Displaying results 1 - 30 of 55 in total
- Conference Session
- Track 1: Technical Session 2: Reflective Teaching Practices for Equity-Minded Engineering Instructors
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- 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
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- 2025 CoNECD Paper Submissions, Diversity
, 2025Reflective Teaching Practices for Equity-Minded Engineering InstructorsAbstractReflection is often cited as a critical component of effective teaching, but the term itself and itsrelated practices often remain ambiguous. Reflecting on one's teaching is an important exerciseto better understand the approaches to and success towards creating inclusive classrooms.Therefore, engineering educators must become aware of reflective practices to be able to employthem in their work. We explored essential elements of highly effective reflection practices forequity-minded educators in a workshop where faculty participants learned about three reflectivepractices: (i) personal reflection, (ii) reflective engagement with colleagues, and (iii) reflectionwith
- Conference Session
- CANCELLED: Track 4: Technical Session 2: Examining Gender Differences in Engineering Students' Reflections on Combating Systemic Racism
- Collection
- 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
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- Sakhi Aggrawal, Purdue University at West Lafayette (PPI); Aparajita Jaiswal, Purdue University at West Lafayette (PPI); Gaurav Nanda, Purdue University at West Lafayette (COE); Saloni Parkar
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- 2025 CoNECD Paper Submissions, Diversity
Paper ID #45182Examining Gender Differences in Engineering Students’ Reflections on CombatingSystemic RacismSakhi Aggrawal, Purdue University at West Lafayette (PPI) Sakhi Aggrawal is a Graduate Research Fellow in Computer and Information Technology department at Purdue University. She completed her master’s degree in Business Analytics from Imperial College London and bachelor’s degree in Computer and Information Technology and Organizational Leadership from Purdue University. She worked in industry for several years with her latest jobs being as project manager at Google and Microsoft. Her current research focuses on
- 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)
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- Jameka Wiggins, The Ohio State University; Monica Farmer Cox, The Ohio State University
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- 2025 CoNECD Paper Submissions
unlike critical pedagogy buton an inward twoness generally and use it to transform their realities. specifically committed to experienced by African Comprised elements are reciprocal collective, not merely individual, Americans. and unidirectional elements of empowerment” (Ladson- reflection and action. Billings, 1995, p. 160). 5Critical Consciousness in Higher EducationThe formal education system reinforces white supremacist
- Conference Session
- CANCELLED: Track 2: Technical Session 6: Exploring Gender Dynamics in Intercultural Competence Development through a Study Abroad Program
- 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
education. Her main goal is to understand how work management and product development practices widely used in industry can be modified and adapted to streamline undergraduate STEM education.Vidya Reddy Madana, Purdue University Vidya Madana is an undergraduate student in the Department of Computer Science at Purdue University, concentrating on machine intelligence and software engineering. She is expected to graduate with a Bachelor of Science degree in May 2027. Vidya’s research interests include artificial intelligence, machine learning, and data visualization. In addition to her academic pursuits, she has experience in STEM education, robotics, and journalism, reflecting her broad interests and diverse skill set
- Conference Session
- Track 1: Technical Session 1: Supporting Engineering Graduate Students to Create Inclusive Learning Environments: A Professional Development Program at a Hispanic-Serving Institution
- Collection
- 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
- Authors
- Katherine R. McCance, The University of Texas at San Antonio
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- 2025 CoNECD Paper Submissions, Diversity
. Notably, a 9% decrease in DFW rates was observed for engineering and science faculty.The faculty program consisted of several hybrid workshops and small-group sessions thatencouraged critical, reflective discussions, development of individual implementation plans, andadministration of a formative feedback survey to undergraduate students three times per semesterto obtain real-time feedback to promote change in the faculty members’ teaching. The facultyand graduate student PD programs were part of a larger institutional initiative to enhance STEMstudent success at the HSI through systemic changes and policies and aimed to improveundergraduate engineering courses with historically high failing and withdrawal rates.Graduate Student PD Program
- 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
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- 2025 CoNECD Paper Submissions, Diversity
