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

populations in other studies theproject evaluators have been involved with. To examine the reliability of the items for each keyconcept, Cronbach’s alpha coefficient was computed. Cronbach’s alpha is a common metric forgauging reliability. Its calculation reflects the internal consistency, that is, how related a set ofitems are as a group. Higher values reflect a set of items that are more closely related (valuesrange from 0 to 1.0). For all concepts the calculated Cronbach alpha coefficient was acceptable(above .70), and a composite score was generated using the average response value acrossassociated items. The instrument continued to be refined year to year in keeping with thechanging nature of the project, and new constructs with new questions

Conference Session

Track: Learning Spaces, Pedagogy, & Curriculum Design Technical Session 2

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Alisha L. Sarang-Sieminski, Franklin W. Olin College of Engineering; Adva Waranyuwat, Franklin W. Olin College of Engineering; Emily Ferrier, Franklin W. Olin College of Engineering; Alison Wood , Franklin W. Olin College of Engineering; Daniela Faas, Franklin W. Olin College of Engineering

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

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

womencompleted the workshop than men. 19 out of 30 (63%) female Spatial Novices completed Workshop A,compared to 12 out of 23 (52%) male Spatial Novices. Similarly, 17 out of 30 (57%) female SpatialIntermediates completed Workshop A, compared to only 11 out of 33 (33%) male Spatial Intermediates.Upon completion of Workshop A, the overall pass rate for women jumped to 75% (from an initial passrate of 53%). The overall pass rate for men increased from 83% to 87% after the first workshop.The full progression of pass rates for both men and women over the course of the semester is outlined inFigure 4. The midterm and final test results reflect those students who elected to re-take the PSVT:R butdid not participate in the workshop. Female students who took

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

, Anatomy, or AP Biology class. So she saw the students multiple times per week.  The first students encouraged us to change to an online journal so they could type rather than write their reflections. Being in touch with them in person or by email made a big difference. One year there was a student taking a PLTW (Project Lead the Way) class, so the PLTW teacher monitored and helped the student with their presentation. Western enrollment went up requiring more sections of Biology so the research class went away (there were not enough teachers to keep the research class).  This is when the center staff got more involved reading and monitoring public school student journals and providing input on their presentations.WISE expanded to all local

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

existing organizingentities into deeper conversation. Our intention beyond this meet-up will be to reflect and listento suggestions and participant interests in terms of the directions we might take, create strongernetworks with participant-researchers, and foment these toward change-making tactics andstrategies for seeding the movement and sustaining its practices.References[1]​ E. A. Cech, and T. J. Waidzunas, “Navigating the heteronormativity of engineering: Theexperiences of lesbian, gay, and bisexual students,” ​Engineering Studies,​ vol. 3, no. 1, pp. 1-24, 2011.[2] E. ​Conlon, “The new engineer: Between employability and social responsibility,” ​EuropeanJournal of Engineering Education​, vol. 33 no.2, pp. 151–159, 2008.[3] A. E. Slaton

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

experienceshave had a clear effect on my studies in engineering, and I expect the same may be true for myfellow veterans who have also decided to pursue undergraduate degrees in engineering. In fact,my contemplation and reflection of how experiences following my military career affected mystudies drives this very research. I have been utilizing my experiences from military service,engineering academic studies, and time working in the engineering and education industry tobetter understand the transition from active duty military member to engineering student.Ultimately, it is my hope that my experiences have offered a unique approach to this study andthereby benefit veterans seeking engineering degrees.Validity and ReliabilityDue to commonalities in our

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

authors and do not necessarily reflect the views of the National Science Foundation. • Collaborative leadership throughout the project shared by administrators (e.g., department heads and graduate program directors) and other faculty members involved in the change initiative • Robust project design that presents a clear picture of the future, includes goals and objectives related to the realization of that picture, and has the flexibility to allow adjustments to new opportunities • Staff and faculty development opportunities for individuals to acquire new knowledge and skills related to issues

