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

Tagged Topics

CoNECD Paper Submissions, Diversity

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 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

specifically LGBTQ+-inclusive spaces thatuniversities, colleges, and students may spearhead – all with the intent of building a space andcommunity of LGBTQ+ people to feel safer on campus and share common experiences witheach other. Other studies have highlighted how inclusive spaces can also create tensions within boththe campus and LGBTQ+ community (Marine & Nicolazzo, 2014; Davis, 2018). For example, intheir study of nineteen LGBTQ+-inclusive spaces, Marine and Nicolazzo (2014) noted that on-campus LGBTQ+ centers can create tensions between the LGBTQ+ and trans* community.Through center naming, programming, staffing, and activism efforts, Marine and Nicolazzoillustrate how trans* identities can often be erased under the broader umbrella

Conference Session

CoNECD Session : Day 2 Slot 1 Technical Session 4

Collection

2021 CoNECD

Authors

Anthony W. Dean, Old Dominion University; Kim Bullington Sibson, Old Dominion University; Cynthia Tomovic, Old Dominion University; Vukica M. Jovanovic, Old Dominion University; Rafael E. Landaeta, Old Dominion University

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CoNECD Paper Submissions, Diversity

Program; Science, Mathematics, and Research for Transformative DefenseScholarship for Service, Navy’s Acquisition Development Program, and more. Students alsolearned how to identify and evaluate the merits of professional engineering and technology jobpostings. 4. Engineering Identity: By far, students were most excited when they were introduced topracticing engineers, who were veterans themselves, whether on a field trip, or as guest speakers.The guest speakers were from various business and industries, e.g., Newport News Shipbuilding,Lockheed Martin, Smithfield Foods, etc. At some point in their presentations, all guest speakersmentioned that military veteran graduates were special. They made a point of saying that, whenthey hired a veteran

Conference Session

CoNECD Session : Day 3 Slot 1 Technical Session 1

Collection

2021 CoNECD

Authors

Kayla R. Maxey, Purdue University at West Lafayette (College of Engineering); Morgan M. Hynes, Purdue University at West Lafayette (College of Engineering)

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CoNECD Paper Submissions, Diversity

privileged beliefs and the impact on our top threeprogram goals to (1) illustrate the diversity of engineering, (2) engage students in human-centered activities that promote collaboration, and (3) nurture each students’ potential to becomean engineer.Researchers’ PositionalitySince critical reflection requires elements of self-reflection to interrogate ones’ belief system, itis important for us to provide positionality statements as the foundation of our analyticalperspectives.KaylaAs a Graduate Assistant in Engineering Education, I focus my research on improving the cultureof engineering to support the engagement of diverse learners. As a straight, cisgender, multiracialfemale, I recognize that although my racial and gender identities position me

Conference Session

CoNECD Session : Day 1 Slot 2 Technical Session 3

Collection

2021 CoNECD

Authors

Karis Boyd-Sinkler, Virginia Tech; Cynthia Hampton, Virginia Tech; Taylor Lightner, Virginia Tech; Natali Huggins, Virginia Tech ; Cherie D. Edwards, Virginia Commonwealth University ; Walter C. Lee, Virginia Tech; David B. Knight, Virginia Tech

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CoNECD Paper Submissions, Diversity

satisfies these needs maynot be fully felt until much later than when the act of volunteerism occurred. This sense of valuing, orappreciation, seems to have a salient effect on the participants of this exploratory study. Additionally, theseveral “appreciation” interactions described by participants happened by chance, with participantsrandomly interacting with students in settings outside of the volunteerism scenarios.Future WorkGiven that this work is situated in a larger study, future work consists of analyzing the obtainedinterviews from students at the graduate level. Once the interviews have been coded using the VFI, weplan to look at the results within and between academic levels. In addition to looking at the results withinand between levels

Conference Session

CoNECD Session : Day 3 Slot 1 Technical Session 2

Collection

2021 CoNECD

Authors

Enrique Dominguez, University of Texas at Austin; Amy Marie Beebe, University of Texas at Austin

