Conference Session

CoNECD Session : Day 2 Slot 3 Technical Session 4

Collection

2021 CoNECD

Authors

Tricia S. Berry, University of Texas at Austin; Ana M. Dison, University of Texas at Austin; Efren Enrique Dominguez, University of Texas at Austin

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 Belong Here Workshop Series reaching over 7,800 participants. Workshops have reached the following audiences (*data was not collected separately for the workshop mixed audiences): ● Undergraduate Students Only: 6808 ● Graduate Students Only: 193 ● Staff Only: 175 ● Faculty Only: 154 ● Industry Professionals Only: 115 ● Mixed Audience: 403 8Enrique:You Belong Here Workshop Campaign Reach and Impact:Workshop delivery has grown from 30 participants in 1 workshop in 2016 to 539 participants in 9 workshops in 2017 to 2,991 participants in 46 workshops in 2018 and over 4,000 in 2019.The Bias Busters team is currently exploring evaluation

Conference Session

CoNECD Session : Day 3 Slot 4 Technical Session 3

Collection

2021 CoNECD

Authors

David Soukup P.E., New York University Tandon School of Engineering

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, the percentage of women graduates goes down by .76 percent. Theauthor believes that this analysis points to the need for additional professional developmentaround diversity and inclusion among engineering faculty and to ensure Asian-American faculty,in particular, are engaged. Increased research is being done on inherent bias among engineeringfaculty. This paper suggests a need to include a separate category for Asian-American faculty tobe included in the research.KeywordsDiversity, inclusion, women, inherent biasIntroductionThere has been little progress in attracting women into academic engineering programs. In 2000,20.8% of the bachelor’s degrees were awarded to women and in 2018 the number had risen toonly 21.9% [1].There has been

Conference Session

CoNECD Session : Day 2 Slot 5 Technical Session 3

Collection

2021 CoNECD

Authors

Andrew Danowitz, California Polytechnic State University, San Luis Obispo; Amman Fasil Asfaw, California State Polytechnic University, San Luis Obispo; Bridget Benson, California Polytechnic State University, San Luis Obispo; Paul Hummel, California Polytechnic State University, San Luis Obispo; K. Clay McKell, California Polytechnic State University, San Luis Obispo

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andbelonging in engineering education. We find that 42% of students surveyed either agree orstrongly agree that use of master-slave terminology is problematic, including 100% of Femaleand 100% of African American students, and that the use of the terminology may createconditions to evoke Stereotype Threat.Introduction A key concern for improving the graduation rates of engineering students fromhistorically excluded backgrounds is the high attrition levels that these students face during thecourse of their study. Prior work shows that attrition at the collegiate level is the leading cause oflow STEM graduation rates for historically excluded groups ​[1]​. A specific study conducted atBrown University found the undergraduate retention rate for

Conference Session

CoNECD Session : Day 2 Slot 8 Technical Session 2

Collection

2021 CoNECD

Authors

Kimberly Young-McLear, U.S. Coast Guard Academy; Sharon Zelmanowitz P.E., U.S. Coast Guard Academy; Royce Warner James Ph.D., United States Coast Guard Academy/Air Force Institute of Technology; Dani Brunswick, U.S. Coast Guard; Thomas W. DeNucci, U.S. Coast Guard Academy

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thecomplex needs of our 21st century Coast Guard in service to the American people.A Systems Engineering Approach:The proposed framework, born from a systems-engineering perspective, is shown in Figure 1.Systems engineering is a field which understands the complexity of the behavior and interactionamong individual system components. As a discipline, systems engineering is used to solve someof society’s most complex challenges. Systems engineering is rooted in understanding bothnatural systems (climate, social systems, etc), as well as, technical and human-made systems(cybersecurity, transportation, aviation, etc). Just as in the human body, organizations haveseveral systems and sub-systems working together to keep the organization healthy. As

Conference Session

CoNECD Session : Day 3 Slot 8 Technical Session 3

Collection

2021 CoNECD

Authors

Margaret B. Bailey P.E., Rochester Institute of Technology; Naveen Sharma, Rochester Institute of Technology; Lana Verschage, Rochester Institute of Technology; Timothy T. Conlon

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 freshmen retention in the SE major motivated the SE department chair, departmental academic advisors and faculty, and the college’s women in computing director to launch this set of aligned activities in collaboration with the NSF ADVANCE funded program (NSF #1209115) at the university level. The resulting activities ideally enhance diversity and inclusion for students from all underrepresented groups in the program with a focus on  groups based on gender.  1Four experiential learning experiences have been created and concurrently implemented within the SE department to promote an inclusive academic environment. These include: (1) faculty

