Conference Session

CoNECD Session : Day 1 Slot 5 Technical Session 3

Collection

2021 CoNECD

Authors

Jerry Austin Yang, University of Texas at Austin; Audrey Boklage, University of Texas at Austin; Maximilan Kolbe Sherard, University of Texas at Austin; Christine Julien, University of Texas at Austin; Maura J. Borrego, University of Texas at Austin

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CoNECD Paper Submissions, Diversity

, inductive and deductive codes from thetranscripts were generated through an open coding technique. Second, after the codes wererefined, axial codes were generated, and the transcripts were re-coded. To ensure reliability andvalidity, the lead author created research memos as reflective writing tools throughout theprocess. After each iteration of coding and writing memos, all authors discussed the codes toensure the reliability and validity of the coding scheme. From the data, we selected two participants, Parker and Jordan, to be the foci of thispaper. Parker and Jordan were chosen because they elicited their experiences at the intersectionof several marginalized identities in greater detail than any other participant. In the

Conference Session

CoNECD Session : Day 2 Slot 8 Technical Session 4

Collection

2021 CoNECD

Authors

Lisa Benson, Clemson University; Victoria Beth Sellers, Engineering and Science Education; Katreena Thomas, Arizona State University, Polytechnic campus

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statements, authorsand reviewers do not discuss how they have critically reflected on their own identities and couldinfluence how research is conducted and reviewed, which could perpetuate systemic racism.Positionality statements are one approach towards transparent communications and disrupting powerdynamics in research contexts (Secules et al., 2021).Outside of the EER community, there are initiatives and resources that could be leveraged to promotediversity and inclusive practices within the academic communications ecosystem, for example the JointStatement of Principles by the Coalition for Diversity and Inclusion in Scholarly Communication (C4DISC).C4DISC promotes diversity and inclusive practices within the scholarly communications ecosystem

Conference Session

CoNECD Session : Day 3 Slot 1 Technical Session 3

Collection

2021 CoNECD

Authors

Casey Lynn Haney, Purdue University at West Lafayette (COE); Claudio Freitas, Purdue University at West Lafayette; Gregory John Gage, Backyard Brains; Jennifer Deboer, Purdue University at West Lafayette (COE)

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. FindingsHow does a combined lab kit and neuroscience curriculum differentially relate to STEMmotivation between diverse school systems? Results from the pre-test show that students already have high science motivations, valueof science, and learning motivations. As these tests were conducted near the end of the schoolyear, this result may reflect work of the science teachers who self-selected into the study that hadalready helped boost these beliefs and attitudes in their students throughout the year. Since eachof these were already high, a ceiling effect was observed, as very little change could be achievedfrom the lab kit and curriculum. For this inventory and all those used in this study, we use thetraditional procedure of reporting each

Conference Session

CoNECD Session : Day 1 Slot 6 Technical Session 2

Collection

2021 CoNECD

Authors

Breauna Marie Spencer, University of California, Irvine; Sharnnia Artis, University of California, Irvine; Marjorie C Shavers, Heidelberg University

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Texture Aesthetic Have to Do With It? “I definitely am conscious of my appearance at all times in academic settings. I guess one example of probably is that I was under a lot of stress. I think it was during my second year and my hair was thinning and it was not looking very healthy. People would continuously ask me if I was tired and making comments so I felt like it was a direct reflection. I pretty much have had short hair now for the past two years to avoid [comments] just because my appearance is important [in academia].” —Niela13 Strategies to Thrive: Black Women’s

Conference Session

CoNECD Session : Day 3 Slot 2 Technical Session 2

Collection

2021 CoNECD

Authors

Edwin Wendell Lee II, Ohio State University; Ana' M. Bell M.S., Ohio State University

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CoNECD Paper Submissions, Diversity

tutoring spaces often reflect the demographics of the department oruniversity at large. Tutors also bring their own identities and biases into these spacesthat can serve to enhance or diminish the self-efficacy and sense of belonging ofattendees. If these factors are not explicitly addressed by training or intentionalhiring, administrators should almost expect that they are sending their students intoa non-inclusive learning environment. 7While our office recognizes all of these limitations of tutoring, we aim to provide amore inclusive tutoring space within which attendees from our target groups (womenand underrepresented minority students) can seek academic

Conference Session

CoNECD Session : Day 2 Slot 5 Technical Session 1

Collection

2021 CoNECD

Authors

Claudio Freitas, Purdue University; Jennifer Deboer, Purdue University at West Lafayette (COE)

