Conference Session

CoNECD Session : Day 1 Slot 1 Technical Session 2

Collection

2021 CoNECD

Authors

Catherine E. Brawner, Research Triangle Educational Consultants; Catherine Mobley, Clemson University; Susan M. Lord, University of San Diego; Joyce B. Main, Purdue University-Main Campus, West Lafayette (College of Engineering)

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models, broadening participation initiatives, and S-STEM and LSAMP programs.Dr. Catherine Mobley, Clemson University Catherine Mobley, Ph.D., is a Professor of Sociology at Clemson University. She has over 30 years experience in project and program evaluation and has worked for a variety of consulting firms, non-profit agencies, and government organizations, including the Rand Corporation, the American Association of Retired Persons, the U.S. Department of Education, and the Walter Reed Army Institute of Research. Since 2004, she been a member of the NSF-funded MIDFIELD research project on engineering education; she has served as a Co-PI on three research projects, including one on transfer students and another on

Conference Session

CoNECD Session : Day 1 Slot 2 Technical Session 4

Collection

2021 CoNECD

Authors

Courtney Zongrone, Virginia Polytechnic Institute and State University; Cassandra J. McCall, Virginia Polytechnic Institute and State University; Marie C. Paretti, Virginia Polytechnic Institute and State University; Ashley Shew, Virginia Polytechnic Institute and State University; Denise Rutledge Simmons P.E., University of Florida; Lisa D. McNair, Virginia Polytechnic Institute and State University

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AwardNo. EEC-1733636. Any opinions, findings, and conclusions or recommendations expressed inthis material are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation.References[1] E. Spingola, “Literature Review on Disability Participation in the Engineering Field Literature Review on Disability Participation in the Engineering Field,” in Proceedings of the 125th Annual American Society for Engineering Education Conference, 2018, p. 9.[2] Y. Pearson Weatherton, R. D. Mayes, and C. Villanueva-Perez, “Barriers to Persistence of Engineering Students with Disabilities: A Review of Literature,” in Proceedings of the 124th Annual American Society for Engineering Education Conference

Conference Session

CoNECD Session : Day 3 Slot 7 Technical Session 3

Collection

2021 CoNECD

Authors

Alberto Esquinca, San Diego State University; Erika Mein, University of Texas at El Paso; Helena Mucino, University of Texas at El Paso

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bring up a topic, and he'dspeak about the topic and how knowledgeable he is about the topic, but then he wouldn'tteach us the material that was going to be on the test. We'd just go in there, and he'll showhow cool he is, and then the material that was on the exam wasn't that stuff that he was talkingabout. It was other stuff. So that's what sucked about that. […] So that's what made me hatechemistry.”Alfonso also described pedagogical practices that impacted his trajectory in the program. “Thisis his teaching style and this is how I’m going to learn from this class and then I, like, with[Professor S] I just kept on trying and trying and trying and nothing gave results. Like the firstclass I just kept on getting F’s and F’s and F’s and I just

Conference Session

CoNECD Session : Day 2 Slot 6 Technical Session 2

Collection

2021 CoNECD

Authors

Ekundayo Shittu, George Washington University; Jennifer Dashiell-Shoffner, North Carolina A&T State University; Hyung Nam Kim, North Carolina A&T State University

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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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FrameworkTo examine the cultural narratives embedded in a pre-college engineering summer camp, weposition our research through the theoretical lens of cultural production theory. Culturalproduction theory examines “local meaning(s) produced by groups in everyday practice, theirconnection to larger social structures, and the possibility, no matter how slim of challenging thestatus quo” [3, p. 5]. By using the lens of cultural production theory, we can evaluate the waysindividual and collective agency operate in the structural constraints of daily practice to constructculture [4]. Through this evaluation, we can identify the patterns in our actions (practices), theways we label our efforts (intentions), and the ways we describe ourselves (histories

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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Conference Session

CoNECD Session : Day 2 Slot 8 Technical Session 4

Collection

2021 CoNECD

Authors

Lisa Benson, Clemson University; Victoria Beth Sellers, Engineering and Science Education; Katreena Thomas, Arizona State University, Polytechnic campus

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of depoliticization and meritocracyhinder engineers' ability to think about social injustices. In J. Lucena (Ed.), Engineering education forsocial justice. Dordrecht, Netherlands: Springer.Coalition for Diversity and Inclusion in Scholarly Communications (C4DISC). (n.d.). Joint Statement ofPrinciples, Retrieved from https://c4disc.org/principles/.Coley, B., Simmons, D. & Lord, S. (2021). Dissolving the Margins: LEANING INto an Antiracist ReviewProcess (guest editorial). Journal of Engineering Education (in press).Hampton, C. & Reeping, D. (2019). Positionality: The Stories of Self that Impact Others. Proceedings ofthe 2019 ASEE Annual Conference & Exposition, Tampa, FL, June 16-19, 2019.Law, M. (2020). Why we capitalize ‘Black