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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anticipate each panelist spending 1 – 2 minutesdescribing what they believe to be the most pressing issues facing academic research editors, authors,and reviewers, and initiatives already under way related to diversity, equity and inclusivity (10 minutestotal). An open discussion will follow. Discussion prompts will be prepared and posed to the panelists byone of the co-moderators. Sample prompts include: • What actions can we take to guide reviewers in writing constructive reviews to ensure that manuscript submissions are treated equitably? • There are conflicting opinions in publications about capitalization and use of descriptive terms such as those referring to race, ethnicity and disability. What are the roles and

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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analysis is a way of understanding and inquiring into participant’s experience through a collaborationbetween the researcher and participants, over time, in a place or series of places, and social interaction with theenvironment (Clandinin and Connelly, [1]). It has particular power and insight in highlighting the voices ofmarginalised and minority groups in engineering education research. This group would include women, LGTBIQand indigenous people (Pawley and Phillips, [6]).This paper presents the outcome of the effect of the pedagogy differences for vocational education graduatestransitioning to higher education. It uses the study outcomes of a narrative analysis of the investigation ofstudents’ academic transition lived-experiences 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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education systems, individual and social development, technology use and STEM learning, and educational environments for diverse learners. American c Society for Engineering Education, 2021 Enacting Culturally Relevant Pedagogy for Underrepresented Minorities in STEM Classrooms: Challenges and OpportunitiesKeywords: culturally relevant pedagogy, culturally relevant teaching, racial/ethnic minorities,STEM. Introduction Historically, the process of learning and teaching has been theorized from the perspectiveof novice and experienced practitioners [1]. However, in the 1990s, a period that has come to

Conference Session

CoNECD Session : Day 2 Slot 6 Technical Session 2

Collection

2021 CoNECD

Authors

Ekundayo Shittu, George Washington University; Jennifer Dashiell-Shoffner, North Carolina A&T State University; Hyung Nam Kim, North Carolina A&T State University

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each week in an n-of-1 big data approach. This approach hasthe empirical benefit of allowing more inclusive and personalized analyses to draw conclusions. Byobserving the requirements of an approved IRB protocol, the analysis based on the transcripts ofthe video recordings, and the examination of change within each individual over time wasconfidential and conducted with de-identified data. Video recordings are coded and analyzed usingHyperRESEARCHTM version 3.7.5.The result calibrates students’ comprehension, integration, and application of impactful, data-driven research skills. The metacognitive development portion examines the influence anddynamics of anticipatory cognition, stereotype threat, identity, and academic self-efficacy as

Conference Session

CoNECD Session : Day 2 Slot 3 Technical Session 4

Collection

2021 CoNECD

Authors

Sarah Trainer, Seattle University; Agnieszka Miguel, Seattle University; Jean M. Jacoby, Seattle University; Jodi O'Brien, Seattle University

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embedded. Evidence of gendered and race-baseddiscrimination is particularly robust, indicating that women and faculty of color experience arange of overt and covert inequities throughout their professional careers when compared to menand white faculty respectively [1, 2, 3, 4, 5, 6, 7, 8, 9, 10] [11, 12, 13, 14, 15, 16, 17, 18, 19, 20].Covert inequities and microaggressions as they play out in 2020 in colleges and universities inthe U.S. are often very difficult to address because they are subtle, even invisible (especially tothe often well-intended perpetrator); other equities are still far from subtle. In STEM fields,gendered discrimination issues have often been described with the “leaky pipeline” metaphor:women leave STEM fields in greater

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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engineering solutions inglobal, economic, environmental, and societal contexts.” [1] While social justice (SJ) is notexplicitly mentioned, these concerns certainly fall under this criterion. The SJ principles ofequity, access, participation, and rights are relevant to both engineered works and theengineering education process itself. The 2017 update to the American Society of CivilEngineers (ASCE) Code of Ethics added a requirement for engineers to “treat all persons fairlyand encourage equitable participation.” [2] While there have been strong proponents for theintegration of SJ into engineering education, e.g. [3-11], it is unclear whether or not these effortsare common. In addition, given the national spotlight on racism in 2020 [12-13], a number

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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. He has work experiences in automotive electronics (Delphi Automotive Systems) and consumer products (International Flavors and Fragrances) prior to his current role. He served on the executive committee of the ASEE Women in Engineering division from 2010 to present. American c Society for Engineering Education, 2021 Gender differences in the functionality of regret on academic performanceIntroductionDespite increases in female enrollment levels in engineering programs, the gender gap is stillsignificant. Women accounted for approximately 23% of first-year students who desire to majorin engineering programs in 2014 in the U.S. [1], and the actual female

