Conference Session

Track: Learning Spaces, Pedagogy, and Curriculum - Technical Session 11

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Maxine Fontaine, Stevens Institute of Technology (School of Engineering and Science); Alexander John De Rosa, Stevens Institute of Technology (School of Engineering and Science); Susan Staffin Metz, Stevens Institute of Technology (School of Engineering and Science)

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

critical foundational skill that has been correlated with higher-level problemsolving ability, and thus higher performance in core courses like mathematics and chemistry [1].Research indicates that the ability to visualize spatially is important to persistence in an engineeringprogram, however, this skill is never explicitly taught at the pre-college or college levels [2]. Instead,spatial ability is usually developed through life experiences, such as building with LEGO©, playing videogames, playing certain sports, and other activities.There are significant gender differences in spatial skills competence, with women and underrepresentedminorities displaying lower spatial skills ability than men [3-8]. These students often struggle andeventually

Conference Session

Track: Learning Spaces, Pedagogy & Curriculum Design Technical Session 10

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Heather Doty, University of Delaware; Shawna Vican, University of Delaware; Robin Andreasen, University of Delaware; Sue Giancola, University of Delaware

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

program encouraged meaningful collaborationwith colleagues and was worth their time. Based on feedback from participants and demand from facultyunable to participate the first time, the UD ADVANCE leadership team is investigating how the programmight be institutionalized and offered regularly to UD faculty.This paper draws from institutional data and the broader literature to discuss why we chose an in-houseworkshop. Aiming to provide a model that can be used by other institutions, it describes the program,evaluation results, and outcomes, drawing attention to benefits and challenges.I. Background: Program Origins and DevelopmentWomen are underrepresented nationally in academic leadership positions [1], [2], [3], [4], [5], [6]. Closeto half of

Conference Session

Track Learning Spaces, Pedagogy & Curriculum Design Technical Session 8

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Ken S. Ball P.E., George Mason University; Oscar Barton, Jr. P.E., George Mason University; Sharon A. Caraballo, George Mason University; Liza Wilson Durant, George Mason University; Michelle Marks, George Mason University; Angelina Jarrouj, George Mason University; Robin Rose Parker

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

disadvantaged populations. They are now entry points for over 40 percent of U.Sundergraduates who are seeking flexible and affordable education options that are better suited tothe needs of a more diverse and non-traditional student body [1]. Lower tuition costs atcommunity colleges can potentially save students who later transfer to a four-year institutionmore than 25 percent on the cost of a degree. Without these savings, many students would neverconsider going to college.If the higher education system is to ensure the equality of opportunity for all Americans, moreneeds to be done to strengthen the community college to four-year institution transfer model. Arecent report by New America [2] found that community colleges have been steadily

Conference Session

Track: Learning Spaces, Pedagogy & Curriculum Design Technical Session 9

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Adrienne Ann Smith, Cynosure Consulting; Rebecca A. Zulli, Cynosure Consulting

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

in the rich framework of asset mapping that is widely used in community development efforts.Our presentation will provide an overview of assetmapping and the asset-based mindset as a foundationfor promoting significant and sustainableimprovements in the recruitment, retention, anddevelopment of underrepresented students in STEMundergraduate programs.ASSET MAPPING IS RELEVANT ACROSSSTEM UNDERGRADUATE SETTINGSWe are deliberately broad in our description of the appeal of asset mapping because we see it’srelevance across multiple higher education setting• Research 1 institutions or departments• Teaching colleges• Community colleges• Technical collegesAll face problems of recruitment and retention of women and racial/ethnicminorities.ASSET

Conference Session

Track: Learning Spaces, Pedagogy, and Curriculum Design Technical Session I

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Tikyna M. Dandridge, Purdue University, West Lafayette ; Hassan Ali Al Yagoub, Purdue University, West Lafayette; Sharlane Cleare, Purdue University, West Lafayette; Justin Charles Major, Purdue University, West Lafayette; Shalin Lena Raye, Purdue University, West Lafayette; Casey E. Wright, Purdue University, West Lafayette; Alice L. Pawley, Purdue University, West Lafayette

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

Critical White Theory, thatnotion did not explicitly appear in the learning objectives until the day we discussed the topic.Here are the current learning objectives: 1. Define race, class, and gender, demonstrate how they are social constructions that change over time and identify mechanisms by which they have become so constructed over history; 2. Define fundamental concepts associated with social theory including gender, race, class, sexuality, intersectionality, conflict theory, capital, racial formation, gender and race projects, privilege, colorblindedness, patriarchy, hegemony, gender identity, queer theory, crip theory, “Critical Race Theory,” “Critical White Studies,” hegemonic masculinities, and

