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Reflective Teaching Practices for Equity-Minded Engineering Instructors

Conference Session: Track 1: Technical Session 2: Reflective Teaching Practices for Equity-Minded Engineering Instructors
Collection: 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
Authors: Jay Mann, University of Illinois Urbana-Champaign; Ashleigh Wright, University of Illinois Urbana-Champaign; Ellen Wang Althaus, University of Illinois at Urbana - Champaign; Wayne L Chang, University of Illinois Urbana-Champaign; Ali Ansari, University of Illinois at Urbana - Champaign; Caroline Cvetkovic, University of Illinois at Urbana - Champaign; Ramez Hajj, University of Illinois at Urbana - Champaign; Holly M Golecki, University of Illinois at Urbana - Champaign
Tagged Topics: 2025 CoNECD Paper Submissions, Diversity

Paper ID #45176Reflective Teaching Practices for Equity-Minded Engineering InstructorsDr. Jay Mann, University of Illinois Urbana-Champaign Jay Mann is Director of the Academy for Excellence in Engineering Education (AE3) in the Grainger College of Engineering at the University of Illinois Urbana-Champaign. Dr. Mann is a twenty-five-year veteran educator with previous experience as a high school classroom teacher, school administrator, and teacher educator. He is a three-time graduate of the University of Illinois (A.B. in History; M.Ed. in Educational Organization and Leadership; Ph.D. in Curriculum and Instruction).Dr

Relevance Score: 3.0033247

Unlocking Innovation: Empowering Underrepresented Entrepreneurs in Interdisciplinary Engineering Technology

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
Tagged Topics: 2025 CoNECD Paper Submissions, Diversity

Paper ID #45156Unlocking Innovation: Empowering Underrepresented Entrepreneurs in InterdisciplinaryEngineering TechnologyDr. Teddy Ivanitzki, American Society for Engineering Education Dr. Teddy Ivanitzki is part of Fellowships and Research Opportunities (FRO) by ASEE. FRO is managing a large fellowship/ research and scholarship grants, contracts, and cooperative agreements under STEM umbrella with total of $15M/year.Elsabeth Mekonnen ©American Society for Engineering Education, 2025 Graduate, Engineering, Race/Ethnicity, Entrepreneurship Unlocking Innovation: Empowering

Relevance Score: 0.47249043

Experiences jeopardizing undergraduate women mental health in engineering

Conference Session: Track 1: Technical Session 7: Experiences jeopardizing undergraduate women mental health in engineering
Collection: 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
Authors: Matilde Luz Sanchez-Pena, University at Buffalo, The State University of New York
Tagged Topics: 2025 CoNECD Paper Submissions, Diversity

the same exact thing I just did, I'll call them out for it and I'll say, "I literally just said that. You're just ignoring me.“ (Sandra) 13Sexist comments & attitudes limit women ability to createreliable networks of support in engineering for their MH.So that's one of the things that I can't really talk to my engineering friends aboutbecause they have expressed that I'll automatically get a job because I'm awoman. I do think it does give me an advantage, not because I'm just a woman, butbecause diverse minds bring diverse ideas to solutions. And that's something thatcompanies want, they want people with different mindsets. And I have that because Iam a woman in a

Relevance Score: 0.3512886

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

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
Tagged Topics: 2025 CoNECD Paper Submissions, Diversity

Divisions (CED, WIED, DEED, MIND, ERM, LEES, etc.), Society of WomenEngineers (SWE), National Society for Black Engineers (NSBE), National Society forProfessional Engineers (NSPE), Professional Engineers societies, etc.Figure 2 shows an actual Wake Forest Engineering faculty ad from fall 2018. The content ofthis faculty ad shows vision, values, and inclusion. The ad has some elements that one would nottypically see in a faculty ad, including (a) departmental values upfront and visibly clear, (b) asection describing our uniqueness and a vision of the kind of engineering program we arelaunching, (c) a section describing a vision of who we want. The ask for the candidates alsodemonstrate inclusion and an invitation to align with the vision and values

