Conference Session

Track: Special Topic - Identity Technical Session 12

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Cara Margherio, University of Washington; Coleen Carrigan, California Polytechnic State University, San Luis Obispo; Joyce Yen, University of Washington; Marie Claire Horner-Devine; Eve A. Riskin, University of Washington; Julie Ivy, North Carolina State University; Christine S. Grant, North Carolina State University

Tagged Topics

Diversity, Special Topic: Identity

Paper ID #24968Building Community Through Professional Development: The LATTICE Pro-gramDr. Cara Margherio, University of Washington Cara Margherio is the Assistant Director of the UW Center for Evaluation & Research for STEM Equity (CERSE). Cara manages the evaluation of several NSF- and NIH-funded projects, primarily working with national professional development programs for early-career academics from groups underrepresented in STEM. She is also currently serving as a Virtual Visiting Scholar of the ADVANCE Research and Coordination Network. Her research is grounded in critical race and feminist theories, and her

Conference Session

Track : Special Topics - Identity Technical Session 8

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Stephen Secules, Purdue University, West Lafayette ; Cassandra J. Groen-McCall, Virginia Tech

Tagged Topics

Diversity, Special Topic: Identity

researchparticipants, and communicating to an audience. For this paper, we focus on the themes relatedto research implementation and dissemination that were deemed most salient to the CoNECDaudience. In the following sections, we discuss 1) research questions, 2) relating to participants,and 3) communicating findings. Reflections on epistemology, ontology, and methodology will bepresented in subsequent publications. Collaborative Inquiry AnalysisWhat questions do we ask and answer?Stephen’s reflection on the questions he asks: Growing up, I was conscious of a desire to help the world, but I was also intellectuallycurious, and I didn’t like being bored. When identifying my future career options, I oftenstruggled between

Conference Session

Track: Special Topic - Identity Technical Session 13

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

J. McLean Sloughter, Seattle University; Agnieszka Miguel, Seattle University; Mara Rempe, Seattle University; Katie Kuder P.E., Seattle University

Tagged Topics

Diversity, Special Topic: Identity

 strategies workshops (27% versus 9%), and to seek assistance from disability services (33% versus 16%). LGBTQ+ students were more likely than straight students to reach out to family members or close friends about difficulties with school (64% versus 43%), to get advice from a mentor outside of the university (64% versus 32%), to receive tutoring (43% versus 21%), to seek help from the career center (43% versus 29%), and to seek assistance from disability services (29% versus 12%).Students with disabilities were also more likely to reach out to family members or close friends about difficulties with school (69%). While students with disabilities were also more likely than other students to seek assistance from disability services (44%), the majority

Conference Session

Track: Special Topic - Identity Technical Session 10

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Andrea Haverkamp, Oregon State University; Ava Butler, Oregon State University; Naya Selene Pelzl; Michelle Kay Bothwell, Oregon State University; Devlin Montfort, Oregon State University; Qwo-Li Driskill, Oregon State University

Tagged Topics

Diversity, Special Topic: Identity

comes out or begins transitioning between the ages of 18 and 24[14]. This itself is a process with additional social and material support needs which canovershadow the demands of the classroom.Resiliency and social support Resiliency refers to the processes used to overcome challenging situations and adapt tothe demands of life, with particular attention on the unique strategies employed by marginalizedgroups [16, 17]. Transgender and gender nonconforming students are often written about throughdeficit framing which define their lives in terms of their trauma or perceived academic failure[13, 18]. In contrast, resilience is “reflected by achievement in career development, happiness,relationships, and physical well-being in the presence

Conference Session

Track: Special Topic - Identity Technical Session 13

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Catherine E. Brawner, Research Triangle Educational Consultants; Susan M. Lord, University of San Diego; Catherine Mobley, Clemson University; Michelle M. Camacho, University of San Diego; Joyce B. Main, Purdue University, West Lafayette

Tagged Topics

Diversity, Special Topic: Identity

overlap between being aveteran and being a minority and encourages the integration of scholarship on student veteransand on under-represented minority students. Our study aims to add to this literature on theexperience of Black student veterans, with a particular focus on BSVEs.Our prior research on veteran subpopulations and identity has shown that for First GenerationStudent Veterans in Engineering (FGSVEs) military and engineering identities were more centralto their current experiences than their first-generation status [30]. The decision to pursueengineering was primarily to pursue a career that offers financial stability [12]. For womenStudent Veterans in Engineering (WSVEs), we found that the decision to pursue engineering wasoften related

Conference Session

Track : Special Topic - Identity Technical Session 7

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Michael Lorenzo Greene, Arizona State University, Polytechnic campus; Nadia N. Kellam, Arizona State University; Brooke Charae Coley, Arizona State University, Polytechnic campus

Tagged Topics

Diversity, Special Topic: Identity

successfully transitioned to student-centered teaching strategies. She co-designed the environmental engineering synthesis and design studios and the design spine for the mechanical engineering program at UGA. She is engaged in mentoring early career faculty at her univer- sity and within the PEER National Collaborative. In 2013 she was selected to be a National Academy of Engineering Frontiers of Engineering Education Faculty Member.Dr. Brooke Charae Coley, Arizona State University, Polytechnic campus Brooke Coley, PhD is an Assistant Professor in Engineering at the Polytechnic School of the Ira A. Fulton Schools of Engineering at Arizona State University. Dr. Coley is Principal Investigator of the Shifting Perceptions