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CoNECD Paper Submissions, Diversity

displacement contexts, such as refugee camps. Theoverall goal of this course was to prepare students to solve problems using engineering designeffectively. The LED course targeted the following learning objectives: 1) using a systematicproblem-solving method to identify, evaluate, and scope an engineering problem; 2) applying theengineering design process to generate ideas, critically evaluate and develop evidence-basedsolutions; 3) fostering the growth of reflective individuals and empower their social agency, and4) discussing and practicing professional competencies. Students develop a capstone projectwhere they applied the theoretical concepts learned in the course throughout the course. Thiscapstone project is an important component of our

Conference Session

CoNECD Session : Day 2 Slot 6 Technical Session 4

Collection

2021 CoNECD

Authors

Angela R. Bielefeldt, University of Colorado Boulder

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their program was not sufficient. Based on interviews,faculty descriptions of how they taught social justice issues in a variety of course types and co-curricular settings are provided. This includes pedagogies that are common for ESI broadly suchas reflection, discussion, and case studies. These results provide ideas to help engineering facultyintegrate social justice topics into their teaching.BackgroundEngineering education should prepare students to practice as ethical professionals. The ABETEngineering Accreditation Commision student outcomes require that students upon graduationhave “an ability to recognize ethical and professional responsibilities in engineering situationsand make informed judgments, which must consider the impact of

Conference Session

CoNECD Session : Day 2 Slot 2 Technical Session 2

Collection

2021 CoNECD

Authors

Mohamed ElZomor, Florida International University; Gabriella Santi, Florida International University; Piyush Pradhananga, Florida International University; Mais Kayyali, Florida International University; Lu Zhang, Florida International University

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CoNECD Paper Submissions, Diversity

influenced by external factors besides the training implemented; nevertheless, theauthors believe the results reflect the influence of the training on the students professionalgrowth; and (4) the survey target was limited to two Construction Management courses. Thefuture stage of this study will conduct the activity on three additional courses at the minority-serving institution of Florida International University, as well as incorporate and analyze theeffectiveness of additional informal learning pedagogies, such as VR-based presentationsimulations and social media activities, that will further engage and nurture these minoritystudents’ presentation skills.ConclusionTo succeed as professionals in the United States and globally, minority STEM

Conference Session

CoNECD Session : Day 1 Slot 3 Technical Session 3

Collection

2021 CoNECD

Authors

Adrienne Decker, University at Buffalo, SUNY; Monica McGill, Knox College

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” 45I’ll leave you with a challenge today[Click] Submit an article to csedresearch.org that isn’t listedand involves work in K-12 to help grow this dataset[Click] Look at your own practices for collecting and reportingand determine if there are processes you could improve upon[Click] Think about what we need to do to really be “for all” 45 Acknowledgements • This work is funded in part by the National Science Foundation under grants 1625005, 1625335, 1745199, 1757402 and 1933671. ‘- Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the NSF

Conference Session

CoNECD Session: Day 3 Slot 2 - Technical Session 4

Collection

2021 CoNECD

Authors

Agnieszka Miguel, Seattle University; J. McLean Sloughter, Seattle University; Jennifer M. Dorsey, University of Texas at Austin; Rebecca Hartley, Seattle University; Frank J. Shih, Seattle University; Joy Crevier, Seattle University

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syllabus statement on diversity, equity, and inclusion that has been adopted in severaldepartments, and is currently being discussed for college-wide adoption as a required part of allcourse syllabi.Feedback regarding these initiatives has, to this point, been anecdotal, but positive. We describethe aspects that have been particularly noted by students, faculty, and staff to have been helpful.We conclude the paper with a reflection on how we can improve our community building eventsand the online community and describe our future support services for underrepresentedstudents.1. IntroductionSeattle University is a small, private, religiously-affiliated and mission-driven institution locatedin Seattle. Our urban campus is home to eight colleges and

Conference Session

CoNECD Session : Day 4 Slot 1 Technical Session 3

Collection

2021 CoNECD

Authors

Danyelle Tauryce Ireland, University of Maryland, Baltimore County; Cindy Greenwood, University of Maryland, Baltimore County ; Erica L D'Eramo, University of Maryland, Baltimore County; Katherine Bell O'Keefe