Relevance Score: 0.33717662

Motivations for Engineering Faculty Engagement in an Inclusive Pedagogy Program

Conference Session: Track 1: Technical Session 5: Motivations for Engineering Faculty Engagement in an Inclusive Pedagogy Program
Collection: 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
Authors: Renee M. Desing, University of Washington; Joyce Yen, University of Washington; Karen Thomas-Brown, University of Washington
Tagged Topics: 2025 CoNECD Paper Submissions, Diversity

students from all backgrounds. Throughout the year-longprogram, we are conducting longitudinal interviews and surveys to follow the participants’growth trajectories with regards to their understanding and implementation of inclusivepedagogies in engineering classrooms and the impact the program has on cultivating equity-minded practitioners in engineering education. The focus of this paper is the preliminary resultsregarding the motivations of engineering faculty to participate in this type of facultydevelopment program and significantly redesign one of their courses. We seek to answer thefollowing research question: What motivates engineering faculty to participate in an inclusiveexcellence faculty development program?Through a qualitative

Relevance Score: 0.2989721

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!

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
Tagged Topics: 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

Relevance Score: 0.2973292

A narrative study of food insecure students in engineering and computing

Conference Session: Track 4: Technical Session 3: A narrative study of food insecure students in engineering and computing
Collection: 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
Authors: Justin Charles Major, Rowan University
Tagged Topics: 2025 CoNECD Paper Submissions, Diversity

Paper ID #45137A narrative study of food insecure students in engineering and computingDr. Justin Charles Major, Rowan University Dr. Justin C. Major (they/them) is an Assistant Professor of Experiential Engineering Education at Rowan University where they leads ASPIRE Lab (Advancing Student Pathways through Inequality Research in Engineering). Justin’s research focuses on low-income students, engineering belonging and marginalization mechanisms, adverse childhood experiences, and feminist approaches to EER, and connects these topics to broader understandings of student success in engineering. Justin completed their Ph.D. in

Relevance Score: 0.2968397

Beyond deficits: Developing an elicitation mechanism for engineering practitioners with ADHD to create autoethnographic counterstories

Conference Session: Track 1: Technical Session 3: Beyond deficits: Developing an elicitation mechanism for engineering practitioners with ADHD to create autoethnographic counterstories
Collection: 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
Authors: Hector Enrique Rodríguez-Simmonds, Boston College; Sage Maul, Purdue University at West Lafayette (COE); Levi Xuan Li, Purdue University at West Lafayette (COE); Ruby J Barnett, Boston College
Tagged Topics: 2025 CoNECD Paper Submissions, Diversity

identities did you share with them? ● How often do you meet engineers who self-identify as neurodivergent? ● What has it been like to become an engineering practitioner with ADHD? ● Who supported you as you became an engineering practitioner with ADHD? ● How were you supported to become an engineering practitioner with ADHD? 7. Futurity ● What would a world that was built with you in mind look like? ● How can we portray how ADHD impacts learning in the classroom to help others better understand what it’s like to function and learn divergently? ● What do you think is necessary for engineering spaces to become ADHD-inclusive?We will ask these questions with

Relevance Score: 0.25518522

Think-Aloud Insights: Exploring QuantCrit Challenges and Diverse Survey Responses Among Undergraduate Engineering Students

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
Tagged Topics: 2025 CoNECD Paper Submissions, Diversity

Paper ID #45194Think-Aloud Insights: Exploring QuantCrit Challenges and Diverse SurveyResponses Among Undergraduate Engineering StudentsMs. Sheila Kathryn Castro, University of Florida Sheila Castro is a doctoral student in Science Education at the University of Florida’s School of Teaching and Learning. Her research focuses on Latina’s STEM identity, family support, and influences on the experiences of undergraduate engineering students.Dr. Bruce Frederick Carroll, University of Florida Dr. Carroll is an Associate Professor of Mechanical and Aerospace Engineering at the University of Florida. He holds an affiliate