Conference Session

CoNECD Session : Day 2 Slot 3 Technical Session 2

Collection

2021 CoNECD

Authors

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

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CoNECD Paper Submissions, Diversity

working as a Research Assistant for an NSF-funded project at UTEP dedicated to broadening the participation of Latinx students in higher edu- cation. American c Society for Engineering Education, 2021 Identity Capital and Persistence among Latinx Engineering/CS Undergraduates on the US-Mexico BorderAbout 10% of engineering and computer science degrees in the U.S. were awarded to Hispanicsfrom 2004 to 2014 [1], while only 8% of the engineering workforce and 7% of the computingworkforce, respectively, was comprised of Hispanics, as of 2018 [2]. In spite of concertedefforts over the last several decades at expanding their enrollment and

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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CoNECD Paper Submissions, Diversity

education.Purpose: WWithin each story, we incorporate aspects of student identity and faculty interactions to helpuncover new insights about inclusion in engineering education.Methodology: ​We conducted one-on-one interviews with six minoritized undergraduate studentsas a part of a larger pilot study. This paper centers on the story of one participant, Alice, a Latinainternational student who experiences mental health struggles. Through narrative and discourseanalysis techniques, we synthesized three key stories for our analysis.Findings: ​Story 1 centers on Alice’s identity as an international student and facultymicroaggressions regarding international status. Story 2 centers on Alice’s diagnosed anxiety andchallenges with requesting accommodations from

Conference Session

CoNECD Session : Day 3 Slot 5 Technical Session 3

Collection

2021 CoNECD

Authors

Annette L. Pilkington, Colorado School of Mines; Amy E. Landis

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, & Access, whose mission is to establish a strategic plan for access, attainment, inclusion, and diversity at Mines. American c Society for Engineering Education, 2021 Increasing Retention and Graduation Rates for Women in STEM Dr. Amy Landis, Faculty Fellow for Diversity, Inclusion and Access, ProfessorAnnette Pilkington, Director Women in Science, Engineering and Mathematics Program WISEM.MINES.EDU #womenatminesSLIDE 1 Notes: This presentation will review the efforts of Mines Women in Science and

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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CoNECD Paper Submissions, Diversity

NSF-funded project at UTEP dedicated to broadening the participation of Latinx students in higher edu- cation. American c Society for Engineering Education, 2021 Latinx Students’ Sense of Belonging in Engineering and Computer Science at an HSIThe persistent under-representation of Latinx people, particularly Latinas, in Engineering andComputer Science (E&CS) is well-documented. This under-representation occurs both in thepipeline into and through undergraduate E&CS studies, as well as into the profession: only one-tenth of E&CS degrees were awarded to “Hispanics” in the ten-year period from 2004 to 2014[1], while 2018 data showed that only 8% of the

Conference Session

CoNECD Session : Day 3 Slot 6 Technical Session 3

Collection

2021 CoNECD

Authors

Sophie Schuyler, University of Massachusetts Boston; Jonathan S. Briseno, University of Massachusetts Boston; Madison Natarajan, University of Massachusetts Boston; Anushka Sista; Kerrie G. Wilkins-Yel, University of Massachusetts Boston; Amanda Arnold, Arizona State University; Jennifer M. Bekki, Arizona State University; Bianca L. Bernstein, Arizona State University; Ashley K. Randall, Arizona State University

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Paper ID #32200Dr. Ashley K Randall, Arizona State University American c Society for Engineering Education, 2021EMPOWERING STEM PERSISTENCE AMONG GRADUATE WOMEN 1 Lessons from Diverse Women in STEM: Acknowledging Institutional Challenges and Empowering Agency Towards STEM PersistenceSophie Schuyler1, Jonathan Briseño1, Madison Natarajan1, Anushka Sista1, Kerrie Wilkins-Yel1, Amanda Arnold2, Jennifer M. Bekki3, Bianca L. Bernstein2, & Ashley K. Randall2 1 Department of Counseling and School Psychology, University of Massachusetts Boston 2 Counseling and

Conference Session

CoNECD Session : Day 2 Slot 4 Technical Session 3

Collection

2021 CoNECD

Authors

Rebecca Z. Kenemuth, Women in Engineering Program at the University of Maryland; Vincent Nguyen, University of Maryland, Department of Mechanical Engineering; Sama Sabihi, Women in Engineering Program-UMD