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number of chemical and mechanicalengineering faculty and industry folks, which is an ongoing challenge for us. We doalternate years, having a computing-focused keynote speaker one year and anengineering-focused speaker the next.Cyber Practicum Cyber Practicum Logistics • Zero-credit/pass fail Practicum each fall and spring semester • Required for Scholars & Associates for their first year in the program; open to other students (up to 30 total students) • Weekly speakers who work in the field of cybersecurity Evaluation • Students turn in a short reflection paper at end of semester • Consistently positive feedback; most common request is for more hands-on learning

Conference Session

CoNECD Session : Day 1 Slot 4 Technical Session 1

Collection

2021 CoNECD

Authors

Niesha C. Douglas, Educate, Activate, Transform; Cathy Howell, University of North Carolina at Charlotte; Lisa R. Merriweather, University of North Carolina at Charlotte; Anna Sanczyk, University of North Carolina at Charlotte

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able to see their future selves as scientists. If there is a gap between the perception ofself and one's' imagined future self, identity incongruence will occur. Alston [30] states “Identitycongruence speaks to the space between how black men see themselves and how they see otherscientists” (p. 50). Identityy incongruence can be problematic for URM students and can serveas a deterrent for those students seeking graduate degrees in STEM. Guy [20] further explainsthat “pathways to science learning” (p. 23) are in part determined by how they understand whoand what a scientist looks like. To the extent that students do not see themselves reflected in thetraditional image of scientist, they might be best steered toward an “everyday

Conference Session

CoNECD Session : Day 2 Slot 1 Technical Session 1

Collection

2021 CoNECD

Authors

Taylor Lightner, Virginia Polytechnic Institute and State University; Monica E. Cardella, Purdue University at West Lafayette; Natali Huggins, Virginia Polytechnic Institute and State University; Cynthia Hampton, Virginia Polytechnic Institute and State University; Walter C. Lee, Virginia Polytechnic Institute and State University; David B. Knight, Virginia Polytechnic Institute and State University

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of SEEK was displayed on the whiteboard or posters on the wall. Asnoted earlier in the paper, the SEEK mission is "To increase elementary school students' aptitudein math and science and their interest in pursuing STEM (science, technology, engineering,math) career fields, by having them engage in interactive, team-based engineering projects."Along with the children's drawings, this mission statement does not mention participants' race.Other images and messages in the classroom did not mention or show race, although this variedfrom site to site. Desai (2010) states, “the avoidance of racial terms not just in the discourse butin images reflects color blindness approaches.” These drawings reveal how SEEK’s visualculture approach can sometimes

Conference Session

CoNECD Session : Day 2 Slot 7 Technical Session 4

Collection

2021 CoNECD

Authors

Luke Alao P.E., Swinburne University of Technology

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[3], [4], instead of theme categories.Defending a career in engineeringFor an academic engineering director, collecting student’s personal experience stories and reflection is thepinnacle of raw data narrative data required for research investigation. One of these unique stories came fromone of the Australian veterans. Here is Lane’s story, one of the personal accounts that we currently use toencourage voices of marginalised and minority groups to tell their academic story and to encourage others to doengineering. In engineering education research, this would include women, LGTBIQ and indigenous people toexplore alternative career by becoming a professional engineer. Here is Lane’s narrative through the eye of thenarrator. During service in

Conference Session

Enacting Culturally Relevant Pedagogy for Underrepresented Minorities in STEM Classrooms: Challenges and Opportunities

Collection

2021 CoNECD

Authors

Moses Olayemi, Purdue University; Jennifer Deboer, Purdue University at West Lafayette (COE)

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time’: A model of culturally and linguistically supportive professional development for -12 STEM educators,” Cult. Stud. Sci. Educ., vol. 12, no. 3, pp. 637–660, 2017.[15] H. R. Milner, “Where’s the race in culturally relevant pedagogy?,” Teach. Coll. Rec., vol. 119, no. 1, pp. 1–32, 2017.[16] J. L. Young, J. R. Young, and D. Y. Ford, “Culturally relevant STEM out-of-school time: A rationale to support gifted girls of color,” Roeper Rev., vol. 41, no. 1, pp. 8–19, 2019, [Online]. Available: http://search.ebscohost.com/login.aspx?direct=true&db=tfh&AN=134540367&site=ehost- live.[17] T. C. Howard, “Culturally relevant pedagogy: Ingredients for critical teacher reflection,” Theory Pract., vol. 42, no. 3

