Conference Session

Track: Collegiate - Technical Session 4

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Kristina Rigden, California State Polytechnic University, Pomona; Nicole Gutzke, California State Polytechnic University, Pomona

Tagged Topics

Collegiate, Diversity

“learn bydoing” philosophy and is ranked fourth in top public schools by U.S. News & World Report(2018). The College of Engineering has 5,800 students and is ranked first in the state ofCalifornia in Hispanic engineering enrollment and degrees. One out of every 14 engineers inCalifornia is a graduate of Cal Poly Pomona [1]. The College of Engineering is nationally rankedeleventh among masters granting institutions.Background The purpose of this paper is to inform other engineering colleges and universities aboutour Women in Engineering program and the success that it has seen over the last five years. Wehave several events in the college for female faculty and students, and K-12 outreach eventsfocused on recruiting females in STEM

Conference Session

Track : Pre-College - Technical Session 10

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Beth A. Myers, University of Colorado, Boulder; Angela R. Bielefeldt, University of Colorado, Boulder; Jacquelyn F. Sullivan, University of Colorado, Boulder

Tagged Topics

Diversity, Pre-College

to men, and 80% to Caucasian and Asian Americans while, according to the U.S.Census, they only represented 51% and 62% of the total college-aged population in 2010 [1, 2].Many of the programs—typically created between 1970 and 2000—that work at attracting morediverse students into engineering and increasing student persistence to graduation are minorityenginering programs (MEPs) and women in engineering programs (WIEPs). Summer bridgeprograms are another widely disseminated approach to increasing student retention andpersistence. Even with the support of these programs, the percentage of engineering bachelor’sdegrees earned by women in 2014 was 19.9%, just slightly above the 19.5% in 2005 a decadeearlier. Students of color have historically

Conference Session

Track: Special Topic - Evaluation & Grant Writing Technical Session 13

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Elizabeth Litzler, University of Washington; Cara Margherio, University of Washington; Emily Alicia Affolter, University of Washington; Emily Knaphus-Soran, University of Washington

Tagged Topics

Diversity, Special Topic: Evaluation & Grant Writing

Conference Session

Track: Special Topic - Social Justice & Reform Technical Session 4

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Dianne Grayce Hendricks, University of Washington; Celina Gunnarsson, Massachusetts Institute of Technology; Camille Birch, University of Washington

Tagged Topics

Diversity, Special Topic: Social Justice & Reform

Conference Session

Track: Pre-college - Technical Session 2

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Lauren A. Griggs, Virginia Commonwealth University; Briana Nicole James, Virginia Commonwealth University

Tagged Topics

Diversity, Pre-College

MISSIONThe LSAMP program is a National Science Foundation funded program that assistsuniversities and colleges in their efforts to significantly increase the numbers ofstudents matriculating into and successfully completing high quality degreeprograms in science, technology, engineering and mathematics (STEM)disciplines.The LSAMP Program seeks to transform undergraduate STEM education primarilythrough 1. Innovative, evidence-based recruitment and retention strategies 2. Relevant educational experiences in support of racial and ethnic groups historically underrepresented in STEM disciplines LSAMP PROGRAM PRIORITIES1. Increase individual student retention and progression to baccalaureate degrees for underrepresented racial and ethnic

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

-support practitioners can further marginalize studentsfrom underrepresented populations in the engineering and computing professions by not fullyconsidering dimensions of inclusion, including gender identity and expression, race andethnicity, disability, LGBTQ+, first-generation status, and socio-economic status. Motivation Within conversations addressing equity and inclusion in engineering higher education, amajor focus has been and continues to be on a collection of institutional efforts termed co-curricular support [1]–[4]. By co-curricular support, we are referring to institutional efforts tobetter support students through the offering of out-of-class efforts (e.g., mentoring programs,summer