Relevance Score: 0.24665563

A Descriptive Study on Biased and Non-Inclusive Language Use in the Engineering Education Research Community

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
Tagged Topics: 2025 CoNECD Paper Submissions, Diversity

diversity, equity, and inclusion (DEI) offers multiple benefits to the academic world.There are many approaches to advancing DEI, one of which is through mindful use of language.Thoughtful language can help foster inclusivity, contributing to the broader goal of creating aninclusive and equitable academic environment. In particular, the American PsychologicalAssociation (APA) has published a language use guideline that provides instruction on languageusage that offers practical suggestions and highlights examples of biased language commonlyfound in academic writing. In this academic atmosphere, the engineering education community isincreasingly recognizing that language use is one of the essential components of creating aninclusive and equitable

Relevance Score: 0.24558942

Learning and Adopting Principles of Diversity, Equity, Inclusion and Justice through the Development of a Sustainability Mindset Among First Year Engineering Students

Conference Session: CANCELLED: Track 3: Technical Session 2: Learning and Adopting Principles of Diversity, Equity, Inclusion and Justice through the Development of a Sustainability Mindset Among First Year Engineering Students
Collection: 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
Authors: Krystal Colón-Rivera, University of Puerto Rico, Mayaguez Campus; Nayda G. Santiago P.E., University of Puerto Rico, Mayaguez Campus; Aidsa I. Santiago-Roman, University of Puerto Rico, Mayaguez Campus; Christopher Papadopoulos, University of Puerto Rico, Mayaguez Campus; Sandra Loree Dika, University of North Carolina at Charlotte
Tagged Topics: 2025 CoNECD Paper Submissions, Diversity

) demonstrated the impact of inclusive educationalprograms in STEM, where a seminar and toolkit provided students and early-career professionalswith a safe space to develop inclusive communication skills while highlighting the structuralbarriers that persist.This study aims to describe and highlight how a seminar focused on JEDI can strengthen theeducation of future sustainability minded engineers. Therefore, this work addresses the followingresearch question: how does a seminar focused on Justice, Equity, Diversity, and Inclusion withina sustainability engineering program influence students' learning and understanding of JEDIprinciples in sustainability?In this paper, we share a descriptive study of student learning in a JEDI seminar offered within

Relevance Score: 0.20513374

Fostering an Inclusive Community Among Electrical Engineering Students with Mixed-Reality Technologies at a Hispanic-Serving Institution

Conference Session: Track 5: Technical Session 4: Fostering an Inclusive Community Among Electrical Engineering Students with Mixed-Reality Technologies at a Hispanic-Serving Institution
Collection: 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
Authors: Preeti De Maurya, New Mexico State University; Hilda Cecilia Contreras Aguirre, New Mexico State University; Theoderic Thomas Platt, New Mexico State University; Cristina Miriam Esparza, New Mexico State University; REDWAN UL HAQ CHOYON, New Mexico State University; Bill Hamilton, New Mexico State University; Marshall Allen Taylor, New Mexico State University; Luis Rodolfo Garcia Carrillo, New Mexico State University
Tagged Topics: 2025 CoNECD Paper Submissions, Diversity

Paper ID #45181Fostering an Inclusive Community Among Electrical Engineering Studentswith Mixed-Reality Technologies at a Hispanic-Serving InstitutionPreeti De Maurya, New Mexico State UniversityHilda Cecilia Contreras Aguirre, New Mexico State University Hilda Cecilia Contreras Aguirre received an Ed.D. degree in Higher Education Leadership from Texas A&M University-Corpus Christi (TAMU-CC), and an M.Sc. from the University of Technology of Compi`egne, France. She is now a researcher at New Mexico State University (NMSU). She focuses her research on qualitative studies addressing minority and underrepresented student

Relevance Score: 0.19974591

Agriculture & Nutrition for Girls While Encouraging Leadership & Stem-Enrichment (ANGELS) Program

