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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CoNECD Paper Submissions, Diversity

institutional policies (or lack thereof), professional and personal networks, interactionswith colleagues and students, and articulated (or not) expectations all combine to createparticular climates and experiences for faculty at institutions of higher education throughout theUnited States in 2020. Those show gendered and race-based patterns. Many of the activities thatare integral to the reputation and function of an organization are often performed by women andfaculty of color. These activities, especially administrative and curriculum-based ones, tend torequire time and expertise but are not typically rewarded in traditional academic promotionstructures [1, 33, 6, 34, 31, 35]. In fact, research indicates that women faculty overwhelminglyare tasked

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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Nevada, Reno. He graduated with his Masters in 2019 from the University of Nevada, Reno, and plans to pursue a career in academia in the future. His research interests are in graduate student attrition rates within academia, engineering identity development, and factors that influence decision making on persistence.Dr. Adam Kirn, University of Nevada, Reno Adam Kirn is an Associate Professor of Engineering Education at the University of Nevada, Reno. His research focuses on the interactions between engineering cultures, student motivation, and learning ex- periences. His projects involve the study of student perceptions, beliefs and attitudes towards becoming engineers, their problem-solving processes, and cultural

Conference Session

CoNECD Session : Day 1 Slot 2 Technical Session 4

Collection

2021 CoNECD

Authors

Courtney Zongrone, Virginia Polytechnic Institute and State University; Cassandra J. McCall, Virginia Polytechnic Institute and State University; Marie C. Paretti, Virginia Polytechnic Institute and State University; Ashley Shew, Virginia Polytechnic Institute and State University; Denise Rutledge Simmons P.E., University of Florida; Lisa D. McNair, Virginia Polytechnic Institute and State University

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diagnosed with post-traumatic stress disorder (PTSD) and depression during theirfreshman year of college. Like many students, Edith described an initial interest to major in civilengineering grounded in family influences (e.g., working on the family farmhouse with theirdad), academic interests (e.g., science and math), and access to a stable income and independentlifestyle upon graduation. Prior to college, Edith was aware of the masculine culture ofengineering, and when asked if that was something that influenced their decision to pursue civilengineering, they replied: I think I was a pretty fearless person, and I wasn't concerned with the gender binary. I had stereotypically masculine hobbies. I have short hair. Maybe not today

Conference Session

CoNECD Session : Day 1 Slot 6 Technical Session 3

Collection

2021 CoNECD

Authors

Teirra K. Holloman, Virginia Tech Department of Engineering Education; Walter C. Lee, Virginia Polytechnic Institute and State University; Kirsten A. Davis, Purdue University at West Lafayette (COE); Jeremi S. London, Virginia Polytechnic Institute and State University; David B. Knight, Virginia Polytechnic Institute and State University; Tremayne O'Brian Waller, Virginia Polytechnic Institute and State University; John J. Lesko, Virginia Polytechnic Institute and State University

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first iteration can be found at the end of this work-in-progress paper (Appendix B). Assessment of LearningThis seminar was offered on a pass/fail basis, and students were evaluated based on mandatoryattendance and the completion of an end-of-course assignment. In addition to attendance,students were required to complete a Personal Development Plan (PDP) as their end-of-courseassignment to be submitted no later than two weeks after the conclusion of the course.The PDP was broken into four sections each with two parts. For example, there was Section 1:Research and Learning which focused on developing identity, confidence, and independence as aresearcher (LO6). Part A asked students to explore their current career goals, competenciesneeded

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

a belief that students should have to advocate for themselves for help. A thirdtheme emerged around identifying faculty members who prioritized teaching as a special groupbecause they found personal fulfillment in helping students.Faculty are researchers first “In an R1 institution, it's the publish or perish sort of philosophy […] If you're going to stick around, you have to be able to do original research. You also have to be able to teach because that's our mission, but it is not as emphasized as it is in other disciplines, at other institutions.” – Eugene “If students come to you during the office hours and want to know a little bit about research or something else, you should be able to open up and

Conference Session

CoNECD Session : Day 3 Slot 5 Technical Session 1

Collection

2021 CoNECD

Authors

Mayari Illarij Serrano Anazco, Purdue University at West Lafayette ; Suzanne Zurn-Birkhimer, Purdue University at West Lafayette ; Grace Gilan Kraus, Purdue University at West Lafayette

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strategies such as increasethe workload, maintain workload, and prove the aggressor wrong also seem to be more appealingto undergraduate students (100 of the 142 indirect advocating strategy responses). In the followingexample a first-year student used two avoidance strategies: ignore the aggressor and rise: “Ignored them and moved on” P280Several undergraduate students also selected the approach to the situation based on the aggressor.These participants were willing to use advocating strategies when the aggressor was a peer andwere inclined to use avoidance strategies when the aggressor was an authority figure. On the otherhand, none of the graduate students mention using these decision criteria.Engineering majorThe analysis did not find

Conference Session

CoNECD Session : Day 2 Slot 7 Technical Session 1

Collection

2021 CoNECD

Authors

Catherine Mobley, Clemson University; Catherine E. Brawner, Research Triangle Educational Consultants; Rebecca Brent, Education Designs, Inc; Marisa K. Orr, Clemson University

