Conference Session

Track: Collegiate - Technical Session 2

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Jessica R. Deters, Virginia Tech; Ashley R. Taylor, Virginia Tech; Teirra K. Holloman, Virginia Tech; Dustin M. Grote, Virginia Tech; David B. Knight, Virginia Tech

Tagged Topics

Collegiate, Diversity

skills, and becomeinterested in and prepared for future global engagement. The course teaches students aboutglobal engineering through the use of guest speakers from different departments and industry,group projects, case studies, and written reflection. International modules, each around twoweeks in length, involve visits to engineering companies, universities, and cultural sites. Theprogram currently serves around 180 students on approximately seven different internationaltracks annually. Prospective transfer students from NOVA and VWCC were included in theprogram in recent years through a partnership with the VT-NETS scholarship program.Virginia Tech Network for Engineering Transfer Students (VT-NETS) Funded through the National

Conference Session

Track: Collegiate - Technical Session 3

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Stephen Secules, Purdue University, West Lafayette; Walter C. Lee, Virginia Tech; Karis Boyd-Sinkler, Virginia Tech; Adam Stark Masters, Virginia Tech; Cynthia Hampton, Virginia Tech; Ashley R. Taylor, Virginia Tech; Dustin M. Grote, Virginia Tech

Tagged Topics

Collegiate, Diversity

documenting the structure and effectiveness of such practices,primarily from a pragmatic perspective grounded in highlighting programmatic features ordocumenting assessment results. Building on these efforts, our research team is working towardsclarifying and critiquing the strategic aims and nuanced choices involved with crafting suchinitiatives. The purpose of this paper is to identify key dilemmas associated with enhancing theaccessibility of institutional support practice. To address this purpose, we used collaborativeinquiry methodology to reflect on various issues related to program participation, structure,advertisements, messages, recruitment, etc. The results of our study highlight subtle ways thatwell-intentioned educators and student

Conference Session

Track: Collegiate - Technical Session 10

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Karis Boyd-Sinkler, Virginia Tech; Raeven Carmelita Waters; Yasmine Yunus Sikder; Ashley R. Taylor, Virginia Tech; Mayra S. Artiles , Virginia Tech; Alexandra Coso Strong, Florida International University; Walter C. Lee, Virginia Tech

Tagged Topics

Collegiate, Diversity

., Schlossberg’sTransition Theory) for examining the high school-to-college transition of engineering studentsfrom underrepresented racial/ethnic groups. The subsequent sections examine the developmentof a codebook grounded in Schlossberg's Transition Theory [5] to articulate the categoriesthrough which African American and Hispanic/Latinx students’ reflect on their own transitioninto college. The theory and codebook provided language that illuminates the coping strategiesand supports that underrepresented minority engineering students use during their first year incollege.Theorizing the Transition from High School to CollegeWe use the sociocultural perspective to theoretically frame our exploration of the transition fromhigh school to college. The sociocultural

Conference Session

Track: Collegiate - Technical Session 6

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Julian Viera Jr., University of Texas, El Paso; Elsa Q. Villa, University of Texas, El Paso; Christina Convertino; Erika Mein, University of Texas, El Paso; Sarah Hug, University of Colorado, Boulder

Tagged Topics

Collegiate, Diversity

Figure 1) [17, 18, 24]. Learner can do  The principal characteristics of a sociocultural unaided model include: the importance of authentic activities Zone of Proximal  to promote learning; the importance of the Development  collaborative construction of knowledge; the need [Learner can do  with guidance] for coaching and scaffolding at critical moments; and the importance of reflection to

Conference Session

Track : Collegiate - Technical Session 7

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Janice Leshay Hall, Virginia Tech; Dina Verdin, Purdue University, West Lafayette; Walter C. Lee, Virginia Tech; David B. Knight, Virginia Tech; Allison Godwin, Purdue University, West Lafayette

Tagged Topics

Collegiate, Diversity

undergraduate science andengineering students for a total of 16 participants. For the first round, the focus groups wereaimed at identifying high-level issues with the survey (i.e., the applicability of the questions andstudents’ initial reactions to the instrument). Questions aimed at the participants in the focusgroup ranged from reflecting about the different experiences of student support, whether thoseexperiences were captured in the instrument and identifying any student support experiences thatwere not represented among available answers. Additionally, participants were asked to lookcarefully at how the questions are constructed and the wording used in the instrument. Thestudents described how they interpreted questions and gave suggestions to

