Conference Session

Track 4: Technical Session 5: Insights and Updates on Identity Constructs Among Hispanic Engineering Students and Professionals: A Longitudinal Study

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Dayna Lee Martínez, Society of Hispanic Professional Engineers, Inc.; Andrea D. Beattie, Society of Hispanic Professional Engineers, Inc.; Kimberly D Douglas P.E., Society of Hispanic Professional Engineers, Inc.

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2025 CoNECD Paper Submissions, Diversity

students. Particular expertise in creating mutually beneficial partnerships and pro ©American Society for Engineering Education, 2025 Insights and Updates on Identity Constructs Among Hispanic Engineering Students and Professionals: A Longitudinal StudyBackground and MotivationThe significance of STEM (Science, Technology, Engineering, and Mathematics) fields indriving innovation and economic growth in the United States cannot be overstated. STEMoccupations have seen a remarkable growth of 79% since 1990, with projections indicating anadditional 10.8% increase by 2031 (U.S. Bureau of Labor Statistics, 2022). This expansionunderscores the critical role that STEM plays in sustaining the nation's global

Conference Session

Track 5: Technical Session 6: Advancing Accessibility: Leveraging Technology to Empower Deaf and Hard of Hearing Students in STEM Higher Education

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Sunday David Ubur, Virginia Polytechnic Institute and State University; Sarah Over, Virginia Tech; Denis Gracanin, Virginia Polytechnic Institute and State University; C. Cozette Comer, Virginia Polytechnic Institute and State University

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2025 CoNECD Paper Submissions, Diversity

accomplishments, I’m a Mandela Washington Fellow, a prestigious US Department of State Exchange program for young African leaders. I’m also a Chevening alumnus, having been awarded a competitive Chevening scholarship in 2018 which enabled me to pursue a Master’s degree in the United Kingdom. At Virginia Tech, due to impressive academic performance, I was invited into the Phi Kappa Phi honor society in 2022. I also serve as a Center for the Enhancement of Engineering Diversity (CEED) ambassador at Virginia Tech.Dr. Sarah Over, Virginia Tech Dr. Sarah Over is the Engineering Collections and Research Analyst at Virginia Tech, serving as their Engineering Librarian and representative for their new Patent and Trademark Resource

Conference Session

Track 7: Technical Session 2: Taking it One Step at a Time: The Growth of a Program to Support the Doctorates of Tomorrow

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Travis Chan; Tremayne O'Brian Waller, Virginia Polytechnic Institute and State University; Cynthia Hampton Ph.D., Virginia Polytechnic Institute and State University

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2025 CoNECD Paper Submissions, Diversity

2 1 2 1 1 3 2 3 2022 18 2nd 3 4 1st 4 1 3rd 2 9 nd st rd 2023 33 2 1 1 1 1 10 3 1 2Across all cohorts, academic questions appearing as a minimum value multiple times acrosscohorts are as follows: Q3 (2020, 2022) Be accepted into one of your top 3 choices of graduateschool. Acceptance into top graduate programs is a continuing academic achievement dependenton academic self-efficacy. What contributes to the lack of self-efficacy in this regard isunknown, but S2D programming contributes

Conference Session

Track 2: Technical Session 2: "Si no servimos, no servimos": A Pilot Study on the Influence of Perceived Advisor Support on Graduate Student Thesis Self-Efficacy

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Abimelec Mercado Rivera, Arizona State University, Polytechnic Campus; Brooke Charae Coley, Arizona State University, Polytechnic Campus; Samantha Ruth Brunhaver, Arizona State University, Polytechnic Campus

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2025 CoNECD Paper Submissions, Diversity

acknowledge that the term represents an inadequateattempt at generalizing the many peoples, cultures, and countries that make up the community,we chose to use the term Latin* to refer to our participants due to its gender-inclusivity. Thus,when we use the term Latin*, we refer to students who may trace or identify their ethnicity asHispanic, Latina/o/é/x, Chicana/o/x, or by their nationality (Ramos et al., 2023; Salinas, 2020;Villanueva Alarcón et al., 2022).The importance of the advisor-advisee relationshipWhile advising practices differ greatly among institutions and disciplines, there is consensusamong researchers and policymakers regarding their importance for graduate students’ degreecompletion, particularly in relation to the advising model

