Conference Session

Track 3: Technical Session 2: Using a Collective Impact Approach to Establish a Center for Equity in Engineering Focused on Graduate Education: Lessons Learned from Phase I

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Teirra K Holloman, Virginia Tech Department of Engineering Education; Natali Huggins; Julia Machele Brisbane, Virginia Polytechnic Institute and State University; Walter C. Lee, Virginia Polytechnic Institute and State University; Michelle D Klopfer, Virginia Tech Department of Engineering Education; David B Knight, Virginia Polytechnic Institute and State University; Tremayne O'Brian Waller, Virginia Polytechnic Institute and State University; Jeremi S London, Vanderbilt University

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CoNECD Paper Sessions, Diversity

Special Assistant to the Dean for Strategic Plan Implementation in the College of Engineering. His research tends to be at the macro-scale, focused on a systems-level perspective of how engineering educa- tion can become more effective, efficient, and inclusive, and considers the intersection between policy and organizational contexts. Knight currently serves as the co-Editor-in-Chief of the Journal of Engineering Education.Dr. Tremayne O’Brian Waller, Virginia Polytechnic Institute and State University Tremayne O. Waller is the Director of Graduate Student Programs at Virginia Tech. Dr. Waller facilitates the recruitment, retention, and success of graduate scholars with a focus on those from backgrounds his- torically

Conference Session

Session 9 - Track 2: The Unheard Voices of Administrators who are Non-traditional Graduate Students in Engineering and Computing Education

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

Morgan Haley McKie, Florida International University; Mais Kayyali, Florida International University; Alexandra Coso Strong, Florida International University

Tagged Topics

CoNECD Paper Sessions, Diversity

relate to non-traditional graduate student agency.Positionality Since two of the researchers were in fact participants in the study, it is important todiscuss our roles and relationship as it relates to the topic of study. All authors identify as womenwho are conducting research in engineering and computing education at a Hispanic ServingInstitution (HSI). This is where our identities diverge. The co-authors include two current part-time doctoral students who also serve as administrators. Morgan H. McKie is a queer blackwoman currently a 2nd year doctoral student working as an administrator within the onlinedepartment focusing on technical development and services for the learning management system.Mais Kayyali is currently a 3rd year

Conference Session

Technical Session 1 - Paper 5: Navigating the academy in the absence of graduate disability accommodation policies

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

D. C. Beardmore, University of Colorado Boulder

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CoNECD Paper Sessions, Diversity

synonymously in the literature; however, postgraduate can either refer to aperson who has earned a high school diploma or who has also earned a collegiate-level degree.Graduate students and undergraduate students often follow different paths in the academicenvironment. They serve divergent roles, face separate challenges, and have differentexperiences. Graduate students face obstacles beyond the classroom—in their ability to meetwith advisers, attend conferences, and develop social support from their peers—thatundergraduate students may not face [3]. Even in the classroom graduate students may beexpected to meet different expectations than their undergraduate counterparts. This may includea greater volume of reading and reading assignments provided

Conference Session

Technical Session 8 - Paper 5: Cultivating Inclusivity: A Systematic Literature Review on Developing Empathy for Students in STEM Fields

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Stephanie Jill Lunn, Georgia Institute of Technology; Cristi L. Bell-Huff, Georgia Institute of Technology; Joseph M LeDoux, Georgia Institute of Technology

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CoNECD Paper Sessions, Diversity

the value of“coaching on formulating empathic phrases, and conveying empathy verbally and nonverbally”[69, p. 1173]. Role playing was also shown to be effective, as students considered the linksbetween themselves and stakeholders and built emotional connections aligned with the “sharing”component of Zaki’s framework [56, 62, 76, 77].Previously Wong et al. described how social identity sharing and active listening experiences canbe used to foster cognitive empathy and to facilitate learning on how culture can impactcommunication [31]. In a two day workshop they used several exercises, such as case studies,small group activities to practice active listening, and lectures about stereotype threats, aversiveracism and sexism, and the benefits of

Conference Session

Technical Session 8 - Paper 2: PhD’ing While Black: Unpacking the Emotions of Navigating Engineering as a Black Student and the Implications for Mental Health

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Michael Lorenzo Greene, Arizona State University, Polytechnic campus; Brooke Charae Coley, Arizona State University, Polytechnic campus; Katreena Thomas, Arizona State University, Polytechnic campus; Julia Machele Brisbane, Virginia Polytechnic Institute and State University; Debalina Maitra, Arizona State University, Polytechnic campus; Jeremi S London, Virginia Polytechnic Institute and State University