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interests include student persistence and pathways in engineering, gender equity, diversity, and academic policy. Dr. Orr is a recipient of the NSF CAREER Award for her research entitled, ”Empowering Students to be Adaptive Decision-Makers.” American c Society for Engineering Education, 2021 The Centrality of Black Identity for Black Students in Engineering: A Reflection on Methods and TheoryKeywords: Race/ethnicity, Black identity, undergraduate programsIntroductionThe recent emphasis on increasing the number of engineering graduates has been coupled withgreater concern about the lack of diversity in engineering fields. However, despite

Conference Session

CoNECD Session : Day 3 Slot 2 Technical Session 1

Collection

2021 CoNECD

Authors

Emily Knaphus-Soran, University of Washington; Tiffany D. Pan, University of Washington; Eve A. Riskin P.E., University of Washington; Sonya Cunningham, University of Washington; Saejin Kwak Tanguay, University of Washington; Elizabeth Litzler, University of Washington

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., is the director of the University of Washington Center for Evaluation & Research for STEM Equity (UW CERSE) and an affiliate assistant professor of sociology. She has been at UW working on STEM Equity issues for more than 15 years. Dr. Litzler is a member of ASEE and a former board member of the Women in Engineering ProActive Network (WEPAN). Her research interests include the educational climate for students, faculty, and staff in science and engineering, assets based approaches to STEM equity, and gender and race stratification in education and the workforce. American c Society for Engineering Education, 2021Who benefits most from a holistic student

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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Education, 2021 Training University Staff and Faculty in Motivational Interviewing: Advancing Diversity, Equity and InclusionAbstractMany minority and under-represented minority University engineering students are experiencinga chilly climate, which is partially a result of experiencing higher levels of micro-aggressions,harassment, discrimination and unkind acts. It can be challenging to address these issueseffectively through formal University discipline procedures. This paper discusses an informalapproach to addressing such acts as an early intervention and education approach. Specifically, 17University staff and faculty in engineering were trained to use Motivational Interviewing forchange conversations around

Conference Session

CoNECD Session : Day 2 Slot 6 Technical Session 1

Collection

2021 CoNECD

Authors

Rebecca Brent, Education Designs, Inc; Keith A. Schimmel P.E., North Carolina A&T State University; Marcia Gumpertz, North Carolina State University at Raleigh

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CoNECD Paper Submissions, Diversity

doingmore mentoring than the graduate students perceive. Even in estimating the frequency ofguidance given in conducting research, for example, faculty believe they frequently giveguidance while students feel that guidance is more occasional.In addition, the survey data show how little preparation is given to students for the teaching andmentoring function of an academic career. This finding is supported by research showing thatgraduate students feel unprepared for the teaching required for an academic career [8]. If the goalof an increase in the number of URM faculty members is to be reached, more care should go intothinking about how we’re preparing URM students to take that path. 2. What is the quality of the department environment for URM

Conference Session

CoNECD Session : Day 2 Slot 1 Technical Session 3

Collection

2021 CoNECD

Authors

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

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CoNECD Paper Submissions, Diversity

less than 10% of them declare engineering as a major [29]. Wehave begun a line of inquiry into the ways in which students who have already matriculated intoengineering construct smartness [11, 22, 30, 31]. We have also explored the beliefs thatuniversity faculty hold about the nature of intelligence [32]. However, it is with this contributionthat we look at the construction of smartness by high school science and engineering students.Other influential work on the construction of smartness in K-12 education, such as work by Hatt[3] draws on empirical evidence from much younger students (e.g., kindergarten). By studyingthe beliefs of high school students directly, we begin to build an understanding that can lead todisrupting such beliefs that

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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CoNECD Paper Submissions, Diversity

education.Goal 6: National Impact: Contribute to the national dialogue on educational bestpractices in technology education. Our Values Academic Excellence Professional Excellence Personal Excellence Inclusive ExcellenceAcademic Excellence ○ Students develop a lifelong love for learning and discovery not only in the classroom, but also through applied learning and co-curricular experiences.Professional Excellence ○ We send our graduates into the next stages of their lives equipped with the knowledge and tools to effectively navigate their careers. ○ Students are enabled to be change agents in creating technology workplaces

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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CoNECD Paper Submissions, Diversity

open to compromise, changing committee members and/or researchtopics, weighing the pros and cons of persisting in an unhealthy environment, switching toanother institution or program to pursue STEM graduate studies, or following another, non-STEM related career path. For example, Libby, a Black graduate student, stated, “It's okay toexplore your options and not feel like you have to be obligated to stay in a place that doesn'tsupport your growth.” Jane, a White woman, echoed similar statements when she shared, There's plenty of other people who've gone through it. Honestly, the only reason why I felt okay about [leaving my program] in the beginning was because I found someone else on Twitter who was very open about how they

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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CoNECD Paper Submissions, Diversity

identity is related to how a person sees themselves in society.Intellectual identity is associated with the desire to become an engineer. The authors discussimplications of these identities to academic and social support systems.Significant bodies of research have focused on the masculine culture of engineering and itseffects on female-identifying students. Faulkner explores the dichotomous styles of thoughtpresent in engineering and their perceived hierarchy and relationship to gender [13]. The twodualisms explored are technical/social and abstract/concrete. The author suggests that thetechnical/social distinction of engineering maps to masculine instrumentalism and feminineexpressiveness. The relationship of abstract/concrete dualism of

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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CoNECD Paper Submissions, Diversity

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