Conference Session

Track: Faculty - Technical Session 4

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

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

Tagged Topics

Diversity, Faculty

moves beyondquantitative measures to investigate participants’ experiences of inclusion.1. IntroductionResearch centers and institutes within higher education institutions have grown with the declinein public funding and emerging new research priorities. Although these organizational entitiesvary significantly in terms of resources, structure, and mission, they usually provide some levelof support for different research activities, in which collaboration is encouraged, internally orexternally. Boardman and Corley [1] refer to research collaborations as one thing that researchcenters have in common. Seed grant programs are one of the strategies that research centers maymaintain to provide faculty with funding opportunities to encourage research

Conference Session

Track: Learning Spaces, Pedagogy, and Curriculum Design Technical Session I

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Tikyna M. Dandridge, Purdue University, West Lafayette ; Hassan Ali Al Yagoub, Purdue University, West Lafayette; Sharlane Cleare, Purdue University, West Lafayette; Justin Charles Major, Purdue University, West Lafayette; Shalin Lena Raye, Purdue University, West Lafayette; Casey E. Wright, Purdue University, West Lafayette; Alice L. Pawley, Purdue University, West Lafayette

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

Critical White Theory, thatnotion did not explicitly appear in the learning objectives until the day we discussed the topic.Here are the current learning objectives: 1. Define race, class, and gender, demonstrate how they are social constructions that change over time and identify mechanisms by which they have become so constructed over history; 2. Define fundamental concepts associated with social theory including gender, race, class, sexuality, intersectionality, conflict theory, capital, racial formation, gender and race projects, privilege, colorblindedness, patriarchy, hegemony, gender identity, queer theory, crip theory, “Critical Race Theory,” “Critical White Studies,” hegemonic masculinities, and

Conference Session

Track: Special Topic - Computing & Technology Technical Session 6

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Claudio Vignola, Arizona State University, Polytechnic campus; Nicholas Flowers, Arizona State University; Brooke Charae Coley, Arizona State University, Polytechnic campus

Tagged Topics

Diversity, Special Topic: Computing & Technology

. c American Society for Engineering Education, 2019Engineering a New Reality: Using virtual reality to cultivate inclusive mindsets among engineering facultyI. IntroductionBackgroundInclusion, [from latin inclusio -onis] by social sciences is described as “the idea that everyoneshould be able to use the same facilities, take part in the same activities, and enjoy the sameexperiences, including people who have a disability or other disadvantage [1].” This definitionfrom the Cambridge Dictionary is then reinforced with “The act of allowing many different typesof people to do something and treating them fairly and equally [1].” It is stated to be a socialresponsibility. Along the lines of responsibility, the American Society for

Conference Session

Track: Faculty - Technical Session I

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Meagan R. Kendall, University of Texas, El Paso; Alexandra Coso Strong, Florida International University; Ines Basalo, University of Miami; Gemma Henderson, University of Miami

Tagged Topics

Diversity, Faculty

postdoctoral fellowship at Georgia Tech’s Center for the En- hancement of Teaching and Learning (CETL) and three years as a faculty member at Olin College of En- gineering in Massachusetts. Alexandra’s research aims to improve the design of educational experiences for students by critically examining the work and learning environments of practitioners. Specifically, she focuses on (1) how to design and change educational and work systems through studies of practicing engineers and educators and (2) how to help students transition into, through and out of educational and work systems.Dr. Ines Basalo, University of Miami Dr. Basalo is an Assistant Professor in Practice in Mechanical and Aerospace Engineering at the Uni

Conference Session

Track: Collegiate - Technical Session 12

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

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

Tagged Topics

Collegiate, Diversity

Conference Session

Track: Pre-college - Technical Session I

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Cheryl Beauchamp, Virginia Tech; Cherie D. Edwards, Virginia Tech; Walter C. Lee, Virginia Tech; David B. Knight, Virginia Tech; Glenda D. Young Collins, Mississippi State University