traditionalengineering curricula, where creative solutions and innovation do not always positively affectacademic performance. Taylor et al. [19] found that while ADHD traits did not predict students’overall GPA, they negatively predicted students’ engineering GPA. Engineering GPA does notreflect creativity, so the strengths students with ADHD have are not reflected in exam scoreseither, further undermining the value ADHDers bring to engineering. The misalignment ofADHD traits and numerical academic assessment in engineering helps illustrate one way thatengineering is less hospitable to ADHDers.Fostering creative problem-solving in engineering curricula remains an important goal.Attracting and retaining neurodiverse engineering students and faculty, including
- Conference Session
- Track 5: Technical Session 3: Enhancing Diversity and Inclusion for First-Generation Students: A First Year Seminar Course Approach
- Collection
- 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
- Authors
- Alandra Kahl, Pennsylvania State University, Greater Allegheny
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- 2025 CoNECD Paper Submissions, Diversity
: CRITICAL THINKING, TIME MANAGEMENT, EFFECTIVE COMMUNICATION.Skill-Building Workshops: A CloserLook• Icebreaker: Introductions and goal sharing to build community.• Critical Thinking: Activities on questioning assumptions and evaluating evidence.• Time Management: Strategies for prioritization, goal setting, and scheduling.• Effective Communication: Role-playing exercises for clear messaging and active listening.• Reflection: Sharing takeaways and planning for skill application.Fostering a Sense of Belonging• Sharing experiences and challenges in a supportive environment.• "Cultural Exchange" activity
- 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
identity.Dr. Kent J. Crippen, University of Florida Kent Crippen is a Professor of STEM education in the School of Teaching and Learning at the University of Florida and a Fellow of the American Association for the Advancement of Science. ©American Society for Engineering Education, 2025 Think-Aloud Insights: Exploring QuantCrit Challenges and Diverse Survey Responses Among Undergraduate Engineering StudentsIntroductionDiversity in engineering contributes to social and economic advancement in communities byoffering varied perspectives on problems, better reflecting changing demographics, andproviding tangible business advantages. Higher education is vital in
- Conference Session
- Track 4: Technical Session 2: Using Strategic Planning Processes to Promote Success for Undergraduate CS Students at a Systemic Level
- Collection
- 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
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- Jamie Huber Ward, NCWIT; S. Kiersten Ferguson; Sherri L Sanders
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- 2025 CoNECD Paper Submissions, Diversity
This material is based upon work supported by the National Science Foundation under Grant No. 2216561. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.1 Overview of NCWIT’s Philosophy2NCWIT Undergraduate System ModelOrganizational Change Process Communicating for Change Evidence-based tools help establish credibility by explaining a vision ofchange and how it is grounded in theories, best practices, and resources. Creator: https://pixy.org/ | Credit: https://pixy.org/763757/ Copyright: CC BY-NC-ND 4.0Use Compelling Evidence “[I have met] an incredible
- Conference Session
- Track 5: Technical Session 4: The Next Leaders Academy: Learned Experience from an AI Summer Camp Experience
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- 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
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- Delano White, The Gaskins Foundation; Whitney Gaskins, University of Cincinnati
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- 2025 CoNECD Paper Submissions, Diversity
Reflection 5 Students present their AI projects and participate in discussions about the ethical implications of their work.The camp was designed to give a diverse group of students a strongfoundation in several topics. The students participated in a workshop onethics and how it can drive decisions and were given resources on how to formdebate positions and how to tell an effective story. The program included acapstone project that was judged by local IT leaders.Day 1 The group was provided an introduction to AI with respected educatorsleaders in the fieldDay 2 The day focused on the creating ethical frameworks. The facilitator leda workshop on ethics and making decisions along ethical lines. The studentsalso learned
- 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)
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- 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
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- 2025 CoNECD Paper Submissions, Diversity
) identified a significant lack of JEDI-relatedcontent in professional engineering societies, underscoring the urgent need to strengtheneducation in these areas to prepare inclusive and socially committed engineers. Armanios et al.(2021) highlighted how a curricular restructuring led to an increase from 17% to 69% in theincorporation of social justice concepts in students' final reflections, demonstrating the ability toinclude the social impact of engineering decisions. Similarly, Hess et al. (2024) emphasized theconnections between ethics and DEI, identifying the need to integrate and unify strategies thatenable engineering students to address both the social and technical aspects of their profession.Finally, Gupta, Talluri and Ghosh (2024