Conference Session

Track: Learning Spaces, Pedagogy, & Curriculum Design Technical Session 6

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Adam Stark Masters, Virginia Tech; Lisa D. McNair, Virginia Tech; Donna M. Riley, Purdue University, West Lafayette

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

employed by other researchers, especiallythose exploring emerging topics. Project Context The ‘Unconference on Making Liberatory Spaces’ was held as part of a larger project, funded bythe National Science Foundation (NSF). This project uses qualitative methods to explore diverse,liberatory makerspaces that are actively engaging populations historically underrepresented andminoritized in Engineering and making. Our qualitative approach included three phases: content analysis,ethnographically-informed participant observation, and finally the unconference [1]. The study’s sampleincludes seven community makerspaces (our ‘partner sites’) distributed throughout the U.S. in rural andurban environments

Conference Session

Track : Learning Spaces, Pedagogy, & Curriculum Design Technical Session 7

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Mahauganee Dawn Bonds, Georgia Institute of Technology; Veronica van Montfrans, Georgia Institute of Technology; Joseph M. LeDoux, Georgia Institute of Technology; Wendy C. Newstetter, Georgia Institute of Technology

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

IRB approval, students enrolled in the PBL course duringthe 2017-18 academic year were asked on their final exam to “List two to three words that bestdescribe your team and explain why they are representative.” This prompt was selected to elicitunguided student views of their teams, with the goal of emergent unprompted responses from thestudents. Responses were aggregated to calculate the frequency of each submitted descriptor.Researchers then used descriptive coding on students’ explanations of their submitted descriptorsto organize the words into larger categories and themes (Table 1). While many themes emergedthrough this exploratory method, for this proposal, the focus will be on one of the largest codes:diverse.Table 1. Emergent coding

Conference Session

Track: Learning Spaces, Pedagogy, and Curriculum Design Technical Session 3

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Elizabeth Hane, Rochester Institute of Technology; Scott Franklin, Rochester Institute of Technology

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

innovations that comprise the foundations of theMetacognition course and the latest analyses of retention and student satisfaction.Introduction:Considerable research has shown that lack of ability is not what drives students from STEMfields [1] [2]. Seymour and Hewitt [1] found that students who left STEM fields had similarqualifications and grades as those that stayed, indicating that it was not lack of ability that ledthem to leave. Research has also documented how metacognitive awareness, or lack thereof,can be a critical obstacle to student success (e.g. [3] [4]). Weak students are least likely torealize their deficiencies, and consistently overestimate their performance [5] [6].While Flavell [7] began his work on metacognition on young children

Conference Session

Track: Learning Spaces, Pedagogy & Curriculum Design Technical Session 13

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Kyle F. Trenshaw, University of Rochester; Elif Miskioglu, Bucknell University; Philip Asare, Bucknell University; Nir Aish

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

Lewisburg, PA, USA kyle.trenshaw@rochester.edu elif.miskioglu@bucknell.edu philip.asare@bucknell.edu Abstract—The Workshop Program at the University of Hispanic, and Native Hawaiian students are less likely toRochester infuses collaborative learning into a variety of attend Workshops than White and Asian students [4]. We seeintroductory STEM and non-STEM courses through small, this trend across disciplines and course levels. The trendweekly, peer-led problem-solving sessions called "Workshops." becomes even more concerning when considering our findingsDecades of data from these Workshops indicate that 1) American that every

Conference Session

Track: Learning Spaces, Pedagogy & Curriculum - Technical Session 11

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Catherine E. Brawner, Research Triangle Educational Consultants; Catherine Mobley, Clemson University; Rebecca Brent, Education Designs, Inc; Marisa K. Orr, Clemson University; Maya Rucks, Clemson University; Cindy Waters, Naval Surface Warfare Center

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

[1-2]. In particular, electricaland computer engineering are relatively better than mechanical engineering at attracting Blackstudents. Lord and colleagues found that 30% of first time in college (FTIC) Black males and22% of Black females starting in engineering started in electrical engineering and another 12%each of Black males and females started in computer engineering [1]. By comparison, only 19%of Black male and 10% of Black female engineering starters began in mechanical engineering[2]. Conversely, mechanical engineering (ME) is relatively better at retaining students tograduation. In ME, Black women starters are far more likely than Black men to persist tograduation (42% to 34%), although both Black men and women persist at a higher