Tagged Topics

Diversity, Pre-College

background informationand parental consent of their minor’s participation in the study. Although 1,125 studentscompleted the assessment, the IRB consented data reported in our analyses only includes 847participants who provided consent.This paper focuses on the survey components related to life skills and report of team processes.To measure Communication Skills and Group Work Skills, we leveraged Robinson and Zajicek's(2005) Youth Life Skills (YLS) Inventory, which was adapted from the Leadership SkillsInventory (Townsend & Carter, 2003) to be applicable for measuring skills of students who arein grades 3–5. The following table, Table 1, lists the questions that were asked of all the studentswith response options of either no (1), maybe (2), or

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

organizational contexts. He has B.S., M.S., and M.U.E.P. degrees from the University of Virginia and a Ph.D. in Higher Education from Pennsylvania State University. c American Society for Engineering Education, 2019Exploring the Experiences of Prospective Engineering Transfer Students in a Global Engineering ProgramJessica R. Deters, Ashley R. Taylor, Teirra K. Holloman, Dustin M. Grote, and David B. KnightIntroduction Participation in high-impact practices, such as experiential learning through study abroad,has been shown to increase rates of student retention and engagement [1]. Specifically, studyabroad is a high-impact practice that supports students’ academic success and

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

andstraightforward or fraught with unexpected challenges. Individuals with a history of dangerousprofessions, like military service members, can develop mental and emotional adaptations thatwere beneficial during their time of service but may become detrimental once removed fromwarfare [1].Military careers and student life have stark differences. For example, the military is full ofimposed structural guidelines that service members are required to follow or they will facepunitive actions, whereas the student lifestyle is full of choices that may affect grades, but fewwill result in consequences as severe as a loss of pay, decrease in rank, or even loss of life. Afterbecoming accustomed to rigorously imposed structure within the military, service members

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

the project’s primary investigators. Using a resiliencyframework and critical autoethnographic analysis, the primary focus is on the ways thesestudents have formed support systems and their perception of the social landscape inengineering. Through exploring how students persevere through their programs we may uncoverpoints of intervention to strengthen these support systems.Introduction The 2018 STEM Inclusion Study reported that lesbian, gay, bisexual, transgender, andqueer (LGBTQ+) individuals perceive having their ability devalued and given less respect thanthat of their peers, and experience a chilly, discriminatory climate [1]. This study added to thegrowing body of literature which show LGBTQ+ individuals are navigating a chilly

Conference Session

Track: Collegiate - Technical Session 11

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Julia Machele Brisbane, Clemson University; Eliza Gallagher, Clemson University; Abigail E. Hines, Clemson University; Joseph Murphy, Clemson University; lesteria Armoni Dunwoody, Clemson University; Khushi Patel, Clemson University; Aubrie Lynn Pfirman, Clemson University; Shannon Roberson; Anand K. Gramopadhye, Clemson University

Tagged Topics

Collegiate, Diversity

from analysis of the focus group data. Withinfamily influences, which are the ways family members affect a student’s persistence ineducation, choice of major, and choice of institution, there were differences between studentsattending two-year institutions and those attending four-year institutions. Family membersinclude parents, siblings, other relatives, and also “fictive” family. The goal of this paper is todiscuss the factors that influence why students choose engineering and choose to attend a two-year or four-year institution.Introduction: The national need to expand and diversify the engineering workforce has led tomultiple research initiatives to examine the cause of high attrition rates and to improveengineering programs [1, 2

Conference Session

Track: Pre-college - Technical Session 7

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Kristina Rigden, California State Polytechnic University, Pomona; Mariappan Jawaharlal, California State Polytechnic University, Pomona; Nicole Gutzke, California State Polytechnic University, Pomona

Tagged Topics

Diversity, Pre-College

increased numbers of historically underrepresented students.The Femineer® Program was created to increase the number of women in Science, Technology,Engineering, and Mathematics (STEM) fields, especially engineering. Since 1980, femalestudents have continued to distance themselves from STEM courses [1]. According to theNational Center for Education Statistics, 35% of STEM bachelor degrees were conferred towomen in 2014. Of this 35%, 19.8% were engineering bachelor degrees [2]. In 2004, 20.5% ofengineering bachelor degrees were awarded to women [3]. This data shows that women areearning less engineering bachelor degrees and there has not been much progress since 2004.The issue of few women in STEM derives from STEM stereotypes and the gender gap