Conference Session

Track: Collegiate - Technical Session 1

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

David Jones, University of Nebraska, Lincoln; Sohrab Asgarpoor, University of Nebraska, Lincoln; Jen Skidmore, University of Nebraska, Lincoln; Lance C. Pérez, University of Nebraska, Lincoln; Trish Wonch Hill; Michael Loehring; Emily Griffin Overocker, University of Nebraska, Lincoln

Tagged Topics

Collegiate, Diversity

) administrators are reassessing admissions criteria to deemphasize standardizedtests and to take a more holistic view of a student academic experiences. Research shows that putting toomuch weight on high stakes standardized tests results in a misrepresentation of actual student potential foracademic success. Students, particularly students of color and girls, are often negatively impacted bystereotype threat which lowers scores and therefore do not accurately reflect student ability [22]–[26].Students who are first and second-generation immigrants or refugees may not speak English as their firstlanguage and so they are doubly disadvantage when it comes to standardized test scores. It is important to recognize that the mission of the UNL COE is to

Conference Session

Track: Collegiate Technical Session 12

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Michael Scott Sheppard Jr., Arizona State University; Nadia N. Kellam, Arizona State University; Samantha Ruth Brunhaver, Arizona State University

Tagged Topics

Collegiate, Diversity

experienceshave had a clear effect on my studies in engineering, and I expect the same may be true for myfellow veterans who have also decided to pursue undergraduate degrees in engineering. In fact,my contemplation and reflection of how experiences following my military career affected mystudies drives this very research. I have been utilizing my experiences from military service,engineering academic studies, and time working in the engineering and education industry tobetter understand the transition from active duty military member to engineering student.Ultimately, it is my hope that my experiences have offered a unique approach to this study andthereby benefit veterans seeking engineering degrees.Validity and ReliabilityDue to commonalities in our

Conference Session

Track: Collegiate - Technical Session 5

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Crystal M. Pee, Virginia Tech; Walter C. Lee, Virginia Tech; Jeremi S. London, Virginia Tech; Gilbert Jew, Arizona State University; Teirra K. Holloman, Virginia Tech; Chaneé D. Hawkins Ash , Virginia Tech; Bevlee Watford, Virginia Tech

Tagged Topics

Collegiate

, anddisaggregating information pertinent to understanding and monitoring the participation ofunderrepresented racial/ethnic groups in engineering. AcknowledgmentsThis work is supported by the U.S. National Science Foundation award BPE-1647327. Anyopinions, findings, and conclusions or recommendations expressed in this material are those ofthe authors and do not necessarily reflect the views of the National Science Foundation. References[1] J. T. Brown, “The seven silos of accountability in higher education: systematizing multiple logics and fields,” Res. Pract. Assess., vol. 11, no. 2017, pp. 41–58, 2017.[2] Office of International and Integrative Activities

Conference Session

Track : Collegiate - Technical Session 8

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Jon Carter Buchanan, Texas A&M University; Amy Suzan Klinkovsky, Texas A&M Engineering

Tagged Topics

Collegiate, Diversity

 exploring necessary variations to promote future success in recruitment and retention. According to the U.S. Census Bureau, 2018 population estimates for Texas were 42 percent white, 39 percent Hispanic/Latino, 13 percent black or African American, 5 percent Asian and 1 percent other [1]. We believe tailored marketing strategies will help achieve the ultimate goal of an enrollment reflecting the demographics of Texas. History of the Partnerships In 2013, a version of what would become the Engineering Academies was piloted under the name Blinn TEAM‐E and housed under the Transition Academic Programs department at Texas A&M University. This initial partnership was established with Blinn College, a 2‐year institution located approximately 5 miles

Conference Session

Track: Collegiate - Technical Session 9

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Dustin M. Grote, Virginia Tech; Walter C. Lee, Virginia Tech; David B. Knight, Virginia Tech; Abbey Rowe Erwin, Virginia Tech; Bevlee A. Watford P.E., Virginia Tech

Tagged Topics

Collegiate, Diversity

processand the critical role institutions can play in reducing asymmetries as it relates to transfer students. AcknowledgementsThis material is based upon work supported by the National Science Foundation EngineeringEducation and Centers under Grant Number DUE-1644138. Any opinions, findings, andconclusions or recommendations expressed in this material are those of the author(s) and do notnecessarily reflect the views of the National Science Foundation. References1. National Academy of Engineering, U., The engineer of 2020: Visions of engineering in the new century. 2004: National Academies Press Washington, DC.2. Carr, R.L., L.D. Bennett IV, and J. Strobel