Conference Session

Track: Learning Spaces, Pedagogy, and Curriculum Design Technical Session 4

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Benjamin David Lutz, California Polytechnic State University, San Luis Obispo; Michelle Kay Bothwell, Oregon State University; Nick AuYeung, Oregon State University; Trevor Kenneth Carlisle, Oregon State University; Natasha Mallette P.E., Oregon State University; Susannah C. Davis, Oregon State University

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

, accompanying shifts in policies, as 1well as availability of increased professional development opportunities concerning equity,inclusion, and social justice, provided a strong backdrop for the work our PLC undertook. Ofparticular relevance was alignment of our work with two projects engaged by the newly formedCOE Change Team: (1) Development of a scaffolded approach to enhancing undergraduatestudents’ knowledge and skills supporting inclusive and socially just teaming practice; and (2)Design of modules to enhance graduate students’ capacities to engage issues of inclusivity,equity, and social justice (see Bothwell et al., 2018a for more detail). Overlapping

Conference Session

Track: Learning Spaces, Pedagogy & Curriculum Design Technical Session 9

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Stephanie Farrell, Rowan University; Kyle F. Trenshaw, University of Rochester; Robyn Sandekian, University of Colorado, Boulder

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

 Exclusion  Alienation from healthcare 25Source: www.tser.org 26Source: https://transgenderequality.files.wordpress.com/2013/06/broken-bargain-infographic-transgender-1.jpg 27Microaggressions  An expression of bias Do you have and/or transphobia, often to take unconscious hormones?  Intentional or unintentional, everyday

Conference Session

Track: Learning Spaces, Pedagogy, and Curriculum Design Technical Session 5

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Chanel Beebe, Purdue University, West Lafayette

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

. c American Society for Engineering Education, 2019 Storytelling And Utopia AsResistance To Marginalization Of African American Engineers At A PWI Chanel Beebe April 2019 WATCH AND REFLECT https://www.youtube.com/watch?v=RD2o6soOe1I How did that make you feel? What stuck with you? What did you see? Key pointsEducation should prioritize active learning and embodied knowledgeEducational opportunities are different for different groups of people Marginalization exists AGENDA• My Story• Background of Project• Phase 1 and Phase 2• Phase 3• Summary of Findings• Recommendations• TakeawaysPROJECT BACKGROUND: MY

Conference Session

Track: Learning Spaces, Pedagogy & Curriculum Design Technical Session 10

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Mary Ann E. Leung, Sustainable Horizons Instittute; Silvia Crivelli

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

.1 IntroductionComputational science and engineering (CSE) was established as one of the pillars of scientific discoverymany decades ago and the field has seen much growth since then. The coupling of high end computingwith CSE has led to even more growth and the field has become an increasingly important paradigm toadvance scientific knowledge and develop the nation’s economy. With this growth comes an increasingdemand for a highly skilled CSE workforce. A National Council report on competitiveness identifies high-end computing as playing a “vital role in driving private-sector competitiveness” (1). The U.S.Department of Energy (DOE) has played a pivotal role in the development and use of CSE and high endcomputing and maintains a leadership

Conference Session

NEW SESSION Track : Learning Spaces, Pedagogy, & Curriculum Design Technical Session 8

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Gretchen Achenbach, University of Virginia

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

Engineer (Barbie). 2013. RandomHouse Books for Young Readers, 2013. 11Here’s an example of why unconscious bias matters. Professors in biology,chemistry, and physics at 6 major universities were sent an application for alaboratory manager position. All professors (127) received the same one-pagesummary. Half the time the applicant’s name was John and the other half Jennifer.On a scale of 1 to 7, professors gave John an average score of 4 for competence andJennifer 3.3. They would be more likely to hire John, and they would offer him moremoney.The bias had no relation to the professors’ age, sex, teaching field or tenure status.(so simply being a women doesn’t

Conference Session

Track: Learning Spaces, Pedagogy, & Curriculum Design Technical Session 2

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Alisha L. Sarang-Sieminski, Franklin W. Olin College of Engineering; Adva Waranyuwat, Franklin W. Olin College of Engineering; Emily Ferrier, Franklin W. Olin College of Engineering; Alison Wood , Franklin W. Olin College of Engineering; Daniela Faas, Franklin W. Olin College of Engineering

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

] WXYHIRX 7IVZMGIW VIUYIWX 2IWHQLQFOXGHV &DQ¶WGLVFORVHRU 6WXGHQWPXVW FKDQJHFRXUVH )URPKLJK 6WXGHQWVSHFLILF OHFWXUHQRWHVH[WUD LQLWLDWH$1' REMHFWLYHVRUZKDWVFKRRORUODWHU EHVWSUDFWLFHV WLPHDOWHUQDWLYHWHVW GLVFORVH LVDVVHVVHG ORFDWLRQV