Tagged Topics

CoNECD Paper Submissions, Diversity

 presentation 2History:Since 1970, diversity programs have existed in the college of engineering with a focus to recruit, retain and graduate underrepresented students in engineering.  Two programs were created to support underrepresented student populations within engineering which are identified as women, ethnic minorities (African American/Black, Hispanic, Native American and Native Hawaiian) and students with marginalized identities (i.e. first generation, low socio‐economic status, etc.). Before their establishment, there was little attention from the engineering college given to recruitment efforts for underrepresented populations. In the years following

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

Tagged Topics

CoNECD Paper Submissions, Diversity

and authenticity. In later sections, wepresent our findings using extended representative quotes from Alice’s story.PositionalityThe first author, Kali, identifies as an international, cis-female graduate student in the College ofEngineering and Computing from an Asian country. She has been working on this project for thelast six months as part of her graduate research, exploring student experiences that are oftenhidden or misunderstood by faculty and peers within the classroom. As an international student,she shares an identity with the participant, which likely contributed to establishing rapport and atrusting relationship with the participant.The second author, Secules, identifies as a cisgender White man, working as an engineering

Conference Session

CoNECD Session : Day 3 Slot 4 Technical Session 1

Collection

2021 CoNECD

Authors

Andrea Haverkamp, Oregon State University; Michelle Kay Bothwell, Oregon State University; Devlin Montfort, Oregon State University; Qwo-Li Driskill, Oregon State University

Tagged Topics

CoNECD Paper Submissions, Diversity

300responses. These 300 respondents have genders that range from man, woman, transman, trans woman, demi-girl, demi-boy, agender, nonbinary, genderqueer,genderfluid and a few that were still questioning or cisgender and gendernonconforming. The responses came from across the US, and respondents werediverse in terms of race, ethnicity and disability status.These gender demographics are important to show, as it helps to position who the300 students are. It shows the level of balance in the data between different genders,and demonstrates the great diversity of our transgender and gender nonconformingundergraduate engineering student population. These 14 categories are how wegrouped the genders in the questionnaire for demographic reasons. There is a

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

PERSISTENCE AMONG GRADUATE WOMEN 11 Another aspect of this theme was participants’ encouragement to seek support outside ofSTEM academic departments (e.g., family and friends). Those outside of STEM may be able tolisten and offer interpersonal support that might not be readily available in one’s STEM PhDprogram. Joanna, also a Latinx student, shared that her support structures played a crucial role inher persistence. She stated, “I think it's really important to create your community and yoursupport system because without that, I definitely couldn't have made it through.” Jessica, a Whitewoman, further stated, "I appreciated when they [family and friends] reassured me that I couldhandle the

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

majors [24].Students who participated in the community had higher retention rates than a control groups andexpressed high satisfaction rates with the SLC.Role models are important in supporting marginalized students. In [25], Bauer shows that havinga female professor instills higher levels of self confidence in female engineering students. In[26], Downing et al. test the hypothesis that guides help women students pursue the sciences.They define three types of guides: mentors (who provide psychosocial support), sponsors (whoprovide instrumental support), and role models (who act as examples). Over 90% of interviewedwomen had a guide, and mentors were the most influential on their pursuit of science. Womentypically had more female than male guides

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

Tagged Topics

CoNECD Paper Submissions, Diversity

programs to encourage girls to pursue their interests in computing and engineering and some of the pre-professional programs to help students prepare for their careers. Her previous experience includes work in student leadership development, campus programming, student organization manage- ment, and alumni relations. Greenwood holds a master’s degree in Higher Education Administration from Washington State University, a B.A. in Advertising/Public Relations from Grand Valley State University, and is currently pursuing a graduate certificate in Community Leadership at UMBC.Ms. Erica L D’Eramo, University of Maryland, Baltimore County: CWIT Erica D’Eramo is the Assistant Director of the Center for Women in Technology (CWIT) at

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

Tagged Topics

CoNECD Paper Submissions, Diversity

student sentiments SE-Disconnect between school Experience (SE) about the program and industry SE-Struggling with academics Figure 2: Example of second cycle coding / theme buildingResults and discussionGiven the effect faculty can have on the inclusivity of their school via their interactions withstudents, we are interested in how faculty’s perceptions of their role align with their potentialimpact. We investigated this question by analyzing this ECE faculty’s intentions to make changefor diversity and inclusion. Using the reasoned action model, we claim that if a faculty memberdevelops such an intention, they will take some personal