Conference Session

Track: Special Topic - Student Organizations Technical Session 14

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Jennifer Sheridan, University of Wisconsin, Madison; Manuela Romero, University of Wisconsin, Madison; Mary E. Fitzpatrick, University of Wisconsin, Madison; Christine Fabian Bell, University of Wisconsin-Madison; Eve Fine, University of Wisconsin, Madison; Carmen Juniper Neimeko; Katherine Fallon, University of Wisconsin, Madison

Tagged Topics

Diversity, Special Topic: Student Organizations

99% of the students find the workshop very or somewhat valuable, with the section on“recruitment and messaging” being the most highly rated. Over 93% of the participants reported beingsomewhat or very motivated to engage in specific bias-reducing activities in their organization. Futureanalyses will include tracking demographic data from student organization membership and leadershiplists, as well as climate survey results. I. IntroductionIt is clear that the field of Engineering not only lacks the diversity of the U.S. workforce, but also is lessdiverse than other fields in STEMM (Science, Technology, Engineering, Mathematics, and Medicine)fields [1], [2]. At the undergraduate level

Conference Session

Track: Learning Spaces, Pedagogy, & Curriculum Design Technical Session 6

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Adam Stark Masters, Virginia Tech; Lisa D. McNair, Virginia Tech; Donna M. Riley, Purdue University, West Lafayette

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

employed by other researchers, especiallythose exploring emerging topics. Project Context The ‘Unconference on Making Liberatory Spaces’ was held as part of a larger project, funded bythe National Science Foundation (NSF). This project uses qualitative methods to explore diverse,liberatory makerspaces that are actively engaging populations historically underrepresented andminoritized in Engineering and making. Our qualitative approach included three phases: content analysis,ethnographically-informed participant observation, and finally the unconference [1]. The study’s sampleincludes seven community makerspaces (our ‘partner sites’) distributed throughout the U.S. in rural andurban environments

Conference Session

Track : Learning Spaces, Pedagogy, & Curriculum Design Technical Session 7

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Mahauganee Dawn Bonds, Georgia Institute of Technology; Veronica van Montfrans, Georgia Institute of Technology; Joseph M. LeDoux, Georgia Institute of Technology; Wendy C. Newstetter, Georgia Institute of Technology

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

IRB approval, students enrolled in the PBL course duringthe 2017-18 academic year were asked on their final exam to “List two to three words that bestdescribe your team and explain why they are representative.” This prompt was selected to elicitunguided student views of their teams, with the goal of emergent unprompted responses from thestudents. Responses were aggregated to calculate the frequency of each submitted descriptor.Researchers then used descriptive coding on students’ explanations of their submitted descriptorsto organize the words into larger categories and themes (Table 1). While many themes emergedthrough this exploratory method, for this proposal, the focus will be on one of the largest codes:diverse.Table 1. Emergent coding

Conference Session

Track: Learning Spaces, Pedagogy, and Curriculum Design Technical Session 3

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Elizabeth Hane, Rochester Institute of Technology; Scott Franklin, Rochester Institute of Technology

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

innovations that comprise the foundations of theMetacognition course and the latest analyses of retention and student satisfaction.Introduction:Considerable research has shown that lack of ability is not what drives students from STEMfields [1] [2]. Seymour and Hewitt [1] found that students who left STEM fields had similarqualifications and grades as those that stayed, indicating that it was not lack of ability that ledthem to leave. Research has also documented how metacognitive awareness, or lack thereof,can be a critical obstacle to student success (e.g. [3] [4]). Weak students are least likely torealize their deficiencies, and consistently overestimate their performance [5] [6].While Flavell [7] began his work on metacognition on young children