Conference Session

Track 1: Technical Session 5: Fostering Critical Awareness: Incorporating a Critical Consciousness Framework into Engineering Professional Development

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Jameka Wiggins, The Ohio State University; Monica Farmer Cox, The Ohio State University

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2025 CoNECD Paper Submissions

groupconsciousness [because it strengthens] their ability to membership and social identity as they are factorsidentify injustices, including how technology might that influence collective action (Watts et al., 2011).contribute to injustices” (Kantharajah, 2022, p. 10).Reform in engineering education lies in critical Techniques or carefully developed and testedthinking, engaging in community contexts with a focus approaches are needed for transformingon problem-posing education, and dialogical praxis consciousness (Montero, 2009).to reflect and act (Trbušić, 2014; Kantharajah, 2022). 7 Limited knowledge of

Conference Session

Track 2: Technical Session 4: A Descriptive Study on Biased and Non-Inclusive Language Use in the Engineering Education Research Community

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Xingchen Xu, Arizona State University; Anjing Dai, Arizona State University, Polytechnic Campus; Li Tan, Arizona State University, Polytechnic Campus

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2025 CoNECD Paper Submissions, Diversity

,compared to 283 instances in 2022. The three most persistent categories of biased language overthe three years were Gender, Racial and Ethnic Identity, and Socioeconomic Status. Specifically,the top five most frequently used biased terms were "Females/Males," "Caucasian,""Achievement Gap," "The Poor," and "The Elderly." Introduction The engineering society in the United States has historically encountered substantialobstacles, most notably the inadequate representation of specific demographics, includingwomen and racially minoritized students and scholars (Alfred et al., 2019; Bottia et al., 2015,2021; Cheryan et al., 2017; Meyer et al., 2015). This issue extends beyond social justice andequity

Conference Session

Track 6: Technical Session 6: An Exploratory Analysis of Cultural Capital Among Black Engineering Students at Minority Serving Institutions

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Jerrod A Henderson, University of Houston - COE; Cheery Chukwukelu, University of Houston; David Horton Jr., University of Houston

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2025 CoNECD Paper Submissions, Diversity

undergraduate engineeringexperience. I am an undergraduate student. Consequently, I am a beginner in qualitativeresearch. I also lean into my experiences as an undergraduate when building rapport withundergraduate research participants. Further, I also believe in equity and inclusion ofmarginalized groups in engineering and engineering education. I practice this in the typesof methods that I use in research and the theoretical frameworks that I use whenattempting to understand the experiences of historically marginalized individuals.● As the graphic shows, Black students earned 4.7% of Bachelor’s degrees in engineering in 2022.● Black engineering students in undergraduate programs earn about 4.7% of engineering bachelor’s degrees annually – least

Conference Session

Track 6: Technical Session 4: WIP: investigate recruitment strategies used by engineering bridge and success programs to recruit underserved students

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Xinyu Zhang, Purdue University; Lynette Michaluk, West Virginia University; N’Diya Harris, Wright State University; Ansley Lynn Shamblin, West Virginia University

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2025 CoNECD Paper Submissions, Diversity

summer bridge programs," CBE— Life Sciences Education, vol. 16, no. 4, p. es3, 2017, doi: https://doi.org/10.1187/cbe.17- 05-0085.[2] W. C. Lee, Jr., "Providing Co-curricular Support: A Multi-case Study of Engineering Student Support Centers," Ph.D., Virginia Polytechnic Institute and State University, United States -- Virginia, 10596525, 2015.[3] H. Huvard, H. Bayat, S. Way, C. Brewer, A. Miller, and A. Garcia, "Engineering Education Enrichment (e3) Initiative: A Co-Curricular Program Intended to Improve Persistence and Career Success for Low-Income and First-Generation Engineering Students," in 2022 ASEE Annual Conference & Exposition, Minneapolis, MN, 2022: ASEE Conferences. [Online