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
Tagged Topics: 2025 CoNECD Paper Submissions, Diversity

effectiveness of STEM-focusedprogramming on increasing motivational factors that have downstream impacts on intentions andpersistence in STEM fields, particularly for women and underrepresented minorities [10], [11].However, many of these programs, while important, focus broadly on STEM. With thesemotivational factors in mind and a goal to specifically support broadening participation inengineering and agrisciences, we see the ANGELS program as a unique opportunity to addresseducation equity in STEM and promote the development of a confident and qualified femaleworkforce in engineering and agricultural sciences.The programs exposed fifteen (15) female, middle school girls per year to accomplished femalesand minorities in STEM-related fields through

Relevance Score: 0.024959628

Use of a multi-level self-study to engage campus stakeholders and improve STEM student learning outcomes

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
Tagged Topics: 2025 CoNECD Paper Submissions, Diversity

teaching and learning.Don Pair, University of Dayton ©American Society for Engineering Education, 2025 Use of a multi-level self-study to engage campus stakeholders and improve STEM student learning outcomes Jennifer Speed, Texas State University Donald L. Pair, University of DaytonAbstractSpurred by longstanding concerns about inequities in STEM learning outcomes, includingamong students in a university’s growing engineering and computer science programs, a smallteam of faculty and staff at a midsized university undertook an institution-wide initiative tounderstand its entire STEM learning environment, i.e., the conditions that inform

Relevance Score: 0.024506819

Breaking Barriers: Unveiling the Journeys and Triumphs of Faculty Women of Color in STEM Academia

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
Tagged Topics: 2025 CoNECD Paper Submissions, Diversity

Pennsylvania State University. She is a member of the U.S. White House endorsed initiative Algebra by 7th Grade, the Commission for Diversity, Equity and Inclusion to ASEE MIND, the Smithsonian Science Education Center’s Advisory Committee for ’Zero Barriers in STEM Education,’ board member for the Northeast STEM Starter Academy of Mount Vernon, NY, and the Florida-based STEM Xposure. She earned a BS in Civil Engineering from The Pennsylvania State University, an MBA from the University of Notre Dame, and a Doctor of Education in Organizational Change and Leadership from the University of Southern California. ©American Society for Engineering Education, 2025

Relevance Score: 0.021069448

Bridging the Gap: Leveraging Intersectional Leadership to Foster Inclusive Excellence in STEM

Conference Session: Track 3: Technical Session 2: Bridging the Gap: Leveraging Intersectional Leadership to Foster Inclusive Excellence in STEM
Collection: 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
Authors: Beth Anne Johnson, Lamar Creative Co. ; Ershela L. Sims, WEPAN, Inc.; Brooke Charae Coley, Arizona State University, Polytechnic Campus
Tagged Topics: 2025 CoNECD Paper Submissions, Diversity

education, guided numerous Women in Center for Research Advancing With a sharp focus on big-picture Ershela is now channeling her Engineering (WIE) and Minority Racial Equity, Justice, and thinking and a gift for fostering expertise to researching the Engineering Programs (MEP) to Sociotechnical Innovation Centered collaborative connections, she has everyday experiences of those within thrive in today’s competitive in Engineering (RARE JUSTICE) and redefined how clients approach the equity spectrum. As an industry landscape. With a deep an Assistant Professor of creativity in their daily lives, leader, she is

Relevance Score: 0.014739567

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

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
Tagged Topics: 2025 CoNECD Paper Submissions, Diversity

College of Education and the University of Michigan’s Marsal Family School of Education. His research focuses on college education issues associated with racially minoritized students. ©American Society for Engineering Education, 2025Fostering Tomorrow's STEM Entrepreneurs: Insights from an Innovative STEM Program Promoting Equity-Centered EntrepreneurshipABSTRACT:The representation of Black students in STEM entrepreneurship remains disproportionately low,with only 2% of Black recipients of science and engineering PhDs in 2017 pursuingentrepreneurial careers. This disparity is compounded by systemic barriers faced by entrepreneursof color, including limited access to entrepreneurship