Conference Session

CoNECD Session : Day 2 Slot 2 Technical Session 3

Collection

2021 CoNECD

Authors

Brielle Nikole Johnson, Miami University; Woo J. Kim, Miami University; Jennifer Blue, Miami University; Amy Summerville, Kairos Research; Brian P. Kirkmeyer, Miami University

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Regret Elements Scale:Distinguishing the affective and cognitive components of regret,” Judgment and DecisionMaking, 11(3), pp. 275-286, 2016.[5] C. Saffrey, A. Summerville, and N.J. Roese, “Praise for regret: People value regret aboveother negative emotions,” Motivation and Emotion, 32(1), pp. 46-54, 2008.[6] N.J. Roese, G.L. Pennington, J. Coleman, M. Janicki, N.P. Li, and D.T. Kenrick, “Sexdifferences in regret: All for love or some for lust?” Personality and Social Psychology Bulletin,32(6), pp. 770-780, 2006.[7] K.D. Markman, M.N. McMullen, and R.A. Elizaga, “Counterfactual thinking, persistence,and performance: A test of the reflection and evaluation model,” Journal of Experimental SocialPsychology, 44(2), pp. 421-428, 2008.[8] J. Reb and

Conference Session

CoNECD Session : Day 1 Slot 3 Technical Session 4

Collection

2021 CoNECD

Authors

Leisa D. Thompson, University of Virginia; Zhen Wu

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CoNECD Paper Submissions, Diversity

collecting more qualitative intervention data and quantitative outcomedata to examine the Undergraduate Systemic Change Model.References[1] Wigfield, A. and Eccles, J. S. “Expectancy-Value Theory of Achievement Motivation,” Contemporary Educational Psychology, vol. 25, no 1, pp. 68-81, Jan. 2000.[2] Bandura, A. Social Foundations of Thought and Action: A Social Cognitive Theory. Englewood Cliffs, NJ: Prentice-Hall, 1986.[3] Goffman, E. “On face-work: An analysis of ritual elements in social interaction,” Reflections, vol. 4, no. 3, pp. 7-13, Spring 2003.[4] Aronson, J. “The threat of stereotype,” Educational Leadership. vol. 62, no. 3, pp. 14-19, Nov. 2004.[5] Rudman, L.A., Ashmore, R.D. and Gary, M.L. “’Unlearning

Conference Session

CoNECD Session : Day 1 Slot 3 Technical Session 1

Collection

2021 CoNECD

Authors

Leila Zahedi, Florida International University; Hossein EbrahimNejad, Purdue University at West Lafayette (COE); Monique S. Ross, Florida International University; Matthew W. Ohland, Purdue University at West Lafayette (COE); Stephanie J. Lunn, Florida International University

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CoNECD Paper Submissions, Diversity

minoritization offemale students and some ethnicities/races, especially Black and Hispanics, in computing fields isan important topic that has garnered attention within universities and programs (Digest ofEducation Statistics).This shortage of computing professionals and the disparities between groups has made educationresearchers more reflective about strategies to attract and retain more students in computing fields,so as to keep pace with industry demands [6]. The persistence of students who have a contact in agiven program is a promising place to consider, because it not only includes the students whomatriculated in a computing discipline, but it also includes transferred students in addition to theones who ever showed interest in that program

Conference Session

CoNECD Session : Day 1 Slot 8 Technical Session 4

Collection

2021 CoNECD

Authors

Mauro Rodriguez Jr, California Institute of Technology; Indhira María Hasbún, Florida International University; Jose Luis Estrada, University of San Diego; Dora Louise Renaud

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CoNECD Paper Submissions, Diversity

given the NILA’s leadership framework and curriculum focus onthe development in these areas. The average mean for leadership self-efficacy increased from 4.0to 4.3. The increase was significant, and it shows that NILA had a measurable positive effect.Nevertheless, the effect may or may not be sustainable. Most of the change was explained by thelower values (pre-test minimum=2.6, post-test minimum=3.0), which is reflected in a smallerstandard deviation for the post-survey. This shows that the effect may be larger for those whocome in with lower self-efficacy than those who are already confident in their abilities. While thesample size was small, the EFA analysis is statistically significant to tentatively support ourhypothesis. However, this can