Conference Session

Track 7: Technical Session 7: Grassroots Approach to Advancing Inclusion, Diversity, Equity, and Access in Engineering

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Ashleigh R. Wright, University of Illinois at Urbana - Champaign; Ellen Wang Althaus, University of Illinois at Urbana - Champaign; Akshina Sood, University of Illinois at Urbana - Champaign; Lance Cooper, University of Illinois at Urbana - Champaign; Lynford Goddard, University of Illinois Urbana-Champaign

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2025 CoNECD Paper Submissions, Diversity

on the endowed gift associated with the naming of The Grainger College of Engineering.In 2022 and 2023, gifts from the Illinois-IBM Accelerator Discovery Institute (IIDAI) [11] andHigher Educational Initiative in Semiconductors (HIVE) [12] to the Institute co-funded eight ofthe projects.Program StructureProposal Preparation and Selection ProcessThe structure of the proposals is similar to those of external funding agencies that requireresearch questions, supporting activities, evaluation and assessment, and impact statements. Theprincipal investigator of a proposed project must be a member of The Grainger College ofEngineering (e.g., a student, postdoc, staff, or faculty). However, the team may comprise a mixof students, postdocs, staff, and

Conference Session

Track 7: Technical Session 1: Agriculture & Nutrition for Girls While Encouraging Leadership & Stem-Enrichment (ANGELS) Program

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Sandra C Affare, University of Tennessee at Chattanooga; Marissa McElrone, University of Tennessee at Chattanooga; Rachelle Pedersen, Texas Tech University

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2025 CoNECD Paper Submissions, Diversity

Tennessee at Chattanooga Chattanooga, Tennessee, USA 37403 José M. Barbosa, Ph.D. Department of Biology, Geology & Environmental Sciences University of Tennessee at Chattanooga Chattanooga, Tennessee, USA 37403 Angelique Ramnarine, Ph.D. Department of Mathematics University of Tennessee at Chattanooga Chattanooga, Tennessee, USA 37403Acknowledgements: All three ANGELS Programs were supported by the USDA NationalInstitute of Food and Agriculture’s (NIFA) Women and Minorities in STEM Field Program (Award#2022

Conference Session

Track 3: Technical Session 4: Introducing a Virtual Dashboard to Benchmark and Monitor Engineering Graduate Degree Retention Trends at Penn State

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Enrique D Gomez; Catherine G. P. Berdanier, Pennsylvania State University

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2025 CoNECD Paper Submissions, Diversity

1992-2005) students starting 1992-2005) Qualitative Work Persistent Racism and Crisis of Well-being and Surviving ≠ Thriving Sexism for students from Mental Health (Shanachilubwa (Zerbe et al., 2023) Reports Tenuous marginalized groups et al., 2022; Sallai et al., 2023; ) Doctoral Student

Conference Session

Track 2: Technical Session 1: Pathways into Statistics and Data Science for Low-Income, Academically Talented Undergraduate Students

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Erin Carll, University of Washington; Aryaa Rajouria, University of Washington; Rebecca Schachtman, University of Washington; Judith E Canner; Jackie Bryce Miller, University of California, Santa Barbara; Abel Rodriguez, University of Washington

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2025 CoNECD Paper Submissions, Diversity

],which reflects broader trends in STEM more broadly [8], [9], [10]. In addition to helping toequip members of our societies to understand and assess the vast information they come intocontact with in their day-to-day lives, expanding participation in SDS will be important asprofessionals in this field have an increasing presence in the labor market and the broad array ofsectors that employ them [11]. The U.S. Bureau of Labor Statistics estimates that the number ofdata science jobs will grow by 35% between 2022 and 2032, growth it characterizes as “muchfaster than average” [12]. Appropriate representation in the field could improve the capacity ofunderrepresented groups to help shape many aspects of life and culture in the United States

Conference Session

CANCELLED: Track 5: Technical Session 5: Hiring Practices to Build a Diverse Team at Wakr Forest Engineering: Transforming Engineering Education and Broadening Participation in Engineering is Possible!