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

, anddisaggregating information pertinent to understanding and monitoring the participation ofunderrepresented racial/ethnic groups in engineering. AcknowledgmentsThis work is supported by the U.S. National Science Foundation award BPE-1647327. Anyopinions, findings, and conclusions or recommendations expressed in this material are those ofthe authors and do not necessarily reflect the views of the National Science Foundation. References[1] J. T. Brown, “The seven silos of accountability in higher education: systematizing multiple logics and fields,” Res. Pract. Assess., vol. 11, no. 2017, pp. 41–58, 2017.[2] Office of International and Integrative Activities

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

 exploring necessary variations to promote future success in recruitment and retention. According to the U.S. Census Bureau, 2018 population estimates for Texas were 42 percent white, 39 percent Hispanic/Latino, 13 percent black or African American, 5 percent Asian and 1 percent other [1]. We believe tailored marketing strategies will help achieve the ultimate goal of an enrollment reflecting the demographics of Texas. History of the Partnerships In 2013, a version of what would become the Engineering Academies was piloted under the name Blinn TEAM‐E and housed under the Transition Academic Programs department at Texas A&M University. This initial partnership was established with Blinn College, a 2‐year institution located approximately 5 miles

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

processand the critical role institutions can play in reducing asymmetries as it relates to transfer students. AcknowledgementsThis material is based upon work supported by the National Science Foundation EngineeringEducation and Centers under Grant Number DUE-1644138. Any opinions, findings, andconclusions or recommendations expressed in this material are those of the author(s) and do notnecessarily reflect the views of the National Science Foundation. References1. National Academy of Engineering, U., The engineer of 2020: Visions of engineering in the new century. 2004: National Academies Press Washington, DC.2. Carr, R.L., L.D. Bennett IV, and J. Strobel

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

apprenticeships, capstone design projects, andinternships, are offered as part of the ADVANCE model. The ultimate goal of the degreepathway model that ADVANCE offers is to ensure that students are prepared for post-baccalaureate employment and success in the workplace. ADVANCE seeks to ensure that whatstudents learn and experience in their educational journey reflects workforce realities. Mappeddegree pathways that integrate industry-defined credentials and standards will leave noambiguity for students regarding desired workforce competencies. By building in immersiveexperiential learning opportunities, students will better understand workplace expectations andprepare to transition successfully upon graduation.As ADVANCE students progress through their

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

committees, and on the NSF ENG division’s Advisory Committee. c American Society for Engineering Education, 2019 CRITICAL GPA AND STANDARDIZED TEST SCORE ADMISSION THRESHOLDSAbstract: We must increasingly engage and capitalize on the contributions of people frombackgrounds underrepresented in engineering, especially women and people of color, if we are toeducate enough engineers to meet demand and propel our nation’s competitiveness through anengineering workforce reflective of our nation’s diversity. This study focuses on broadeningpathways into engineering, expanding both the diversity and size of the engineering studentpopulation. We hypothesized that engineering colleges’ over-reliance on standardized test

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

about the Black experience, reflecting the unfairexpectation that Black students serve as experts in discussions of culture and ethnicity [20].As our study focuses on students who attended PWIs, future research should explore theexperiences of Black student veterans who attend historically black colleges and universities(HBCUs) as prior research indicates that such institutions provide a supportive environment forBlack students in general [19] and BSVs in particular [37]. Further research will also exploreother aspects of BSVE identity, such as family relationships and religion not included here.AcknowledgementThis work is supported by the National Science Foundation through Awards 1428512 and1428646. The opinions herein are solely the authors

Conference Session

Track: Graduate - Technical Session 9

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Eunsil Lee, Arizona State University; Jennifer M. Bekki, Arizona State University; Adam R. Carberry, Arizona State University; Nadia N. Kellam, Arizona State University

Tagged Topics

Diversity, Graduate Education

contributing to the students’belongingness to their academic unit; however, they were regarded as meaningful interactions with advisors.Students did not perceive such psychological and emotional support as the responsibilities of their advisors,as Farzad mentioned, “I understand what support is, so I'm not looking for beautiful words from [myadvisor]”. This contributes to the impact of student expectations on their perceived quality of interactionsand reflects the previously reported limited interactions with advisors [13].Theme 5. Unease being “friends” with peers This theme includes student perceived challenges in socialization that result in a lower possibilityof being socially accepted and included in a community, i.e., feeling or lacking