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society.Curriculum Phase One: Teach power tools safety and rules of operation through the design and construction of an individual project (picture frame). Phase Two: Participants work collaboratively to design and build a group project (Free Little Library), which they present on the last day of the program. Phase Three: Participants “present” final project to community partner.Project Details M-Power Tools Team Project Details: ● Teams of 4 participants were tasked with designing and building a Little Free Library for 1 of 4 “community partners.” ● “Community Partners” included two local

Conference Session

CoNECD Session : Day 3 Slot 5 Technical Session 2

Collection

2021 CoNECD

Authors

Gretchen A. Dietz, University of Florida; Elliot P. Douglas, University of Florida; Erica D. McCray, University of Florida

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engineering withmarginalized identities navigate their workplace cultures, specifically looking at howthey can authentically be themselves. The data shown within this presentation werecollected as part of a larger NSF-funded study qualitatively assessing themanifestation of racism within the technology industry.From literature, we know that Black engineers leave their workplaces at a higher ratethan White engineers. This is largely due to the toxic workplace environments definedby White men that are unwelcoming for minoritized people [1], [2]. With this work,we intend to understand their experiences and combat racism in tech. The narrativesshared by the participants will provide a depiction of what is occurring in tech. Theintention of this is to

Conference Session

CoNECD Session : Day 2 Slot 4 Technical Session 2

Collection

2021 CoNECD

Authors

Alaine M. Allen, University of Pittsburgh; Jennifer Iriti, University of Pittsburgh; Mackenzie Ball, University of Pittsburgh; Rebecca Gonda, University of Pittsburgh

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CoNECD Paper Submissions, Diversity

Conference Session

CoNECD Session : Day 2 Slot 4 Technical Session 4

Collection

2021 CoNECD

Authors

Sharnnia Artis, University of California, Irvine; Gregory N. Washington, George Mason University

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Engineering Education, 2021See It, Do It, Learn It:Integrating Experiential Learning into HighSchool Engineering Outreach ProgramsSharnnia Artis, Ph.D.Assistant Dean of Access and InclusionGregory Washington, Ph.D.Stacey Nicholas Dean of EngineeringSamueli School of Engineering | University of California, IrvineChallengeTen Years After Entering High School • 4% of 9th graders graduate with STEM degrees1, 2 • 1-2% of African Americans and Latinos graduate with STEM degrees1, 2Move from Leaky Pipeline toPathways to STEM STEM Graduate Professional

Conference Session

CoNECD Session : Day 2 Slot 3 Technical Session 3

Collection

2021 CoNECD

Authors

Mary E. Fitzpatrick, University of Wisconsin - Madison; Manuela Romero, University of Wisconsin - Madison; James A. Yonker

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entire student population and for members of underrepresented groups in from thesecond (2015) to the third survey year (2019). Individual social cognitive measures (engineeringself-efficacy, for example) also significantly declined in each measurement year. We discussthese trends as well as the latest survey results in the context of Social Cognitive Career Theory(SCCT). In addition, we call for increased attention to utilizing standardized terminology andmeasurements for engineering educational assessment.1/FITZPATRICKIntroduction Educational researchers have been studying factors related to retention in engineering forover forty years. [1] In 2013, the American Society of Engineering Education (ASEE) initiated avoluntary Retention and

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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Management ToolKMO Kaiser-Meyer-OlkinKSA Knowledge, Skills, and AbilitiesNILA National Institute for Leadership AdvancementNRP National Reporting ProgramOGSM Objective, Goals, Strategies, and MeasuresPA Parallel AnalysisRLDC Regional Leadership Development ConferenceSHPE Society of Hispanic Professional EngineersSTEM Science, Technology, Engineering, and Mathematics1. Introduction In the past decade there has been a rapid growth of Hispanics in collegiate engineeringdisciplines[1-3]. However, challenges remain in terms of Hispanics successfully completing theirdegrees and entering the workforce. To meet these challenges the Society of Hispanic ProfessionalEngineers (SHPE) has

Conference Session

CoNECD Session : Day 3 Slot 6 Technical Session 2

Collection

2021 CoNECD

Authors

Matthew Bahnson, North Carolina State University at Raleigh; Derrick James Satterfield, University of Nevada, Reno; Adam Kirn, University of Nevada, Reno

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, race/ethnicity, sexuality, labchangers, and change considerers. Analyses of pilot data demonstrated the negative impact ofunfair treatment on students and their development as engineers.IntroductionLimited data about STEM graduate student experiences and persistence exist [1]. However, theexisting evidence demonstrates Women and Men of Color and white Women remainunderrepresented in graduate STEM programs, particularly in engineering [1], [2]. Qualitativeevidence shows that underrepresented groups face discrimination and bias in addition to therigors and difficulties inherent in engineering graduate education [3 - 7]. Existing literature onthe experiences of Men and Women of Color and white Women, discrimination, and bias inengineering