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Olga Pierrakos, Wake Forest University

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2025 CoNECD Paper Submissions, Diversity

Paper ID #45217Hiring Practices to Build a Diverse Team at Wakr Forest Engineering: TransformingEngineering Education and Broadening Participation in Engineering is Possible!Dr. Olga Pierrakos, Wake Forest University Dr. Olga Pierrakos is a STEM Education Program Director at the National Science Foundation and a Professor at Wake Forest Engineering. She is the Founding Chair of Wake Forest Engineering (2017-2022) who led the program from launch to accreditation achieving unprecedented outcomes, including Wake Forest Engineering becoming the most diverse, most innovative, and highest ranked academic unit at Wake Forest

Conference Session

Track 1: Technical Session 2: Unlocking Innovation: Empowering Underrepresented Entrepreneurs in Interdisciplinary Engineering Technology

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Teddy Ivanitzki, American Society for Engineering Education; Elsabeth Mekonnen

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2025 CoNECD Paper Submissions, Diversity

, who frequently fail to fulfill such required unique expertise by those startups. Theinterdisciplinarity requirement exacerbates the situation. Status of IPERF Awards as of April 2024: • 2020 440 Applications -> 90 Approved Matches -> 23 Awards. • 2021 330 Applications -> 61 Approved Matches -> 25 Awards. • 2022 210 Applications -> 37 Approved Matches -> 21 Awards. • 2023 184 Applications -> 38 Approved Matches -> 17 Awards. • 2024 126 Applications -> 27 Approved Matches -> 10 Awards.Longitudinal Results: To better understand the experiences and asses the post-fellowshipentrepreneurial journey of both fellows and host companies, ASEE has initiated a series of shortand long

Conference Session

Track 6: Technical Session 3: Breaking Barriers: Unveiling the Journeys and Triumphs of Faculty Women of Color in STEM Academia

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Kemesha Gabbidon, University of South Florida; Saundra Johnson Austin, University of South Florida

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2025 CoNECD Paper Submissions, Diversity

color.• Individual level factors – these are factors specific to a person that contributes to their success and in STEM we came across the concept of Entrepreneurial Mindset (EM).• Although traditionally geared towards business-related endeavors, EM can foster success in STEM fields as well.• Often, EM-related courses are taught to students in STEM to supplement their technical knowledge with skills to address career endeavors (i.e., having the motives, skills, and thought processes to succeed outside of content training) (Bossman & Phillips, 2022; Erdil, 2020; Gorlewicz & Jayaram, 2020; Harichandran et al., 2018; Vijayan et al., 2024).• Another important factor of EM is that it can be learned and thus is open to intervention and

Conference Session

Track 3: Technical Session 3: Work-in-Progress: Development of an HBCU/Research 1 Collaborative to Increase African American Semiconductor Manufacturing Researchers

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Laura Sams Haynes, Georgia Institute of Technology; Kinnis Gosha, Morehouse College; Talia Capozzoli Kessler, Georgia Institute of Technology; R. Christian Ford, Georgia Institute of Technology; Whitney L Nelson

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2025 CoNECD Paper Submissions, Diversity

Electrical and Computer Engineering Georgia Institute of Technology Atlanta, USAI. IntroductionIn August 2022, the 52.7-billion-dollar bipartisan CHIPS and Science Act was passed tostrengthen the United States' position in the global chips and semiconductor industry, enhancingscientific research and promoting technological innovation [1]. In January 2023, SethuramanPanchanathan, director of the National Science Foundation (NSF), forecasted the following:“Future semiconductors and microelectronics will require transdisciplinary research spanningmaterials, devices, and systems, as well as the engagement of the full spectrum of talent in theacademic and industrial sectors

