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

would add? You as a Person• Would you push any of these areas together? PHASE 2: ONE ON ONE PROTOCOLSelf-Concept• What type of affect do you think your experiences within your college have had on the way you understand yourself? (Encouraging, Critical, Negative, etc)• The way you relate to your cultural background?• How you see yourself as an engineer?Sentiments toward Engineering• How have your experiences in your department shaped or grown your feelings/understanding of engineering?• Do you feel engineering is something you plan to do in the future?• What concerns do you have about the engineering field?• What

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

multi-faceted concept you develop about yourself that evolves over the course of your life  Impacted and influenced by positive/negative factors  No right or wrong identity  Different people have different identities  Shapes how you experience the worldImage Source: https://www.psychologytoday.com/intl/blog/science-choice/201901/5-key-ideas-about-identity-theory 26 LGBTQ+ Identity Development Process Straight, Healthy heterosexual & Heteronormativitycisgender cisgender identity Cisnormativity child All is according to plan

Conference Session

Track: Collegiate - Technical Session 9

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Dustin M. Grote, Virginia Tech; Walter C. Lee, Virginia Tech; David B. Knight, Virginia Tech; Abbey Rowe Erwin, Virginia Tech; Bevlee A. Watford P.E., Virginia Tech

Tagged Topics

Collegiate, Diversity

admitted engineering U Transfer Orientation Service/Program transfer students Official plans of study by engineering degree/major with U Checksheets Web Resource required courses for degree completion Advising Advising staff/faculty within each engineering U Department Advisors Faculty/Staff department/major Support University information sessions, college tours, and campus U Information Sessions/Tours Service/Program visit programs for prospective students U Community College Support University staff visits to community colleges to facilitate Visits

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

Advanced placement, accelerated, or honors courses Mathematics Yes Natural Sciences Yes High school course completion Algebra 2 Completed or plan to take Calculus OR Trigonometry OR Completed or plan to take Other math beyond Algebra 2 Physics Completed or plan to take High school course grades

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

Paper ID #24988Familial Influences Affecting Student Pathways to Engineering at Two-Yearand Four-Year InstitutionsMiss Julia Machele Brisbane, Clemson University Julia Brisbane is a senior undergraduate student majoring in Bioengineering at Clemson University, and a full-time undergraduate research intern with the SC:SUPPORTED (Statewide Coalition: Supporting Un- derrepresented Populations in Precalculus through Organization Redesign Toward Engineering Diversity, NSF Award #1744497) project. She plans to obtain a master’s degree in Biomedical Engineering and a Ph.D. in Engineering Education.Dr. Eliza Gallagher, Clemson

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

broader shifts in national accreditation standards. Wethen describe and critique elements of existing engineering cultures that might present challengestoward progress in creating inclusive and socially just teaming practices. Notably, we combinethese strands to develop a response to noted challenges and opportunities through the activities ofour Practitioner Learning Community (PLC).Institutional ContextAs described in Bothwell, Akkaraju, McGuire, Tran, & Zigler (2018a), Oregon State Universityhas recently taken a number of significant steps to advance equity, inclusion, and diversity, andthe College of Engineering (COE) has embedded a goal in its strategic plan to become a nationalmodel of inclusivity and collaboration. Institutional goals

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

”) that “I aminterested in engineering now.”The Femineer® students were asked about their intent to pursue engineering in college or as acareer. The results are below. Future Plans in Engineering 60 50 Percent of Respondents 40 30 20 10 0 Yes Maybe No

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

note: Full details of this study have been submitted for publication to the Journal ofWomen & Minorities in Science and Engineering.We expect that most in this audience are well aware that the middle school years are a criticallyimportant time for identity development and career planning for girls, particularly with regardto supporting interests in engineering.Some would argue that offering engineering programming for middle school girls is importantand valuable regardless of long-term outcomes. But program funders and host universitiestypically want to see more than that, such as entry into STEM majors or recruitment to theuniversity. This study captures our effort to track long term outcomes of a program that’s beenrunning at WPI for the

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

 practice their presentation and receive feedbackSelection of an interested mentor is critical.  We have had problems when the mentor was not motivated to be a mentor.  Once a young woman was selected by her faculty advisor as a mentor because she was female. She told the mentee that she didn’t like the field—that her parents made her do it.  That faculty member offered that mentor again and we declined.Mentor support before and during the program is important to gauge their interest, to help them think through how they are going to teach a high school student with much less specific knowledge than them—learn how to do what they are planning for students to do and also to see if they need any cultural competency guidance.  During the program it is

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

of the program. Several of these mentions were rather ordinary. Alejandro recalledmeeting a man from the United States and talking with him about life and their plans. Kevindescribed meeting locals and discussing sports or comparing their city to Kevin’s home city.Steven reflected on conversations about stereotypes and history with locals. Ben expressed adesire to interact with locals and then described two successful encounters: one about sports andone about U.S. politics. Finally, James described meeting people in bars and meeting a “certifiedcommunist” among other locals. James reflected on his interactions with various non-programparticipants throughout the trip: For me, the most lasting value of RSAP comes down to the countless

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

to know more people I have classes with. I'm actually being able to get in groups with people that I know actually do their job, which helps tremendously. I’m in 202 right now, and I think this is the first time that I've had a group that everybody actually shows up.Throughout Sean’s military service he grew an expectation of what he believed working in ateam should be like. He believes that his student peers do not meet that expectation and, due tothis belief, he sees them as subpar. Because of his opinions of civilians, Sean spends his timefocused on his studies and his civilian job, but not on social activities with peers. Noted above,he comments on two years into his plan of study being the first time his entire team has