Conference Session

CoNECD Session : Day 2 Slot 7 Technical Session 2

Collection

2021 CoNECD

Authors

Tanya D. Ennis, University of Colorado Boulder

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CoNECD Paper Submissions, Diversity

and always thought back to (1.4)…25 just how much I had already accomplished and how all the people that were there …(1.9)26 just all the resources↑ that I was given. Um there was a lot of people to support me.27 They were definitely:: (2.8)28 a key aspect of it all. Um ((Cough))29 I think one thing is that that what definitely kept me going was that I actually liked↑30 what I was doing. I knew a lot of my friends um who were like “I don’t like learning↑31 this learning this stuff” but I really just:: once I got an answer it was just…so32 rewarding↑. I actually liked↑ it.. I think it was definitely very important.To counter the doubt of her peers, Iliana speaks to her reflection on what she had alreadyaccomplished and that a key

Conference Session

CoNECD Session : Day 1 Slot 4 Technical Session 4

Collection

2021 CoNECD

Authors

Memoria Elizabeth Matters, Purdue University at West Lafayette; Carla B. Zoltowski, Purdue University at West Lafayette (COE); Andrew O. Brightman, Purdue University at West Lafayette (COE); Patrice Marie Buzzanell, University of South Florida

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CoNECD Paper Submissions, Diversity

acknowledging the unequaldemographics of the ECE department. As of the time of the interviews, participation of womenwas only 15%, while underrepresented minorities were even fewer at 5% [16]. Meanwhile, ahigh international student population (38%) [16] posed unique cultural challenges. Thesestatistics appeared to be common talking points at faculty meetings, especially when it came toadmissions and hiring decisions, and faculty generally expressed a desire to see thedemographics of the department more closely reflect that of the population at large. Amongsome faculty, there was also an understanding of deeper concepts related to diversity andequality. For example, some acknowledged factors other than race, nationality, and gender thatcontribute to

Conference Session

CoNECD Session : Day 3 Slot 7 Technical Session 2

Collection

2021 CoNECD

Authors

Maimuna Begum Kali, Florida International University; Stephen Secules, Florida International University; Cassandra J. McCall, Virginia Polytechnic Institute and State University

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never associated with inclusion or with bringing and being her entire self.She reflected on why professors interact with students the way they do: I really think it’s just, they get caught up on themselves and their research. They, in a sense, they’re very workaholic. And it’s easy to forget that you’re not just regurgitating information to these kids. You are impacting them. You are affecting them and they may be going through issues. Some people enter college so young that they still don’t know who they are. Like they’re still maturing, they’re still growing […] Not everyone’s gonna be mature and have their stuff together. If you’re not understanding everyone has their own pace, everyone has their own

Conference Session

CoNECD Session : Day 3 Slot 3 Technical Session 2

Collection

2021 CoNECD

Authors

Sophia Lauren Plata, University of Southern California; Indhira María Hasbún, Florida International University ; Mauro Rodriguez Jr., California Institute of Technology; Dora Louise Renaud, Society of Hispanic Professional Engineers

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NILAcurriculum was developed to have comprehensive learning objectives and desired attendeeoutcomes, supplementary pre- and post-NILA curriculum, and evaluation strategy of attendees’gained knowledge and socio-emotional development. After three years of refinement, thecurriculum’s implementation had improved the attendees’ experience and preparation to lead theirchapters which was reflected across inter-organization metrics (e.g., membership, national eventattendance, survey data). However, NILA remained limited in its ability to achieve one of itsintended aims: to align its SHPE’s strategic, tactical, and operational infrastructure to the overallSHPE mission longitudinally, particularly in terms of local, long-term chapter programming. For the

Conference Session

CoNECD Session : Day 3 Slot 3 Technical Session 1

Collection

2021 CoNECD

Authors

Justin Charles Major, Purdue University at West Lafayette (COE); Allison Godwin, Purdue University at West Lafayette (COE); Adam Kirn, University of Nevada, Reno

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author(s) and do not necessarily reflect the views of NSF. The ideas we present here are part of a much larger thought process (Authors, 2021, in progress) in which we are thinking about the ways in which we use quantitative methods in engineering education, and how they might be better realigned or reformed to achieve the same diversity and equity outcomes we feel are more readily achieved by qualitative methods at the time. Our treatment and presentation of demographic data variables here represent a starting point. 1 The “doing” of engineering education is full of many delicate power

Conference Session

CoNECD Session : Day 1 Slot 4 Technical Session 3

Collection

2021 CoNECD

Authors

Bala Ram P.E., North Carolina A&T State University; Marcia F Williams, North Carolina A&T State University; Tonya Lynette Smith-Jackson, North Carolina A&T State University