- 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
streamline undergraduate STEM education.Vidya Reddy Madana, Purdue University Vidya Madana is an undergraduate student in the Department of Computer Science at Purdue University, concentrating on machine intelligence and software engineering. She is expected to graduate with a Bachelor of Science degree in May 2027. Vidya’s research interests include artificial intelligence, machine learning, and data visualization. In addition to her academic pursuits, she has experience in STEM education, robotics, and journalism, reflecting her broad interests and diverse skill set. ©American Society for Engineering Education, 2025 Gender Differences in Global Identity Development: Implications for
- Conference Session
- Track 5: Technical Session 3: Utilizing Campus Engagement for the Development of an ADVANCE Faculty Leadership Initiative
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- 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
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- 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
cultures. Individual feedback sessions on theirdepartment’s Gallup Q12 results provided personalized guidance, promoting reflection onleadership practices.IntroductionA National Science Foundation ADVANCE adaptation award was received by a smallengineering, science, and technology university located in the US Midwest to developprogramming for faculty and research scientists to increase awareness of implicit biases andpromote pathways to faculty success. The university consists of thirteen departments, twelve ofwhich are Science, Technology, Engineering, and Mathematics (STEM). The university’sadministrative structure does not include Deans, just Department Heads that oversee academicdepartments and report directly to the Provost. As of 2024, there
- 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!
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- 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
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- Olga Pierrakos, Wake Forest University
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- 2025 CoNECD Paper Submissions, Diversity
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 of the department.Step 2. Forming the Search Committee(s)The Engineering Chair worked to form an appropriate and diverse search committee for eachposition. This diversity is reflected in disciplinary expertise, gender, rank, race, ethnicity, etc.Incredible intentionality was
- Conference Session
- Track 4: Technical Session 5: Insights and Updates on Identity Constructs Among Hispanic Engineering Students and Professionals: A Longitudinal Study
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- 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
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- 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
(Strongly Disagree) to 5 (Strongly Agree). Consisting of five statements that respondents rate based on Recent Events Replaced their level of agreement using a 7-point Likert scale ranging with Satisfaction with Life from 1 (strongly disagree) to 7 (strongly agree). The statements Scale are general in nature and reflect a person’s overall satisfaction with life. Underrepresented Status Impact of one’s minority status within the STEM discipline. (Revised) Likert Scale from 1 (Almost Always) to 5 (Never). How frequently participants experienced micro-affirmations Perspectives on
- Conference Session
- Track 2: Technical Session 3: Piloting A Personalized Learning Model for Chemical Engineering Graduate Education: Lessons Learned from Creating a Chemical Engineering Body of Knowledge
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- 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
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- April Dukes, University of Pittsburgh; Mary E. Besterfield-Sacre, University of Pittsburgh; Susan K Fullerton Shirey, University of Pittsburgh
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- 2025 CoNECD Paper Submissions, Diversity
Environment)• Scaffolding of instruction supports students who have different starting points in their academic preparation, background, and experience.• Graduate student feedback is collected and utilized to support the program in the assessment, reflection, and evaluation.Body of Knowledge Demographic Data – Subject Matter Experts Type of organization Disciplinary backgroundRole on the NSF IGE grant Job focus Terminal degreeBody of Knowledge Process• Collected and refined learning objectives (LOs) for five graduate chemical engineering courses covering six topics: • Thermodynamics, Kinetics and Reactor Design, Transport
- Conference Session
- Track 6: Technical Session 2: Empowering Hispanic Engineers' Success Towards Graduate Education with Hybrid Mentorship
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- 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
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- 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