Conference Session

Track 3: Technical Session 4: Engaging Two-Year Students in STEM: A Professional STEM Society's Efforts to Support Community College Students

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Roberta Rincon, Society of Women Engineers; Beth C McGinnis-Cavanaugh, Springfield Technical Community College; Sohn Paul Cook, Society of Women Engineers

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2025 CoNECD Paper Submissions, Diversity

underrepresented students in STEM. Through aphased research study of STEM transfer students, researchers discovered that women incommunity college who declared a major in engineering or computer science were much morelikely than men to switch out of those majors. In addition, community college students wereless likely than their university counterparts to belong to professional societies, which offerexposure to academic and professional networks, mentors, and career opportunities. Toaddress this, the Society of Women Engineers (SWE) created programming in 2022 to increasecommunity college women’s membership and support their engagement in societal activities.The program reduces financial barriers with free memberships and stipends for communitycollege

Conference Session

CANCELLED: Track 6: Technical Session 1: A Student-Centered, Theory-Informed, Integrated Model to Academic and Career Advising to Educate the Whole Engineer: Transforming Engineering Education and Broadening Participation in Engineering is Possible!

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Olga Pierrakos, Wake Forest University; Melissa C Kenny, Wake Forest University

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2025 CoNECD Paper Submissions, Diversity

Paper ID #45254A Student-Centered, Theory-Informed, Integrated Model to Academic andCareer Advising to Educate the Whole Engineer: Transforming EngineeringEducation and Broadening Participation in Engineering is Possible!Dr. Olga Pierrakos, Wake Forest University Dr. Olga Pierrakos is a STEM Education Program Director at the National Science Foundation and a Professor at Wake Forest Engineering. She is the Founding Chair of Wake Forest Engineering (2017-2022) who led the program from launch to accreditation achieving unprecedented outcomes, including Wake Forest Engineering becoming the most diverse, most innovative, and highest

Conference Session

Track 3: Technical Session 1: Bridging Educational Equity Gaps: A Systematic Review of AI-Driven Tools for Students Living with Disabilities in Engineering and STEM Education

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Kevin Zhongyang Shao, University of Washington; Denise Wilson, University of Washington; Eric Kyeong-Min Cho, University of Washington; Sophia Tang, University of Washington; Hanlin Ma, University of Washington; Sep Makhsous, University of Washington

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2025 CoNECD Paper Submissions, Diversity

intersecting factors on theaccessibility of educational resources, opportunities, accommodations, and support systems.In recent years, the pursuit of educational equity has increasingly intersected with advancementsin technology, particularly artificial intelligence (AI). Just as earlier legal and policy reformssought to address the systemic barriers faced by marginalized groups, technological innovationsare opening new pathways to equitable education. A pivotal moment in AI research occurred inMarch 2016, when AlphaGo defeated the world chess champion, capturing global attention andsparking global interest across numerous fields. In education, AI-driven tools have similarlyushered in a new era, with tools like ChatGPT. Introduced in November 2022

Conference Session

Track 6: Technical Session 6: WIP: Factors Influencing Faculty Pedagogical Decisions around Diversity, Equity, Inclusion, and Justice (DEIJ) in Engineering: A Comparative Case Study

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Avis Carrero, Tufts University

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2025 CoNECD Paper Submissions, Diversity

of Equity and Their Association to TeachingPractices,” Sci. Ed., 2022, doi: 10.1002/sce.21781.[13] C. Haynes, “Dismantling the White Supremacy Embedded in Our Classrooms: WhiteFaculty in Pursuit of More Equitable Educational Outcomes for Racially Minoritized Students.,”vol. 29, no. 1, pp. 87–107, 2017.[14] C. Haynes and L. D. Patton, “From Racial Resistance to Racial Consciousness: EngagingWhite STEM Faculty in Pedagogical Transformation,” J. Cases Educ. Leadersh., vol. 22, no. 2,pp. 85–98, 2019, doi: 10.1177/1555458919829845.[15] G. P. King, T. Russo-Tait, and T. C. Andrews, “Evading Race: STEM Faculty Struggle toAcknowledge Racialized Classroom Events,” CBE Life Sci. Educ., vol. 22, no. 1, p. ar14, 2023,doi: 10.1187/cbe.22-06-0104.[16] C

