Conference Session

CoNECD Session : Day 2 Slot 6 Technical Session 4

Collection

2021 CoNECD

Authors

Angela R. Bielefeldt, University of Colorado Boulder

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CoNECD Paper Submissions, Diversity

living-learning community where students learned about and practice sustainability. Bielefeldt is also a Fellow of the American Society for Engineering Education and a licensed P.E. Professor Bielefeldt’s research interests in engineering education include service-learning, sustainable engineering, social responsibility, ethics, and diversity. American c Society for Engineering Education, 2021 Faculty Integration of Social Justice Issues into Courses and Co-Curricular Activities for Engineering StudentsAbstractRecent attention has been drawn to historical inequalities in society that persist in some formtoday. Social justice concerns

Conference Session

CoNECD Session : Day 1 Slot 6 Technical Session 3

Collection

2021 CoNECD

Authors

Teirra K. Holloman, Virginia Tech Department of Engineering Education; Walter C. Lee, Virginia Polytechnic Institute and State University; Kirsten A. Davis, Purdue University at West Lafayette (COE); Jeremi S. London, Virginia Polytechnic Institute and State University; David B. Knight, Virginia Polytechnic Institute and State University; Tremayne O'Brian Waller, Virginia Polytechnic Institute and State University; John J. Lesko, Virginia Polytechnic Institute and State University

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affirming, inclusive, and diverse education program that helps preparestudents to face the complex challenges they will meet in their post-graduation careers” (VirginiaTech Graduate School, 2019). A depiction of the alignment of course topics and the inclusionand diversity requirements can be found in Appendix A.Building on these two purposes, the following learning outcomes were developed for theGSSME course: 1. Developing effective interpersonal communication skills 2. Establishing and maintaining professional relationships 3. Dealing with personal differences in multicultural environments 4. Advancing equity and inclusion in professional environments 5. Developing responsible and ethical professional practices 6. Developing

Conference Session

CoNECD Session : Day 1 Slot 4 Technical Session 4

Collection

2021 CoNECD

Authors

Memoria Elizabeth Matters, Purdue University at West Lafayette; Carla B. Zoltowski, Purdue University at West Lafayette (COE); Andrew O. Brightman, Purdue University at West Lafayette (COE); Patrice Marie Buzzanell, University of South Florida

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CoNECD Paper Submissions, Diversity

culture change.Dr. Carla B. Zoltowski, Purdue University at West Lafayette (COE) Carla B. Zoltowski is an assistant professor of engineering practice in the Schools of Electrical and Com- puter Engineering and (by courtesy) Engineering Education, and Director of the Vertically Integrated Projects (VIP) Program within the College of Engineering at Purdue. Prior to her appointment in ECE, Dr. Zoltowski was Co-Director of the EPICS Program. She holds a B.S.E.E., M.S.E.E., and Ph.D. in Engineering Education, all from Purdue. Her research interests include the professional formation of en- gineers, diversity, inclusion, and equity in engineering, human-centered design, engineering ethics, and leadership.Dr. Andrew O

Conference Session

CoNECD Session : Day 3 Slot 8 Technical Session 2

Collection

2021 CoNECD

Authors

Philippa Anne Martin, University of Canterbury; Eileen Frances Britt, University of Canterbury

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CoNECD Paper Submissions, Diversity

potentially serious penaltiesfor such behavior and viewpoints. A very public graphic example of this is the Google echochamber case, where an employee was dismissed due to expressing viewpoints that did not alignwith company values [5]. Professional engineering bodies are increasing the obligations onmembers to report breaches to their code of ethical conduct and making it more difficult formembers to avoid disciplinary processes, for example Engineering New Zealand changed theircode so that “engineers must take action if they observe something of concern” and they mustreport if they “suspect another engineer has significantly breached the code” [6]. Therefore, it isin the best interests of all parties to address disruptive and disrespectful behavior

Conference Session

CoNECD Session : Day 3 Slot 2 Technical Session 3

Collection

2021 CoNECD

Authors

Julia D. Thompson, University of San Francisco; Amalia Kokkinaki, University of San Francisco; Jes Parker, University of California, Berkeley; Hana M. Böttger, University of San Francisco; N. Jeremy Kasdin, University of San Francisco