) Which mentor qualities aresuccessful in graduate school guidance? and 3) How can virtual activities engage students tobuild leadership skills and confidence in their academic pathways and future careers? Theprogram structure has three key features to enrich the peer mentorship experience: (i) goal settingand reflections, (ii) academic/professional development, and (iii) community building. Weevaluated the program through a series of surveys and interviews to collect information aboutundergraduates’ knowledge on graduate admissions items, reflections on mentoring interactions,and accomplishments made during the program.We recruited participants through in-person promotion during meetings of student organizations,referrals, and written/electronic
- 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
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- 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
conceptualizingand operationalizing “Servingness,” which encompasses the policies and practices aimed atpositioning institutions to reflect and act in their role to ensure representation and engagement ofthe Latin* community (Garcia, 2020; Garcia et al., 2019; Garcia & Cuellar, 2023; Garcia &Koren, 2020).Perhaps as an unintended side effect of their undergraduate-centered definition, current researchon how policies and practices at HSIs impact Latin* student success predominantly focuses onundergraduate students. As a result, little is known about how servingness impacts theexperiences of engineering graduate students and how institutional policies and practices may beaiding or barricading their path to success. As the calls to expand the post
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- Track 1: Technical Session 6: The Cocreation of a Safe Space that Centers Women of Color Academics
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- 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
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- Jameka Wiggins, The Ohio State University; Monica Farmer Cox, The Ohio State University; Monique S. Ross, The Ohio State University; Shawanee' Patrick, The Ohio State University
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- 2025 CoNECD Paper Submissions, Diversity
continues to do the work? Future WorkContinue cluster meetings & expand to involveother members of campusExpand to other local universitiesPartner with local and campus organizationssuch as Zora’s House PROPEL in Action“For the master’s tool will never dismantle the master’s house.” - Audre LordeWhat is Important to You? Take a moment to reflect on your ideal working environment. What elements are essential for you to thrive in an environment that centers women of color? Are these elements present in your current work environment? What do you need?Does your institution currently have an affinity groupor space that supports WoC faculty & staff?What current and developing identities do you
- 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!
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- 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
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- Olga Pierrakos, Wake Forest University; Melissa C Kenny, Wake Forest University
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- 2025 CoNECD Paper Submissions, Diversity
foundations, implementation strategies, and assessment methods used to create anadaptive advising system that supports diverse student pathways while maintaining engineeringrigor. Student insights were powerful in informing not only curricular decisions but alsoacademic and career advising. The strategies herein reflect an intentional commitment to Educatethe Whole Engineer by promoting an academic advising model that would both complement thecurricular experiences and align with the evolving personal and professional aspirations ofstudents towards career readiness. The approaches described offer valuable insights for both newand existing engineering programs seeking to transform their advising practices to better serve anincreasingly diverse student
- Conference Session
- Track 5: Technical Session 6: Advancing Accessibility: Leveraging Technology to Empower Deaf and Hard of Hearing Students in STEM Higher Education
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- 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
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- 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
“special education” classrooms in secondary school due to a lack of teachertraining and resources to integrate students into classrooms, which can significantly hamperpreparations for the academic demands of university STEM programs [9]. Thisunder-representation is not merely a reflection of broader societal challenges but also highlightsspecific barriers that DHH students face in STEM higher education, such as the limitedavailability of accessible learning materials and real-time communication tools [10].The World Health Organization estimates that over 5% of the world’s population—approximately430 million people—experience hearing impairment, with this number expected to rise to over700 million by 2050 [11]. Within this population, DHH students
- Conference Session
- Track 3: Technical Session 2: Bridging the Gap: Leveraging Intersectional Leadership to Foster Inclusive Excellence in STEM