Conference Session

Track 4: Technical Session 1: "It is really isolating, to be honest": A Case Study of a Transwoman in Engineering

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Brandon Bakka, University of Texas at Austin; Jill Castle, University of Texas at Austin

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2025 CoNECD Paper Submissions, Diversity

22References [1] E. J. Rand, Reclaiming Queer: Activist and Academic Rhetorics of Resistance. University of Alabama Press, 2014. [2] A. G. Darwin Holmes, “Researcher Positionality - A Consideration of Its Influence and Place in Qualitative Research - A New Researcher Guide,” Shanlax Int. J. Educ., vol. 8, no. 4, pp. 1–10, Sep. 2020, doi: 10.34293/education.v8i4.3232. [3] ASEE, “Profiles of Engineering and Engineering Technology, 2022,” American Society for Engineering Education, Washington, DC, 2023. [4] M. J. Lee, J. D. Collins, S. A. Harwood, R. Mendenhall, and M. B. Huntt, “‘If you aren’t White, Asian or Indian, you aren’t an engineer’: racial microaggressions in STEM education,” Int. J. STEM Educ., vol. 7, no. 1, p. 48, Sep. 2020, doi: 10.1186

Conference Session

Track 2: Technical Session 5: From Barriers to Bridges: The GEES Program's Impact on Low-Income Master's Students' Success and Professional Development

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Ximing Li, University of Pittsburgh; Sylvanus N. Wosu, University of Pittsburgh; Keith Trahan, University of Pittsburgh; Tagbo Herman Roland Niepa, Carnegie Mellon University

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2025 CoNECD Paper Submissions, Diversity

PetroleumEngineering (CHPE) with 4 participants (8%), a joint degree in BIOE & MBA with 1participant (2%), Master of Science (unspecified discipline) with 1 participant (2%), andMaster of Science in Public Administration (MS-MPA) with 1 participant (2%).Participants also reported their academic year to help us gain the insights of students’ varyinglevels of experience with GEES program. The majority (74.07%, n=20) started in the 2020–2021 academic year. Smaller groups began in the 2019–2020 academic year with 2participants (7.41%) and in the 2021–2022 academic year with 5 participants (18.52%).Enhancements in Technical SkillsParticipants reported significant enhancements in their perceived engineering or technicalabilities during the GEES program. The

Conference Session

Track 6: Technical Session 2: Empowering Hispanic Engineers' Success Towards Graduate Education with Hybrid Mentorship

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Federico Cifuentes-Urtubey, University of Illinois Urbana-Champaign; Paola Alexandra Baldaguez Medina, University of Puerto Rico at Mayagüez; Julie E Lorenzo, University of Illinois at Urbana - Champaign; Natasha Mamaril, University of Illinois Urbana-Champaign

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2025 CoNECD Paper Submissions, Diversity

Study represented by (a) undergraduate and (b) graduate student participantsStudents were matched based on their academic and professional goals as well as their interest inadvanced degrees. Ideally, we paired undergraduates with graduate students in the same field ordiscipline (e.g., mechanical engineering undergraduates with mechanical engineering graduatestudents) or with graduate students who had relevant experiences (e.g., internships, research) thatthe undergraduates found interesting. In cases where there was minimal overlap in interests, wepaired undergraduates with graduate students who could mentor on a general level, focusing onproviding guidance and information about graduate school.This study focuses on our second cohort for 2022