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Summer 1- Cultural Immersion with a community Project in Project & Design 1Community CoreEngagement Year 1- Social Justice, Environmental Sustainability, Sciences Conceptual Design, Community Engagement Design Ethics & Summer Zero Thinking Social Summer 0- Design thinking, Empathy & Design, Team& Empathy Justice Work, Personal Identity as an Engineer

Conference Session

CoNECD Session : Day 1 Slot 4 Technical Session 2

Collection

2021 CoNECD

Authors

Yousef Jalali, Virginia Tech ; Christian Matheis, Guilford College; Christine Tysor, Virginia Tech; Vinod K. Lohani, Virginia Tech

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Paper ID #28454Sustaining Faculty Collaboration: An Exploratory Process-Based Study ofResearch Collaboration Across UniversitiesMr. Yousef Jalali, Virginia Tech Yousef Jalali is a Ph.D. candidate in the Department of Engineering Education at Virginia Tech. He re- ceived a B.S. and M.S. in Chemical Engineering and M.Eng. in Energy Systems Engineering. His research interests include interaction between critical thinking, imagination, and ethical reasoning, interpersonal and interinstitutional collaboration, diversity, equity, and inclusion, systems thinking, and chemical en- gineering learning systems. Yousef taught

Conference Session

CoNECD Session : Day 3 Slot 4 Technical Session 3

Collection

2021 CoNECD

Authors

David Soukup P.E., New York University Tandon School of Engineering

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CoNECD Paper Submissions, Diversity

: ‘reimagining engineering and engineering education, creating field-shaping knowledge, and empowering agents of change.’”Typical of the 175 comments attached to Dr. Wichman’s article is “I've made a mental note thatPurdue will shortly be churning out engineers that were coddled and told to follow their heartsand not the numbers.” [15]Dr. Riley is a leader in broadening the education of engineering students by fostering concernsrelated to professional ethics, public policy, and social responsibility. She has stated, “As awoman in engineering, toxic and hostile work environments are not new to me. It has beenclearly communicated to me many ways that my femaleness has not been welcome inengineering or in the broader landscape of science, technology

Conference Session

CoNECD Session : Day 2 Slot 1 Technical Session 3

Collection

2021 CoNECD

Authors

Amy Kramer P.E., Ohio State University; Emily Dringenberg, Ohio State University

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CoNECD Paper Submissions, Diversity

engineeringschool (or be an engineer), you have to be “smart” [2]. Of course, what counts as smart is notneutral or value-free [3]. Only certain types of smartness are recognized as valid for or pertinentto being a “good fit” for engineering [4], typically those associated with analytical ability. Thisnarrow construction of smartness in engineering negates other aspects of ability that are alsoimportant in engineering such as ethical reasoning, judgement in the face of uncertainty, or theability to collaborate and communicate on multidisciplinary teams [5]. Further, the constructionof smartness as success in math and science courses reflects majority (White, male, middle-class,etc.) values. Because the trajectories of those who pursue engineering is often

Conference Session

CoNECD Session : Day 3 Slot 1 Technical Session 1

Collection

2021 CoNECD

Authors

Kayla R. Maxey, Purdue University at West Lafayette (College of Engineering); Morgan M. Hynes, Purdue University at West Lafayette (College of Engineering)

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these practices reflect, potentiallyobvious, expectations of an engineering intervention, the structure of the activities in themakerspace embed a lot of assumptions about the “ideal” or “successful” camp participant. As aresult, the human centered design challenges in teams reproduces cultural narratives thatprivileges students’ technical competencies and work ethic [21].Although this reproduction does not inherently have a negative impact on the inclusion ofstudents, in the context of our camp it results in who is recognized as successful. Thisreproduction privileges students with who have a high self-efficacy for building things. As aresult, through our critical reflections, we discovered that we are missing an opportunity topromote the

Conference Session

CoNECD Session : Day 3 Slot 4 Technical Session 1

Collection

2021 CoNECD

Authors

Andrea Haverkamp, Oregon State University; Michelle Kay Bothwell, Oregon State University; Devlin Montfort, Oregon State University; Qwo-Li Driskill, Oregon State University