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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,technical professionals must be able to communicate effectively in order to realize their fullpotential [1]. Although these intangible qualities are often referred to as “soft skills”, they aretightly coupled with professional performance and play a hard role in a professionals’success, including those in STEM careers [2]. However, these skills have become stifled, asthe typical engineering graduate spends approximately five years building her/his technicalexpertise, with little to no time devoted to communication training [3]. Evidence suggests thatin the industry, engineers lack the basic required communication skill sets to “hit the groundrunning” [4]. A recent study indicated a high percentage of professional engineers reportedthat ineffective

Conference Session

CoNECD Session : Day 2 Slot 6 Technical Session 3

Collection

2021 CoNECD

Authors

Laura Bottomley, North Carolina State University; Angelitha Daniel, North Carolina State University; Kimberly Pender, North Carolina State University

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CoNECD Paper Submissions, Diversity

Conference Session

CoNECD Session : Day 2 Slot 2 Technical Session 4

Collection

2021 CoNECD

Authors

Yousef Jalali, Virginia Tech ; Shernita Lee, Virginia Tech; Justin Grimes, Virginia Tech

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summit is to: 1) develop on-campus opportunitiesfor visiting undergraduate and master’s students to learn about advanced degree programs andresearch opportunities; 2) facilitate in-person interaction among faculty to build relationships andexplore potential opportunities to initiate and foster collaborations; and 3) to facilitate discussionabout shared degree programs and inter-institutional agreements. As part of the initiative, theprogram offers several workshops for students to attend and provides a unique context for facultyto engage in discussion on partnerships and explore research and teaching opportunities. Startingin 2018, the program organizers built on the previous efforts and initiated a research study tobetter understand

Conference Session

CoNECD Session: Day 3 - Slot 3 -- Technical Session 4

Collection

2021 CoNECD

Authors

Brandi P. Jones, University of Southern California; Helen Choi, University of Southern California; Cheyenne Gaima

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CoNECD Paper Submissions, Diversity

engineering classrooms? This socialnetwork may play a role in STEM retention for all students. Researchers found that studentswho had more friends in a STEM class were more likely to take the next course in thesequence - regardless of race or gender and made more friends in the class. Thus, whenstorytelling is combined with personal self-affirmation of values - we felt that this could be apowerful tool for engineering students - both socially and academically.We designed the RE3 program to reach the community in three phases. In Phase 1,which occurred during Spring and Summer of 2020, we hired ten undergraduateengineering students to be RE3 Student Trainers and trained them over the summerto teach and tell stories over the course of 3 faculty-guided

Conference Session

CoNECD Session : Day 3 Slot 8 Technical Session 2

Collection

2021 CoNECD

Authors

Philippa Anne Martin, University of Canterbury; Eileen Frances Britt, University of Canterbury

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Paper ID #28366Using motivational interviewing to assist engineering students infinding a more inclusive way forwardProf. Philippa Anne Martin, University of Canterbury Philippa A. Martin received the B.E. (Hons. 1) and Ph.D. degrees in electrical and electronic engineering from the University of Canterbury, Christchurch, New Zealand, in 1997 and 2001, respectively. She com- pleted a Postgraduate Certificate in Tertiary Teaching in 2015 and a Postgraduate Certificate in Strategic Leadership in 2018. She was a postdoctoral fellow in the Department of Electrical and Computer Engi- neering at the University of Canterbury in

Conference Session

CoNECD Session : Day 3 Slot 4 Technical Session 2

Collection

2021 CoNECD

Authors

Ellen Foster, Purdue University at West Lafayette (College of Engineering); Donna M. Riley, Purdue University at West Lafayette (College of Engineering); Andrea Haverkamp, Oregon State University; Soheil Fatehiboroujeni, Cornell University; Justin Charles Major, Purdue University at West Lafayette

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conversations, the community of engineeringeducation collaborators decided to develop a week of action as a goal towards which to organize.This provided a structure and intention for which to build content specific to engineeringeducation, as well as start to develop an infrastructure for continuing conversations andcollective support. We have been collectively generating content that can be shared and used viathe website www.engineersshowup.org.Background and structure of roundtable sessionThis session will start with a brief framing description by core organizers of the overarchingRelational Organizing/Action Research (ROAR) project, in which we are interested in achievingtwo goals as outcomes of research with and about engineering educators: (1