural competency,towards understanding intersections of institutionalized systems of power, privilege, andinequity. These educational opportunities center

Conference Session

Track: Pre-college - Technical Session 5

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Margaret Hart, Johns Hopkins University; Christine A. Newman, Johns Hopkins University; Sai Pinni

Tagged Topics

Diversity, Pre-College

Program Structure Baltimore CityMentored Schools Maryland Science Olympiad SchoolsNear Peer Mentoring Expansion Growth of Science Olympiad Teams30 28 25 252520 17 17 1615 12 10 910 7 7 55 1 10 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018 2018-2019

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

Emerging Ethnic Engineers (E3) Program. She teaches Calculus 1 during the Summer Bridge program and instructs Cooperative Calculus 1 during the school year. Continuing with her commitment to community involvement, Whitney has previously served on the Na- tional Executive Board for the National Society of Black Engineers, a student-managed organization with more than 30,000 members. She served as the Planning Chairperson for the 2013 Annual Convention and is currently an advisor for the Great Lakes Region. Dr. Gaskins the President of the Sigma Omega graduate chapter of Alpha Kappa Alpha Sorority, Inc. She is also a member of the Society of Women Engineers, the Women’s Alliance, the National Technical Association

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

Polytechnic Institute Dr. Chrysanthe Demetry is Associate Professor of Mechanical Engineering and Director of the Morgan Teaching and Learning Center at Worcester Polytechnic Institute. Her teaching and scholarship focus on materials science education, use of educational technology, K-12 engineering outreach, and intercultural learning in experiential education abroad. As director of the Morgan Center at WPI since 2006, Demetry coordinates programs and services fostering excellence and innovation in teaching at WPI and supports course-based and program-level assessment of student learning outcomes. c American Society for Engineering Education, 2019Slide 1 Collaborative Network for

Conference Session

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

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Catherine E. Brawner, Research Triangle Educational Consultants; Catherine Mobley, Clemson University; Rebecca Brent, Education Designs, Inc; Marisa K. Orr, Clemson University; Maya Rucks, Clemson University; Cindy Waters, Naval Surface Warfare Center

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

[1-2]. In particular, electricaland computer engineering are relatively better than mechanical engineering at attracting Blackstudents. Lord and colleagues found that 30% of first time in college (FTIC) Black males and22% of Black females starting in engineering started in electrical engineering and another 12%each of Black males and females started in computer engineering [1]. By comparison, only 19%of Black male and 10% of Black female engineering starters began in mechanical engineering[2]. Conversely, mechanical engineering (ME) is relatively better at retaining students tograduation. In ME, Black women starters are far more likely than Black men to persist tograduation (42% to 34%), although both Black men and women persist at a higher

Conference Session

Track: Learning Spaces, Pedagogy, and Curriculum Design Technical Session 4

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Benjamin David Lutz, California Polytechnic State University, San Luis Obispo; Michelle Kay Bothwell, Oregon State University; Nick AuYeung, Oregon State University; Trevor Kenneth Carlisle, Oregon State University; Natasha Mallette P.E., Oregon State University; Susannah C. Davis, Oregon State University

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

, accompanying shifts in policies, as 1well as availability of increased professional development opportunities concerning equity,inclusion, and social justice, provided a strong backdrop for the work our PLC undertook. Ofparticular relevance was alignment of our work with two projects engaged by the newly formedCOE Change Team: (1) Development of a scaffolded approach to enhancing undergraduatestudents’ knowledge and skills supporting inclusive and socially just teaming practice; and (2)Design of modules to enhance graduate students’ capacities to engage issues of inclusivity,equity, and social justice (see Bothwell et al., 2018a for more detail). Overlapping

Conference Session

NEW SESSION Track: Special Topic - Computing & Technology Technical Session 4

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Olivia Mambo Nche, Clemson University; Murali Sitaraman, Clemson University; Elizabeth L. Colbert-Busch, Clemson University; Victor Zordan

Tagged Topics

Diversity, Special Topic: Computing & Technology

children using different of engaging students of all ages, especially minorities andrepresentations and helps them to learn and practice traditionally excluded groups [3]. The target students for ourthe concepts using a “hands-on” approach. Further, use experiment are all African Americans and are amongst theof multiple representations supports the learning needs least likely to have access to and benefit from CS withoutof diverse learners, considering the grades and ages of intervention. Considering the ages of our population and thethe participants. Specifically, we present CS concepts to notion that CS concepts tend to be abstract, we employed astudents in three formats: 1) using

Conference Session

Track: Collegiate - Technical Session 13

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

Collegiate, Diversity

served on multiple NAE committees, and on the NSF ENG division’s Advisory Committee. c American Society for Engineering Education, 2019 Quantifying the Pool of Underrepresented Minority Students for Engineering StudiesAbstract: A widely held belief exists among engineering educators and policy-makers that if pre-college student interest in engineering were broadly increased, the population of studentspursuing a collegiate engineering education would be more diverse [1]. However, after years ofworking in engineering admissions, a more probable hypothesis emerged that the pool ofengineering-eligible students that come from communities of color is smaller than might beexpected. To reach parity in

Conference Session

Track: Special Topic - Identity Technical Session 13

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

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

Tagged Topics

Diversity, Special Topic: Identity

multiple dimensions of identity using an intersectional lens toanswer three research questions: 1) Why did BSVEs join the military? 2) Why did BSVEschoose engineering? and 3) How do BSVEs enact their veteran, engineering, and racial identitieswhile in school? We find that family influences, a desire to be part of something bigger thanthemselves, and economics were factors in BSVEs’ decision to join the military. Technical jobsin the military that often included exposure to engineers and engineering problems led them tothe belief that as engineers, they would be able to solve many of the problems they faced whilemaintaining military hardware. All seven BSVEs claimed that their military and engineeringidentities were central, or nearly so, to their