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CoNECD Paper Sessions, Diversity

. Graduate students are often faced with a wide variety of academic,professional, and personal challenges across their academic journeys that can impact theirpersistence in their graduate programs. These challenges are often exacerbated when racializedaspects of identity are introduced/considered/threatened. Black graduate students in engineeringdeal with additional scrutiny, such as microaggressions, racism, and other racialized experiencesthroughout their journey. This results in a wide variety of psychological and behavioralresponses unique to this group, such as feelings of powerlessness, invisibility, loss of integrity,pressure to represent one’s group [1], anger, escapism, withdrawal frustration and avoidance [2].In their study of graduate

Conference Session

Track 6: Technical Session 6: Stewardship of the Stories: Learning from Black Engineering Students' Lived Experiences

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Tanya D Ennis, University of Colorado Boulder; Donna Auguste Ph.D., Auguste Research Group, LLC; Cynthia Hampton Ph.D., Virginia Polytechnic Institute and State University

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CoNECD Paper Sessions, Diversity

that wewere hearing an unexplored expression of lived experiences, so we leaned in to learn more. Trustgrew between the students and interviewers, as the interviewers created space for participants toshare openly, and the participants responded with honesty and depth. Participants expoundedfurther, sharing a rich tapestry of stories. Participants disclosed their resilience andresourcefulness; their paths to overcoming challenges; frustration and isolation; communities andbelonging; support from extended family; the sadness they experienced with outcomes theyperceived as unsuccessful; and the joy they experienced with outcomes they perceived assuccessful.As researchers and interviewers, we felt a stewardship responsibility to develop a

Conference Session

Session 2 - Track 3: From website to work environment: Exploring minority undergraduate engineering students conceptualizations of engineering careers

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

Acaydia Campbell; Venicia Castro Villatoro; Angel Alexis Lopez, Florida International University; Janice L. Hall, Florida International University; Alexandra Coso Strong, Florida International University

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CoNECD Paper Sessions, Diversity

narrative (in italics) on the prevailing conceptions and pre-dispositions ofthe student authors to working in engineering industry.The first author is a Senior in the Biomedical Engineering department who is a member of theAfrican American community. Her role in this study helped provide insight on the experiences ofa first-generation Black female engineer navigating the transition from higher education into theworkforce. In my engineering career thus far, I have worked in different research labs, as well as had two internships. I plan to go to graduate school to further my knowledge in materials research and then enter industry. In my future career, it is important that I work at a company that respects a work-life balance

Conference Session

Technical Session 11 - Paper 1: Using Utility Value Interventions to Explore Student Connections to Engineering Mechanics Topics

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Isabella Grace Sorensen, California Polytechnic State University, San Luis Obispo; Dominick Trageser, California Polytechnic State University, San Luis Obispo; Brian P. Self, California Polytechnic State University, San Luis Obispo; Benjamin David Lutz, California Polytechnic State University, San Luis Obispo

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CoNECD Paper Sessions, Diversity

. His current work explores a range of engineering education design contexts, including the role of power in brainstorming activities, epistemological and conceptual develop- ment of undergraduate learning assistants, as well as the experiences of recent engineering graduates as they navigate new organizational cultures. American c Society for Engineering Education, 2022 Using Utility Value Interventions to Explore Student Connections to Engineering Mechanics Topics AbstractEngineering mechanics courses (e.g., statics and dynamics) are critical foundations within anengineering

Conference Session

Session 8 - Track 3: Framing Cultural Bridges For Relational Mentorship

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

SYLVANUS N. WOSU, University of Pittsburgh

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CoNECD Paper Sessions, Diversity

, graduate education, modelIntroduction Mentorship in general is an act of guiding someone to achieve success through a relationalconnection with a more experienced person. In academic settings, mentoring is a collaborativeprocess of academically challenging, encouraging, and guiding a mentee (a student or juniorfaculty member) to excel in the desired goal through a relationship with a mentor or moreexperienced colleague. The mentorship model stems from the belief that a successful mentoringpartnership is a voluntary, developmental, sharing, empowering, and encouraging relationship.Effective academic mentoring is an aspiration model that focuses on inspiring students to besuccessful in a competitive culture of high expectations, such as