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Oregon State University.Michelle Kay Bothwell, Oregon State University Michelle Bothwell is a Professor of Bioengineering at Oregon State University. Her teaching and research bridge ethics, social justice and engineering with the aim of cultivating an inclusive and socially just engineering profession.Dr. Devlin Montfort, Oregon State University Dr. Montfort is an Assistant Professor in the School of Chemical, Biological and Environmental Engi- neering at Oregon State UniversityDr. Qwo-Li Driskill, Qwo-Li Driskill is an Associate Professor and Director of Graduate Studies in Women, Gender, and Sexuality Studies at Oregon State University. They hold a PhD in Rhetoric & Writing from Michigan State University

Conference Session

CoNECD Session : Day 1 Slot 4 Technical Session 1

Collection

2021 CoNECD

Authors

Niesha C. Douglas, Educate, Activate, Transform; Cathy Howell, University of North Carolina at Charlotte; Lisa R. Merriweather, University of North Carolina at Charlotte; Anna Sanczyk, University of North Carolina at Charlotte

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student experiences,” ​Journal of Hispanic HigherEducation​, vol. 5(3), pp. 258-287, doi: 10.1177/1538192706287916, July 2006.[25] L. Z. Schlosser, H. Z. Lyons, R. M. Talleyrand, B. S. K. Kim, and W. B. Johnson,Advisor-advisee relationships in graduate training programs. ​Journal of CareerDevelopment,​ v​ ol. 38 (1), pp. 3-18, doi: 10.1177/0894845309358887, 2011.[26] L. Z. Schlosser and P. F. Foley, “Ethical issues in multicultural student-facultymentoring relationship in higher education,” ​M​entoring & Tutoring: Partnership inLearning,​ v​ ol. 16(1), pp. 63-75, doi: 10.1080/13611260701801015, February 2008.[27] W. Wright-Harp and P. A. Cole, “A mentoring model for enhancing success in graduateeducation,” ​Contemporary Issues in

Conference Session

CoNECD Session : Day 2 Slot 3 Technical Session 4

Collection

2021 CoNECD

Authors

Sarah Trainer, Seattle University; Agnieszka Miguel, Seattle University; Jean M. Jacoby, Seattle University; Jodi O'Brien, Seattle University

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CoNECD Paper Submissions, Diversity

COVID-19 pandemic on scientists," Nature, Human Behavior, no. 4, pp. 880-883, 2020.[59] P. Vincent-Lamarre, C. R. Sugimoto and V. Larivière, "The decline of women's research production during the coronavirus pandemic," Nature Index, 2020.[60] E. Corbera, I. Anguelovski and J. Honey-Rosés, "Academia in the Time of COVID-19: Towards an Ethics of Care," Planning Theory & Practice, vol. 21, no. 2, pp. 191-199, 2020.[61] M. Alvarez, "On a Knife’s Edge," The Chronicle of Higher Education, 21 May 2020.[62] R. K. Anderson, "Preaching to the Choir: University Diversity Committees as Affective Communities," Anthropology & Education Quarterly, vol. 51, no. 1, p. 47–65, 2019.[63] A. Barlow, C. Betensky, R. S. Buurma, S. Kahn and T

Conference Session

CoNECD Session : Day 2 Slot 2 Technical Session 4

Collection

2021 CoNECD

Authors

Yousef Jalali, Virginia Tech ; Shernita Lee, Virginia Tech; Justin Grimes, Virginia Tech

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CoNECD Paper Submissions, Diversity

Paper ID #32211The HBCU/MSI Research Summit: Building Relationships and Exploringthe Process of Inter-Institutional Partnership Between a PWI and HBCUsand MSIsYousef Jalali, Virginia Tech Yousef Jalali is a Ph.D. candidate in the Department of Engineering Education at Virginia Tech. He re- ceived a B.S. and M.S. in Chemical Engineering and M.Eng. in Energy Systems Engineering. His research interests include interaction between critical thinking, imagination, and ethical reasoning, interpersonal and interinstitutional collaboration, diversity, equity, and inclusion, systems thinking, and chemical en- gineering learning

Conference Session

CoNECD Session : Day 1 Slot 5 Technical Session 3

Collection

2021 CoNECD

Authors

Jerry Austin Yang, University of Texas at Austin; Audrey Boklage, University of Texas at Austin; Maximilan Kolbe Sherard, University of Texas at Austin; Christine Julien, University of Texas at Austin; Maura J. Borrego, University of Texas at Austin