Conference Session

Track 2: Technical Session 2: Bridging Futures Takes a Village: A Pre-College Collaborative Education and Research Approach to Broaden Participation of Underrepresented Population in STEM Career Pathways

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Olgha Bassam Qaqish, North Carolina State University at Raleigh; Chloe Hincher, North Carolina State University at Raleigh; Veronica Mbaneme, North Carolina State University; Sarah Olivia Harris, North Carolina State University at Raleigh

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2025 CoNECD Paper Submissions, Diversity

computer science. These URM students include first-generation college studentsand individuals from diverse racial, ethnic and gender backgrounds. The GCSP, endorsed by the National Academy of Engineering (NAE) in 2009 and supportedby over 90 institutions worldwide, equips undergraduate students to tackle Grand Challenges ofthe 21st Century. The program adopts a holistic approach to preparing scholars, emphasizingsocial consciousness, hands-on research skills, multidisciplinary knowledge, entrepreneurialexperiences, and a global perspective. Since its establishment in 2013, the GCSP chapter at theuniversity has mirrored the program’s broader success. In 2022, the university’s chapter launchedthe GCSP Research Experience for Undergraduates (GCSP

Conference Session

CANCELLED: Track 6: Technical Session 2: Gender Differences in Global Identity Development: Implications for Intercultural Competence in Higher Education

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Aparajita Jaiswal, Purdue University at West Lafayette (PPI); Sakhi Aggrawal, Purdue University at West Lafayette (PPI); Vidya Reddy Madana, Purdue University

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2025 CoNECD Paper Submissions, Diversity

Paper ID #45177Gender Differences in Global Identity Development: Implications for InterculturalCompetence in Higher EducationDr. Aparajita Jaiswal, Purdue University at West Lafayette (PPI) Aparajita Jaiswal is an Intercultural Research Specialist at the Center for Intercultural Learning, Mentoring, Assessment and Research (CILMAR), Purdue University. She completed her Ph.D. in 2022 from the Department of Computer and Information Technology, Purdue University. Her research interest lies at the intersection of Intercultural learning, Sociology of learning, Human-computer interaction, and STEM Education.Dr. Sakhi

Conference Session

Track 5: Technical Session 3: Utilizing Campus Engagement for the Development of an ADVANCE Faculty Leadership Initiative

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Lisa A Kunza, South Dakota School of Mines and Technology; Brooke Lamonte Long-Fox, South Dakota School of Mines and Technology; Lance A Roberts P.E., South Dakota School of Mines and Technology

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2025 CoNECD Paper Submissions, Diversity

empower faculty to enact positive change. During thedevelopment of this faculty leadership initiative, a separate leadership training course wasdeveloped for Department Heads.Advocates and Allies ProgramThe Advocates and Allies (A&A) program was adapted to address gender equity and inclusionon campus and increase awareness of implicit bias (Bilen-Green et al. 2013, 2015; Anicha et al.2020, 2022). Volunteer male Advocates are faculty members who educate themselves aboutissues of inclusivity and gender inequality and developed workshops to train faculty, staff, andadministrators to become Allies who support a more inclusive campus culture that specificallyimproves the day-to-day experiences of women and other underrepresented faculty groups

Conference Session

Track 1: Technical Session 1: Fostering Tomorrow's Black STEM Entrepreneurs: Insights from an Innovative STEM Program Promoting Equity-Centered Entrepreneurship

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Ebony Omotola McGee, The Johns Hopkins University; Shelly Engelman, The Johns Hopkins University; Binh Chi Bui, The Johns Hopkins University

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2025 CoNECD Paper Submissions, Diversity

their STEM education and work. (McGeeet al., 2022). Instead, Equity Ethics provides us with a more nuanced approach, incorporating bothhistorical and ongoing context for how inequities shape the motivations and aspirations of URMsin the STEM ecosystem. It recognizes that for many individuals within these groups, personalexperiences with inequities and discrimination fuel a desire to create meaningful change throughtheir work.Equity Ethics is a framework that is built to acknowledge the history of racial inequities, from theenslavement of African peoples in early America all the way to contemporary racism today. ManyURMs who achieve success, particularly within the STEM fields, often feel that it is theirobligation to ensure the success of