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HBCU, met and exceededthe diversity of most REU programs across the nation. In terms of broadening participation inengineering, note that the majority of the participants were African-American, while a significantnumber were non-African American. The last cohort showed more gender and ethnic diversity,with ethnic diversity reflecting just as many African-American participants as non-AfricanAmerican participants; gender percentages were also equal by the final year of the program.evaluation methodologyThe evaluation plan included a hypothesis of increased modeling self-efficacy from pre-test topost-test. Yildirim et al. [4] developed an Engineering Modeling Self-Efficacy (EMSE) instrumentwith 36 items and 7 dimensions drawn from Tsang’s (1991

Conference Session

CoNECD Session : Day 1 Slot 1 Technical Session 3

Collection

2021 CoNECD

Authors

Donovan Colquitt, Purdue University-Main Campus, West Lafayette (College of Engineering)

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did not attributethe researcher’s attitude to racism (Burgin et al. 2015). Such close interactions with studentsseemed substantial in determining the students’ overall reflection of the program. Peers and Family. Peers developed relationships throughout group activities, especially in residential campsand daily afterschool programs that operated for an extended period. Programs that intentionallyframed the group as a “family” or community help nourish a sense of belonging amongstparticipants, building confidence to persist in STEM. Students’ families were regarded as highlyinfluential in providing support for students, specifically in keeping students involved in STEMactivities and performing well in school.Theme 4: Common Student

Conference Session

CoNECD Session : Day 3 Slot 6 Technical Session 1

Collection

2021 CoNECD

Authors

Katreena Thomas, Arizona State University, Polytechnic campus; Brooke Charae Coley, Arizona State University, Polytechnic campus; Michael Lorenzo Greene, Arizona State University, Polytechnic campus; Jeremi S. London, Virginia Polytechnic Institute and State University

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identified as counterspaces as they reflected on both their undergraduate andgraduate experiences.Methods. This study adopted narrative interview methods to capture stories of the livedexperience of Black graduate students in engineering. In order to be interviewed for this study,participants had to: (1) identify as Black; (2) be enrolled in a doctoral engineering program at anaccredited engineering college; and (3) have engaged in either NSBE and/or BGLOs as anundergraduate student. As an initial recruitment effort, the research team deployed ademographic survey to targeted institutions through networks of Minority Engineering Programadvocates and listservs associated with Black engineering organizations. More than 60 Blackengineering graduate

Conference Session

CoNECD Session : Day 1 Slot 3 Technical Session 2

Collection

2021 CoNECD

Authors

Christina Viau Haden, Lehigh University; Marci J. Levine, Lehigh University

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) Volunteer Experience (VE) 9 LWE was and remains advertised amongst the other preLUsion opt-in programs. Some are purely fun (like OAP), some help people learn about issues they care about like the environment, and food on and near campus. Some encourage internal growth and reflection, and others are more academic minded, like Fabricate: LU and LWE. Each of these programs have core modules independent from one another; while at other times (for ex in the evenings) they reconnect together for social events hosted by the OFYE

Conference Session

CoNECD Session : Day 1 Slot 5 Technical Session 1

Collection

2021 CoNECD

Authors

Kathrine Ehrlich-Scheffer, Rochester Institute of Technology

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engaged in community service during their finalyear in high school [11]. These preset requirements are often referred to not as volunteering, but asbeing “voluntold,” something that Generation Z is pushing back against once reaching college [11,p.250]. According to Seemiller and Grace: Given Generation Z students’ lack of interest in volunteerism to begin with, these students will likely not take well to strict parameters that reflect being voluntold to serve the community in a particular way or for a particular cause. Opening up the definition of community service or volunteerism to include entrepreneurism, invention, and other engagement opportunities might overcome the

Conference Session

CoNECD Session : Day 3 Slot 7 Technical Session 3

Collection

2021 CoNECD

Authors

Alberto Esquinca, San Diego State University; Erika Mein, University of Texas at El Paso; Helena Mucino, University of Texas at El Paso

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those who hadreached senior status, so we do not know the perspectives or experience of students whostarted but did not continue in engineering studies. 5 Grades and AccessOur study uncovered practices that contributed to the perpetuation of a competitive culture ofE&CS - which in turn helped shape students’ sense of (academic) belonging. The competitiveculture was reflected in pedagogical practices and department policies. Pedagogical practicesincluded forming teams to work on projects. Students described becoming aware of eachother’s GPAs based on team formation. Javier, a CS student, said that he was aware that facultyused GPAs to form teams. “So, they