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

Tagged Topics

CoNECD Paper Sessions, Diversity

Paper ID #40718Using a Collective Impact Approach to Establish a Center for Equity inEngineering Focused on Graduate Education: Lessons Learned from Phase IDr. Teirra K Holloman, Virginia Tech Department of Engineering Education Teirra Holloman is a postdoctoral associate in Engineering Education at Virginia Tech. Teirra received her Ph.D. in Engineering Education and M.Eng. in Industrial and Systems Engineering from Virginia Tech and her B.S. in Industrial Engineering from Clemson University. Her research interests include organizational resilience; organizational change; diversity, equity, and inclusion issues in

Conference Session

Technical Session 9 - Paper 1: The New Normal: Student Perspectives on Supportive University Policies during COVID and Beyond

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Maimuna Begum Kali, Florida International University; Stephen Secules, Florida International University

Tagged Topics

CoNECD Paper Sessions, Diversity

National Academies report [4] has listedtailoring the institutional culture to be inclusive of all students irrespective of theirbackground, ability, or identity as one of the five major issues that must be confronted towork towards supporting students and their wellbeing. A holistic view of student mentalhealth and wellbeing is crucial for maintaining high-quality educational experiences [11].Thus, we posit that providing a supportive environment for students in academic settings andensuring their safety and wellbeing is the institution’s responsibility. Institutions should adapttheir infrastructure to respond to emerging needs, and their efforts should include developingan institution-wide culture that values and supports student

Conference Session

Technical Session 5 - Paper 1: #BlackLivesMatter: A content analysis of top engineering institutions’ responses to social-political activism

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Taylor Lightner, Virginia Tech Department of Engineering Education; Jeremi S London, Virginia Polytechnic Institute and State University

Tagged Topics

CoNECD Paper Sessions, Diversity

Paper ID #35597#BlackLivesMatter: A content analysis of top engineering institutions’responses to social-political activismTaylor Lightner, Virginia Tech Department of Engineering Education Taylor Lightner is a doctoral candidate in the Department of Engineering Education at Virginia Tech, where she serves as a graduate research assistant. In addition, she is a student in the Disaster Resilience and Risk Management Program. Taylor received her B.S. in Industrial Engineering from Clemson Uni- versity. Her research interests include broadening participation, interdisciplinary interactions, community engagement, and the

Conference Session

Track 3: Technical Session 6: Organizational Transformation for Graduate Education: Intentionally Engaging Graduate Students as Partners in Equity Work

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Julia Machele Brisbane, Virginia Polytechnic Institute and State University; Teirra K Holloman, Virginia Tech Department of Engineering Education; Natali Huggins, Virginia Tech ; Walter C. Lee, Virginia Polytechnic Institute and State University

Tagged Topics

CoNECD Paper Sessions, Diversity

broadening participation in engineering.Teirra K Holloman, Virginia Tech Department of Engineering Education Teirra Holloman is a postdoctoral associate in Engineering Education at Virginia Tech. Teirra received her Ph.D. in Engineering Education and M.Eng. in Industrial and Systems Engineering from Virginia Tech and her B.S. in Industrial Engineering from Clemson University. Her research interests include organizational resilience; organizational change; diversity, equity, and inclusion issues in engineering and global education programs.Natali Huggins, Virginia Tech Dr. Natali Huggins is a Research Scientist in the Engineering Education Department at Virginia Tech. She holds a master’s in public administration from the

Conference Session

Track 5: Technical Session 1: Peru in State College

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Lauren A Griggs Griggs, Pennsylvania State University ; Julio Urbina, Pennsylvania State University

Tagged Topics

CoNECD Paper Sessions, Diversity

enhancing engineering education. ©American Society for Engineering Education, 2024Peru in State College: Providing Scholarswith a Global Perspective at HomeOur Story of Resilience 1 Lauren Griggs, PhD • Director, Clark Scholars Program • Director, Multicultural Engineering Program • Assistant Teaching Professor Julio Urbina, PhD • Faculty Advisor, Clark Scholars Program • Professor

Conference Session

Track 5: Technical Session 2: Adoption of an Advocates and Allies Program to a Predominantly STEM Campus

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Adrienne Robyn Minerick, Michigan Technological University; Sonia Goltz, Michigan Tech; andrew storer, Michigan Technological University; Patricia Sotirin, Michigan Technological University

Tagged Topics

CoNECD Paper Sessions, Diversity

), indicated that substantial barriers to equity still remained. The barriersincluded, but were not limited to, gender and race/ethnicity differences in salary, promotionrates, job satisfaction, and turnover.Our Program: Rationale and ComponentsPlans to address these issues earned an ADVANCE grant that included three initiatives designedto change culture and systems at Michigan Tech by strategically adapting programs from otherinstitutions aimed to increase professional development infrastructure through formalmentoring communities, support for department chair education, and broad engagement andeducation of faculty, including an initiative to establish an allyship program. The Advocates andAllies program developed by North Dakota State University was

Conference Session

Track 8: Technical Session 3: Exploring Engineering Faculty Views on their Role in Broadening Participation in Engineering

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Gerica Brown, University of Dayton

Tagged Topics

CoNECD Paper Sessions, Diversity

STEM. Self-efficacy can be fosteredin STEM environments and can assist with building student confidence in ways which promotestheir persistence and success in STEM education [15]. Promoting student self-efficacy requiresthe utilization of a strengths-based approach which encourages students to develop a growthmindset and resilience [6], [24], while also encouraging faculty to integrate inclusive teachingpedagogies [25] and to maintain a healthy balance of challenge and support for students [23].Sense of belonging is also important to student persistence in STEM, and has been defined as abasic human and psychological need to feel connected, valued and respected [26]. A lack ofsense of belonging can contribute to mental health and academic