Conference Session

CANCELLED: Track 5: Technical Session 6: Think-Aloud Insights: Exploring QuantCrit Challenges and Diverse Survey Responses Among Undergraduate Engineering Students

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Sheila Kathryn Castro, University of Florida; Bruce Frederick Carroll, University of Florida; Janice Mejía, Northwestern University; Kent J. Crippen, University of Florida

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2025 CoNECD Paper Submissions, Diversity

. Mejia, “Critical Theoretical Frameworks in Engineering Education: An Anti-Deficit and Liberative Approach,” Education Sciences, vol. 8, no. 4, Art. no. 4, Dec. 2018, doi: 10.3390/educsci8040158.[3] W. Castillo and D. Gilborn, “How to ‘QuantCrit:’ Practices and Questions for Education Data Researchers and Users,” EdWorkingPapers.com, 2022, doi: 10.26300/v5kh-dd65.[4] P. Bourdieu, J. C. Passeron, & R. Nice, Education, society and culture. London: SAGE Publications, 1977.[5] T. J. Yosso and R. Burciaga, “Reclaiming Our Histories, Recovering Community Cultural Wealth”, 2016.[6] T.J. Yosso, “Whose Culture Has Capital? A Critical Race Theory Discussion of Community Cultural Wealth,” Race Ethnicity and Education, 8(1), 69-91

Conference Session

Track 1: Technical Session 6: "Use of a multi-level self-study to engage campus stakeholders and improve STEM student learning outcomes "

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Jennifer Speed, Texas State University; Don Pair, University of Dayton

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2025 CoNECD Paper Submissions, Diversity

. Galván, J.Mijares, E. Schiorring, and E. Allen, "Eco-STEM: Transforming STEM Education using anAssetbased Ecosystem Model," in 2022 ASEE Annual Conference, Excellence ThroughDiversity, Minneapolis, MN, June 26-29, 2022.[13] X. Wang, D. Minhao, and R. Mathis, "The influences of student-and school-level factors onengineering undergraduate student success outcomes: A multi-level multi-schoolstudy," International Journal of STEM Education vol. 9, no. 1, 23, 2022.[14] A. Kezar and E. Holcombe, "The role of collaboration in integrated programs aimed atsupporting underrepresented student success in STEM," American Behavioral Scientist vol. 64,no. 3, pp. 325-248, 2020.[15] T.B. McNair, E. M. Bensimon, and L. Malcom-Piqueux, From equity talk to equity

Conference Session

Track 7: Technical Session 3: Latine STEM Doctoral Students' Perceptions Regarding Doctoral Mentoring Relationships - A Qualitative Study

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Dilara Yaya-Bryson Ph.D., University of North Carolina at Charlotte; Lisa R Merriweather, University of North Carolina at Charlotte

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2025 CoNECD Paper Submissions, Diversity

Comparison of Hispanic Doctoral Students(2007-2014) with Carnegie Initiative of the Doctorate National Survey Results,” AmericanJournal of Education and Learning, vol. 2, no. 1, pp. 14–22, 2017, doi: 10.20448/804.2.1.14.22.[3] B. M. Morgan and L. F. Alcocer, “Hispanic Doctoral Students Challenges: QualitativeResults,” 2015.[4] C. M. Millett and M.T. Nettles, “Expanding and Cultivating the Hispanic STEM DoctoralWorkforce,” Journal of Hispanic Higher Education, vol 5, no 3, 2006. Accessed: Aug. 15, 2024.[Online]. Available: https://journals.sagepub.com/doi/epdf/10.1177/1538192706287916[5] D. Horton and I. Torres-Catanach, “Critical Incidents for Hispanic Students on the Path to theSTEM Doctorate,” Front Psychol, vol. 13, p. 734307, Mar. 2022, doi