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- 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
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- 2025 CoNECD Paper Submissions, Diversity
? Remember that youneed to do this over the course of the year. Build in your plan what’s needed at thebeginning of the year, cover in training, then build the remaining components throughoutthe year.CoNECD Presentation 2025 Acker Coley Johnson Sims Page 10 of 24Research indicates that individuals working in Diversity, Equity, and Inclusion (DEI) rolesexperience higher levels of burnout. Factors contributing to this include low engagement,limited budgets, and insufficient support from management.FORBESWith impending legislative changes, this trend is likely to intensify.In light of this, let's take a moment to reflect: How are your current self-care practicessupporting you?Remember, self-care is more than a personal
- Conference Session
- Track 2: Technical Session 7: "Three strikes, you're out"¦ actually, that's four strikes": Transgressive Teacher and Student Humor in a Pre-College Engineering Classroom
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- 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
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- George Schafer, Drexel University; Christopher George Wright, Drexel University (Tech.) (MERGED)
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- 2025 CoNECD Paper Submissions, Diversity
stories. This widget has to be made.’” After a pause, Ms. Villegas added, “Funny students may choose these times to be the most subversive.” (Low, 2024, p. 95) 6This quote is taken from a book by David Low (which I'll talk about on the next slide) thatexamines transgressive humor in classrooms. The quote demonstrates several dimensionsof why understanding, analyzing, and reflecting upon humor in classrooms is important.First, it acknowledges that when students use humor, it represents that they understandthings (i.e. "being two steps ahead") instead of the common notion of being(unintentionally) disruptive.Second, it acknowledges the capitalist
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- Track 7: Technical Session 6: Using Grant Transition Periods to Improve Program Evaluation & Offerings; Case Study: Washington Space Grant
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- 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
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- Elizabeth Litzler, University of Washington; Rae Jing Han, University of Washington Center for Evaluation & Research for STEM Equity; Erin Carll, University of Washington; Kam H Yee, University of Washington; Brenda N Martinez, University of Washington
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reflect upon and critically engage with these issues.Space Grant has also identified that current relationships with affiliated institutionsand among members are mostly transactional in nature. This presents an opportunityto enhance resource sharing and operate more effectively as a consortium, where allaffiliates view each other as peers. Currently, while each affiliate performs its workexceptionally well, there’s a sense of disconnect—many are unaware of what othersare doing and don’t fully feel part of a larger, unified organization. It's important toemphasize that Space Grant is not just a funding source; it is a partnership. Theprogram uses a competitive subaward structure that allows institutions to choose amission directorate aligned
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- Track 6: Technical Session 5: Development of a measure of intersectional socioeconomic inequality that extends beyond income
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- 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
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- Justin Charles Major, Rowan University; Allison Godwin, Cornell University
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- 2025 CoNECD Paper Submissions, Diversity
. ©American Society for Engineering Education, 2025 Development of a measure of intersectional socioeconomic inequality that extends beyond incomeAbstractIn this research paper, we describe our initial development of a more holistic socioeconomicinequality measure, the Model of Intersectional Socioeconomic Inequality. Our development ofthis model is in response to the urgent need for a more comprehensive understanding of inequalitythat goes beyond income disparities. Traditional socioeconomic measures do not reflect therealities of inequality. Particularly, they do not recognize the complex sociological processes thatimpact low-income students and their access to resources necessary to be successful in STEM.Thus, a
- Conference Session
- Track 5: Technical Session 4: Fostering an Inclusive Community Among Electrical Engineering Students with Mixed-Reality Technologies at a Hispanic-Serving Institution
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- 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