Conference Session

Track: Special Topic - Social Justice & Reform Technical Session 5

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Kristin Boudreau, Worcester Polytechnic Institute; Leo Ryan Bunyea, Worcester Polytechnic Institute; David DiBiasio, Worcester Polytechnic Institute; Rozwell Johnson; Zoe Reidinger

Tagged Topics

Diversity, Special Topic: Social Justice & Reform

).EverydayCognition:ItsDevelopmentinSocial Context,Cambridge,MA:HarvardUniversityPress. Secules,S.,A.Gupta,A.Elby,E.Tanu,SupportingtheNarrativeAgencyofa MarginalizedEngineeringStudent,JournalofEngineeringEducation107(2),1-33, 2018 Turner,D.W.,III(2010).Qualitativeinterviewdesign:Apracticalguidefornovice investigators.TheQualitativeReport,15(3),754-760 U.S.CentersforDiseaseControl(2016).YouthRisksBehaviorSurvey. Woods,D.R.(1994).Problem-BasedLearning:HowtoGaintheMostinPBL, Waterdown,Ontario:D.R.WoodsPublishing. 17

Conference Session

Track Special Topic: Intelligence Technical Session 14

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

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

Tagged Topics

Diversity, Special Topic: Intelligence

, and race and gender in engineering. In general, she is always excited to learn new things and work with motivated individuals from diverse backgrounds to improve the experiences of people at any level in engineering education. c American Society for Engineering Education, 2019 Intelligence and Smartness in Engineering: Gatekeepers to Diversity and Inclusion Turhan K. Carroll, Amy Kramer, Emily Dringenberg The Ohio State University, Engineering Education DepartmentAbstractThe ideas of intelligence and smartness are woven into all levels of engineering education. Theindividuals who are 1) accepted to study engineering, and 2) persist to practice engineering

Conference Session

Track: Graduate - Technical Session 12

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Kerrie G. Wilkins-Yel, Indiana University ; Bianca L. Bernstein, Arizona State University; Jennifer M. Bekki, Arizona State University; Amanda James Reed

Tagged Topics

Diversity, Graduate Education

Science Teaching, 44(8), 1187–1218. https://doi.org/10.1002/tea.20237Dill, B. T., & Zinn, M. B. (2016). Theorizing difference from multiracial feminism. In Race, Gender and Class (pp. 76-82). Routledge.Fram, S. M. (2013). The constant comparative analysis method outside of grounded theory. The Qualitative Report, 18(1), 1.Glaser, B. G. (1965). The constant comparative method of qualitative analysis. Social problems, 12(4), 436-445.Kachchaf, R., Ko, L., Hodari, A., & Ong, M. (2015). Career–life balance for women of color: Experiences in science and engineering academia. Journal of Diversity in Higher Education, 8(3), 175.Ko, L. T., Kachchaf, R. R., Ong, M., & Hodari, A. K. (2013). Narratives of the

Conference Session

Track: Learning Spaces, Pedagogy & Curriculum Design Technical Session 13

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Kyle F. Trenshaw, University of Rochester; Elif Miskioglu, Bucknell University; Philip Asare, Bucknell University; Nir Aish

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

Lewisburg, PA, USA kyle.trenshaw@rochester.edu elif.miskioglu@bucknell.edu philip.asare@bucknell.edu Abstract—The Workshop Program at the University of Hispanic, and Native Hawaiian students are less likely toRochester infuses collaborative learning into a variety of attend Workshops than White and Asian students [4]. We seeintroductory STEM and non-STEM courses through small, this trend across disciplines and course levels. The trendweekly, peer-led problem-solving sessions called "Workshops." becomes even more concerning when considering our findingsDecades of data from these Workshops indicate that 1) American that every

Conference Session

Track: Special Topic - Social Justice & Reform Technical Session 3

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Rachel M. Johnson, University of Minnesota; Michelle Kay Bothwell, Oregon State University; Devlin Montfort, Oregon State University; Kali Furman, Oregon State University