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CoNECD Paper Submissions, Diversity

perception is prevalent among engineering professionals(Faulkner, 2007). When mapped onto a space such as a classroom or professor’s office hours orstudent group project meeting, the techno-social dualism may cause conversations and discourseto center around technical issues instead of social issues such as ethics, diversity/inclusion, andmental health as an engineering student. These forms of discourse lead to what Cech (2014) callsthe culture of disengagement, where she finds that engineering students are less concerned withpublic welfare issues as they get socialized to the profession. This is not to say that the culturalscript of primarily centering discourse around technical issues in engineering spaces dictates thekinds of conversations that

Conference Session

CoNECD Session : Day 2 Slot 4 Technical Session 1

Collection

2021 CoNECD

Authors

Kristina Rigden, California State Polytechnic University, Pomona

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CoNECD Paper Submissions, Diversity

to help answer the questions.Credibility and Trustworthiness Triangulation helped with credibility through the interview and focus group transcripts,observations, and documents. The researcher conducted verbal member checks with the studentsin the late afternoon on the last day of the pilot and written member checks with the Femineer®teachers and instructor two weeks after the pilot. Member checks enable feedback from theparticipants in the study to gain their insight to see if the researcher captured all of the dataaccurately [40].Ethics The IRB (IRB-18-139) approved this study as full board review. All participants in thestudy were given an informed consent form that addressed the details of the study. The consentforms were

Conference Session

CoNECD Session : Day 3 Slot 5 Technical Session 2

Collection

2021 CoNECD

Authors

Gretchen A. Dietz, University of Florida; Elliot P. Douglas, University of Florida; Erica D. McCray, University of Florida

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CoNECD Paper Submissions, Diversity

the areas of problem-solving, cultures of inclusion in engineering, engineering ethics, and environmental justice.Erica D. McCray, University of Florida Dr. Erica D. McCray is an Associate Professor of Special Education at the University of Florida. Prior to joining the faculty, she served as a special educator for students with behavioral and learning disabilities in Title I elementary and middle school settings. Dr. McCray has been recognized on multiple levels for her teaching and research, which focuses on diversity issues. American c Society for Engineering Education, 2021This presentation is a narrative exploration of how three women in

Conference Session

CoNECD Session : Day 3 Slot 7 Technical Session 1

Collection

2021 CoNECD

Authors

Angela R. Bielefeldt, University of Colorado, Boulder; Janet Y. Tsai, University of Colorado, Boulder; Beth A. Myers, University of Colorado, Boulder; Daniel A. Godrick, University of Colorado, Boulder; Jacquelyn F. Sullivan, University of Colorado, Boulder

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CoNECD Paper Submissions, Diversity

practice sustainability. Bielefeldt is also a licensed P.E. Professor Bielefeldt’s research interests in engineering education include service-learning, sustainable engineering, social responsibility, ethics, and diversity.Dr. Janet Y Tsai, University of Colorado, Boulder Janet Y. Tsai is a researcher and instructor in the College of Engineering and Applied Science at the University of Colorado Boulder. Her research focuses on ways to encourage more students, especially women and those from nontraditional demographic groups, to pursue interests in the eld of engineering. Janet assists in recruitment and retention efforts locally, nationally, and internationally, hoping to broaden the image of engineering, science, and

Conference Session

CoNECD Session : Day 2 Slot 7 Technical Session 1

Collection

2021 CoNECD

Authors

Catherine Mobley, Clemson University; Catherine E. Brawner, Research Triangle Educational Consultants; Rebecca Brent, Education Designs, Inc; Marisa K. Orr, Clemson University

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mechanical engineering student, woman, Christian, andsmart.In an earlier part of the interview, Kelsea said she decided to major in engineering in high schooland made that choice mainly because she knew she had strong skills in math and science: The first thing I kind of looked at was, what am I best at? In school, that was math and science, so I wanted something where I could use my strengths in my career.Kelsea was also motivated by the possibility that she would be able to make a difference bymajoring in engineering: “Related to helping others, I wanted to see what personal impact Icould have on society…like through invention in engineering.” She said that her “stronger-than-normal work ethic” and “diligence” helped her succeed in her