Conference Session

Track: Pre-College - Technical Session 11

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Christine Newman, Johns Hopkins University; Margaret Hart, Johns Hopkins University; Andrea M. Perry, Garrison Forest School; Anitra Michelle Washington, Western High School; Laura Garcia

Tagged Topics

Diversity, Pre-College

 should just um learn about it.*music fades* 7WISE was established in the fall of 2005 at Garrison Forest School, a private girls school, with funding from a local foundation.  Although the funding ended, the program continues because the school can charge their families for the program.  WISE attracts students to this school.We added Western High School, an all‐girls public school, in fall 2013. Started with 1 student per semester; now can have up to 5 students per semester.In the beginning, the science department chair at Western was able to spend time to monitor the student and help them with their presentation because they were in her research

Conference Session

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

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Stephanie Farrell, Rowan University; Kyle F. Trenshaw, University of Rochester; Robyn Sandekian, University of Colorado, Boulder

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

 Exclusion  Alienation from healthcare 25Source: www.tser.org 26Source: https://transgenderequality.files.wordpress.com/2013/06/broken-bargain-infographic-transgender-1.jpg 27Microaggressions  An expression of bias Do you have and/or transphobia, often to take unconscious hormones?  Intentional or unintentional, everyday

Conference Session

Special Topic: Safe Zone Session 2

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Stephanie Farrell, Rowan University; Robyn Sandekian, University of Colorado, Boulder; Tiago R. Forin, Rowan University; Alisha L. Sarang-Sieminski, Franklin W. Olin College of Engineering

Tagged Topics

Special Topic: Safe Zone

interpretation of for discrimination (21 states + DC) prohibition on sex discrimination No explicit prohibition Sexual orientation and/or gender ID (2 states) Sexual orientation only (1 state) No protection (26 states) Awaiting for ruling to explicitly interpret federal prohibition (26 states)Source: www.lgbtmap.org/equality-maps/non_discrimination_laws 24Climate for LGBTQ+ Workers 46

Conference Session

Track: Special Topic - Social Justice and Reform Technical Session 6

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Ellen Foster, Purdue University, West Lafayette; Jennifer Karlin, Minnesota State University, Mankato; Stephanie Quiles-Ramos, ​Virginia Polytechnic Institute & State University; Donna M. Riley, Purdue University, West Lafayette

Tagged Topics

Diversity, Special Topic: Social Justice & Reform

strategic campaign with and for engineering educators who want to enactstructural change that addresses inequity in engineering. We also hope to foster space andopenness for dialogue with those who might not yet see the need for structural change in thisfield, but who are interested in making engineering education better and more accountable toequity, diversity, and engagements with diverse publics and needs. This work is part of anoverarching Relational Organizing/Action Research (ROAR) project, in which we are interestedin achieving two goals as outcomes of research with and about engineering educators: (1)changing rewards structures in ways that value engineering education research contributions; and(2) enacting structural change that enhances

Conference Session

Track: Collegiate - Technical Session 6

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Julian Viera Jr., University of Texas, El Paso; Elsa Q. Villa, University of Texas, El Paso; Christina Convertino; Erika Mein, University of Texas, El Paso; Sarah Hug, University of Colorado, Boulder

Tagged Topics

Collegiate, Diversity

knowledge rather than solely consumers of knowledge.BackgroundA 2016 Harvard Business School report found a faltering United States economy and a need forreform [1]. One principal reason for this faltering economy is the United States’ inability todevelop qualified science and engineering (S&E) human capital, in particular women andminorities. However, diversity in the S&E workforce has not improved over the last decade [2];and, given Hispanics aged 21 years and older represent 15% of the U.S. population, a mere 6%of the S&E workforce are Hispanic [2].The Bureau of Labor Statistics has projected that total employment in S&E jobs will increase at afaster rate (1.1% compound annual growth rate) from 2016 to 2026 than employment in

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: Learning Spaces, Pedagogy, and Curriculum Design Technical Session 5

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Chanel Beebe, Purdue University, West Lafayette

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

. c American Society for Engineering Education, 2019 Storytelling And Utopia AsResistance To Marginalization Of African American Engineers At A PWI Chanel Beebe April 2019 WATCH AND REFLECT https://www.youtube.com/watch?v=RD2o6soOe1I How did that make you feel? What stuck with you? What did you see? Key pointsEducation should prioritize active learning and embodied knowledgeEducational opportunities are different for different groups of people Marginalization exists AGENDA• My Story• Background of Project• Phase 1 and Phase 2• Phase 3• Summary of Findings• Recommendations• TakeawaysPROJECT BACKGROUND: MY

Conference Session

Track: Pre-college - Technical Session 4

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Tanya D. Ennis, University of Colorado, Boulder; Beth A. Myers, University of Colorado, Boulder

Tagged Topics

Diversity, Pre-College

process [1]. Figure 1 provides arepresentation of conjecture mapping which defines the high level conjecture, embodiments,mediating processes and outcomes used to frame the design. When designing learningenvironments, the process begins with establishing a high level conjecture which outlines thekind of learning the design attempts to support. Embodiments generate the mediating processesthat produce the desired outcome. These embodiments could include tools, materials, tasks andparticipant structures, and discursive practices. A design may or may not include all theseelements. Mediating processes are required to produce outcomes; they utilize particular tools fora particular task in a learning environment enacted in certain ways to produce