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activities and programs, he revealed, How do you get engineering students who are already spending way too much time outside of the classroom and the lecture hall studying to give up even more of that little bit of time off. SteveAll three quotes reflected the academic environment that students experience in engineering atthis particular institution and suggest that institutions rarely recognize or address issues likecommunication gaps and the misalignment of students’ expectations around learning methods andgoals.A second aspect has to do with the use and implementation of technology in courses. Twostudents noted how for some departments and students adding technological innovation can bedifficult. On the one hand, a graduate student
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- Track 7: Technical Session 4: Diversity in STEM: Strategies of Professional Engineering Organizations in Recruiting and Retaining Women from Minority-Serving Institutions
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- 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
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- Rebeca Petean, Society of Women Engineers; Roberta Rincon, Society of Women Engineers
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- 2025 CoNECD Paper Submissions, Diversity
recognitioncommensurate with such achievements and contributions [1], [2]. However, this belief is oftenoverly idealized and may not always reflect the complexities of reality, as it fails to fully accountfor the barriers, biases, and inequalities that impact who succeeds and how recognition isdistributed. [3], [4], [5]. For many, in particular women and underrepresented and minoritized(URM) students, the STEM space—the early stages of pursuing an engineering degree or later intheir professional careers—frequently experience overt sexism, gender bias, racism,discrimination, stereotyping, and isolation [4], [6], [7].National concern and acknowledgment of barriers faced by women in STEM is longstanding andwell-documented [1], [3], [8], [9]. According to the
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- Track 1: Technical Session 5: Motivations for Engineering Faculty Engagement in an Inclusive Pedagogy Program
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- 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
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- 2025 CoNECD Paper Submissions, Diversity
alsoaware of the need to critically reflect on their own teaching practices, motivated by the desire tobe change agents with respect to structural and societal issues within engineering, which areconcerns for the participants. However, addressing structural inequities in the engineeringcurriculum requires further development of their understanding of how to integrate criticalconsciousness into their teaching. Three categories of themes resulted from the analysis of thefaculty’s motivations and alignment with CRP: (1) Promoting Students’ Academic andProfessional Success through Equitable Teaching, (2) Fostering Cultural Awareness throughInclusive Pedagogy, and (3) Developing Critical Consciousness for Addressing Societal Impactin Engineering
- 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
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- 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
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- 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
mentoring. She serves as an instructor for core first-year engineering courses such as E101: Introduction to Engineering & Problem Solving and E102: Engineering for the 21st Century. Her commitment extends to undergraduate and graduate-level research courses, where she fosters an environment of innovation and discovery. She established the study abroad program for E101 for Quito, Ecuador for Spring 2024 and is now the program director for the study abroad program for E101 for Prague, Czech for Spring 2025. Dr. Qaqish’s academic journey reflects her dedication to learning and excellence. She earned her Bachelor of Science in Biomedical Engineering from Boston University, followed by a Master of Science in
- Conference Session
- Track 5: Technical Session 1: Engineering and Computer Science Faculty Members' Personal and Professional Perspectives on Diversity, Equity, and Inclusion
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- 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
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- Yvette E. Pearson P.E., University of Texas at Dallas; Canek Moises Luna Phillips, Rice University; Lisa J. Borello, University of Texas at Dallas; Torrie Cropps; Jue Wu, Univertify of Florida; Samara Rose Boyle
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- 2025 CoNECD Paper Submissions, Diversity
strongly agree (5). To mitigate response bias, theoriginal instruments contained some items that were worded such that the responses had to bereverse coded; we retained that wording.The scales were developed for K-12 education; therefore, we edited some of the terms to makethem applicable to higher education (e.g., faculty instead of teachers, institution instead ofschool). Because we were interested in STEM education, we also modified some of the languageso it was specific to STEM instead of using general references. For example, an originalprofessional beliefs item was: “Historically, education has been monocultural, reflecting onlyone reality and has been biased toward the dominant (European) Group” (Pohan & Aguilar2001). We reworded it as