Tagged Topics

Diversity, Special Topic: Social Justice & Reform

conceptual understanding of oppression and privilege.IntroductionMany engineering departments are seeking to diversify their communities and establish a climateof inclusion and collaboration. College-wide efforts at the authors’ institution have beenpreviously described [1], and include initiatives to enhance students’ and faculty’s capacities toengage issues of inclusivity, equity and social justice. Associated faculty developmentprogramming and curricula reform at both undergraduate- and graduate-student levels arepushing beyond multicultural awareness/cultural diversity, or growth in cultural competency,towards understanding intersections of institutionalized systems of power, privilege, andinequity. These educational opportunities center

Conference Session

Track: Pre-college - Technical Session 5

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Margaret Hart, Johns Hopkins University; Christine A. Newman, Johns Hopkins University; Sai Pinni

Tagged Topics

Diversity, Pre-College

Program Structure Baltimore CityMentored Schools Maryland Science Olympiad SchoolsNear Peer Mentoring Expansion Growth of Science Olympiad Teams30 28 25 252520 17 17 1615 12 10 910 7 7 55 1 10 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018 2018-2019

Conference Session

Track: Pre-college - Technical Session 3

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Whitney Gaskins, University of Cincinnati; Darryl Dickerson, Purdue University, West Lafayette; Virginia Lynn Booth-Womack, Purdue University, West Lafayette; Delano White, The Gaskins Foundation

Tagged Topics

Diversity, Pre-College

Emerging Ethnic Engineers (E3) Program. She teaches Calculus 1 during the Summer Bridge program and instructs Cooperative Calculus 1 during the school year. Continuing with her commitment to community involvement, Whitney has previously served on the Na- tional Executive Board for the National Society of Black Engineers, a student-managed organization with more than 30,000 members. She served as the Planning Chairperson for the 2013 Annual Convention and is currently an advisor for the Great Lakes Region. Dr. Gaskins the President of the Sigma Omega graduate chapter of Alpha Kappa Alpha Sorority, Inc. She is also a member of the Society of Women Engineers, the Women’s Alliance, the National Technical Association

Conference Session

Track: Pre-College - Technical Session 8

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Suzanne Sontgerath, Worcester Polytechnic Institute; Chrysanthe Demetry, Worcester Polytechnic Institute

Tagged Topics

Diversity, Pre-College

Polytechnic Institute Dr. Chrysanthe Demetry is Associate Professor of Mechanical Engineering and Director of the Morgan Teaching and Learning Center at Worcester Polytechnic Institute. Her teaching and scholarship focus on materials science education, use of educational technology, K-12 engineering outreach, and intercultural learning in experiential education abroad. As director of the Morgan Center at WPI since 2006, Demetry coordinates programs and services fostering excellence and innovation in teaching at WPI and supports course-based and program-level assessment of student learning outcomes. c American Society for Engineering Education, 2019Slide 1 Collaborative Network for

Conference Session

Track: Learning Spaces, Pedagogy & Curriculum - Technical Session 11

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Catherine E. Brawner, Research Triangle Educational Consultants; Catherine Mobley, Clemson University; Rebecca Brent, Education Designs, Inc; Marisa K. Orr, Clemson University; Maya Rucks, Clemson University; Cindy Waters, Naval Surface Warfare Center

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

[1-2]. In particular, electricaland computer engineering are relatively better than mechanical engineering at attracting Blackstudents. Lord and colleagues found that 30% of first time in college (FTIC) Black males and22% of Black females starting in engineering started in electrical engineering and another 12%each of Black males and females started in computer engineering [1]. By comparison, only 19%of Black male and 10% of Black female engineering starters began in mechanical engineering[2]. Conversely, mechanical engineering (ME) is relatively better at retaining students tograduation. In ME, Black women starters are far more likely than Black men to persist tograduation (42% to 34%), although both Black men and women persist at a higher