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

the Science and Engineering Indicatorsreport. Some other differences among the data is that overall enrollment is only reported on theundergraduate level, the median number of years for degree completion is only reported for thegraduate level, and post-graduation plans are only reported on the graduate level.Despite its shortcomings in how often intersectional data is reported, the data on participation inengineering in higher education is the most comprehensive and consistently reported. This mayexplain why progress in BPE is commonly measured using data associated with degrees. Table 4: Data reported for the higher education segmentWorkforceThe workforce includes careers in academia and industry. As seen in Table 5, data

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

levelswas executed. dedicated to conditionals.A. Module 1: Focus on Variables, Assignments, Operators C. Module 3: Focus on Loops In this module, the first 35-minute block was dedicated to The third module focused on repetition. The module beganan interactive talk, which allowed the students to peek into with a talk from an architect. Along with other things, sheprogramming using the terminal and webpage designing. After showed the students how house plans were drawn in thethe break, we introduced the concept of assignments, operators past manually and how they are done today with the aidand variables to the students using everyday examples like

Conference Session

Track : Collegiate - Technical Session 8

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Jon Carter Buchanan, Texas A&M University; Amy Suzan Klinkovsky, Texas A&M Engineering

Tagged Topics

Collegiate, Diversity

‐through rate surpassing national averages, we are still struggling in converting interest to applications and enrollment. Some of this may be related to our staff consisting of only 2.5‐3.5 full‐time employees during this time. We are currently in conversation with organizations who specialize in marketing and enrollment services to help us conduct full‐scale market research and then assist in ensuring the marketing plan in place leads to qualified applicants who are ultimately admitted and enrolled.  Increasing Visibility at 2‐Year Institutions Video Monitors at 2‐Year Institution Partners Beginning in 2019, the Engineering Academies will integrate the Houston Community College campus into the Texas A&M Engineering Four Winds International

Conference Session

Track: Collegiate - Technical Session 10

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Karis Boyd-Sinkler, Virginia Tech; Raeven Carmelita Waters; Yasmine Yunus Sikder; Ashley R. Taylor, Virginia Tech; Mayra S. Artiles , Virginia Tech; Alexandra Coso Strong, Florida International University; Walter C. Lee, Virginia Tech

Tagged Topics

Collegiate, Diversity

Example Adjust action to be effective “Yeah, I missed a math quiz because ... I Problem- (e.g., strategizing, don't know, it's a little different. The Subcode Definition1 Example Solving instrumental action, planning). teachers aren't hounding you every single These are active, constructive, day, like, "Hey, get this in, get this in." So I and problem-focused means missed that, and I immediately went and to change a situation. bought a calendar.” Find new options (e.g., “First, I think what do I

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

, handling stress, etc. Service and Civic Responsibility: Engineering is a service profession. Engineers are charged to use their talents and gifts to solve problems that impact others. The performance and practice of engineering is an act of service. Understanding of Engineering Ethics: Engineers are expected to exhibit the highest standards of honesty and integrity. Engineers are to hold paramount the safety, health, and welfare of the public. Those whom engineers serve deserve nothing less. As one example, the competencies are also used in the required first-year seminar course, wherestudents create action plans and write goals to

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

as it is.This research is a first step in our analysis of student experiences and outcomes. We have begunby documenting the efforts made by our study institutions to help their Black students to besuccessful. We will continue to interview other key informants as appropriate on our studycampuses as the study progresses. We also plan to interview 80 Black students who are currentlymajoring in or have switched from ME and ECE majors on these campuses to learn if and howthese programs may have impacted them as well as what other factors they credit with theirremaining in or leaving these majors. Our quantitative study will build on the analyses in [1] and[2], among other studies, while focusing on Black students at our study sites. In particular

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

Paper ID #25003Joyce B. Main is Assistant Professor of Engineering Education at Purdue University. She holds a Ph.D. inLearning, Teaching, and Social Policy from Cornell University, and an Ed.M. in Administration, Planning,and Social Policy from the Harvard Graduate School of Education. c American Society for Engineering Education, 2019 Race, Veteran, and Engineering Identities among Black Male Student VeteransAbstractUsing interviews with seven Black Student Veterans in Engineering (BSVEs) at threepredominantly White institutions (PWIs), we explore how the identities of Black, Male, Veteran,and Engineering student are enacted during their undergraduate engineering experience. Weapproach this study informed by

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

10 codes related to theproject’s overarching research questions around identity formation, makerspaces andunderrepresented students. The codes included “experiences that shape identity,” “road of trialsin engineering,” “stories of values, knowledge, skills, practices and norms in engineering,”“stories of bias, prejudice and stereotype,” “recommendations for makerspaces,” “pathways toengineering” and “aspirations, goals, desires or plans.” These deductive codes developed as aprovisional “start list” served as the first-cycle coding [39].Though all of the codes proved useful in establishing meaning, two of the codes became thefocal points for understanding unique aspects of these students’ experiences in makerspaces:stories of values

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

program administration view, where Black women recruitment and retentionadministrators in STEM face marginalization and silencing, leading to limitations in decisionmaking and funding decisions at the college and university level [22]. It is common withinworking groups or meetings that relatively privileged groups take up more space inconversations and the voices of minoritized groups are not heard or represented. Onemanifestation of this aspect is the communication of viewpoints by white cisgender womenleaders, who believe they represent all diversity but only represent the experiences of whitecisgender women. It can also occur in male-dominant environments in which co-curricularprogram planning occurs (e.g., a minority engineering program). The