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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Trans Survey [6]. This landmarkstudy found systemic marginalization across nearly every institution including highereducation. Additionally, the study found poorer health care access and life outcomesfor TGNC people of color and with disabilities. We can reasonably hypothesize thatthese trends extend into engineering undergraduates’ lives. By studying the way thatthose with experiences of invisibility or marginalization navigate engineering we mayuncover fundamental insight into how gender shapes culture and climate.Art: Art Twink (Long Beach, CA) Poem: “Prayer” by xoài phạm (Brooklyn, NY)[6] James, S., Herman, J., Rankin, S., Keisling, M., Mottet, L., and Anafi, M. (2016). TheReport of the 2015 U.S. Transgender Survey, National Center for

Conference Session

CoNECD Session : Day 2 Slot 2 Technical Session 3

Collection

2021 CoNECD

Authors

Brielle Nikole Johnson, Miami University; Woo J. Kim, Miami University; Jennifer Blue, Miami University; Amy Summerville, Kairos Research; Brian P. Kirkmeyer, Miami University

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T. Connolly, “Myopic regret avoidance: Feedback avoidance and learning inrepeated decision making,” Organizational Behavior and Human Decision Processes, 109(2), pp.182-189, 2009.[9] S.J. Sherman and A.R. McConnell, “Dysfunctional implications of counterfactual thinking:When alternatives to reality fail us,” In What might have been: The social psychology ofcounterfactual thinking N. J. Roese and J. M. Olson, Eds., Mahwah, NJ: Lawrence Erlbaum,1995, pp. 199-231.[10] R. Smallman and A. Summerville, “Counterfactual thought in reasoning and performance,”Social and Personality Psychology Compass, 12(4), pp. 1-12, 2018.[11] V. Girotto, D. Ferrante, S. Pighin, and M. Gonzalez, “Postdecisional counterfactual thinkingby actors and readers

Conference Session

CoNECD Session : Day 1 Slot 8 Technical Session 2

Collection

2021 CoNECD

Authors

Carmen M. Lilley, University of Illinois at Chicago

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the research byKnight and Novoselich, students used self-selected identities that could be categorized underpersonal traits and their pre-collegiate experience [3]. Another category of self-selected identitiesfocused on social identities (gender identity, race/ethnicity, sexual identity). For example,students referred to being/having fully abled bodies or being conscious of abilities and the impactit had on experiences. Another example is age, where students spoke of age in the context ofbeing young and how that impacts whether they are valued or respected as engineers. Table 1. Self-selected Identities Used by the Students Code Definition Example Narrative(s) Being Able- Being able bodied or

Conference Session

CoNECD Session : Day 2 Slot 5 Technical Session 2

Collection

2021 CoNECD

Authors

Lisa M. Weber, Colorado State University; Rebecca A. Atadero, Colorado State University

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 which demonstrate the importance of diversity in engineering designWeber and Atadero. 2020 Annual CoNECD Conference. 19 19This material is based upon work supported by the National Science Foundationunder Grant Nos. 1726268, 1725880 and 1726088. Any opinions, findings, andconclusions or recommendations expressed in this material are those of the author(s)and do not necessarily reflect the views of the National Science Foundation. Thank you.  Questions? 20

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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inclusion. The reasoned action model was identified asthe theoretical framework, and the second cycle themes were integrated into a final thematic map(Figure 3) and corresponding written analysis around the three main factors for intention. Table 1: First cycle coding categories Category (Prefix) Description Example Codes Sentiments (S) Feelings about their job S-Rewarding to help others grow S-Resentment regarding conflicting responsibilities Motivations (M) Motivations to pursue and continue M-Career progression and money

Conference Session

CoNECD Session : Day 3 Slot 3 Technical Session 1

Collection

2021 CoNECD

Authors

Justin Charles Major, Purdue University at West Lafayette (COE); Allison Godwin, Purdue University at West Lafayette (COE); Adam Kirn, University of Nevada, Reno

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author(s) and do not necessarily reflect the views of NSF. The ideas we present here are part of a much larger thought process (Authors, 2021, in progress) in which we are thinking about the ways in which we use quantitative methods in engineering education, and how they might be better realigned or reformed to achieve the same diversity and equity outcomes we feel are more readily achieved by qualitative methods at the time. Our treatment and presentation of demographic data variables here represent a starting point. 1 The “doing” of engineering education is full of many delicate power

Conference Session

CoNECD Session : Day 2 Slot 1 Technical Session 1

Collection

2021 CoNECD

Authors

Taylor Lightner, Virginia Polytechnic Institute and State University; Monica E. Cardella, Purdue University at West Lafayette; Natali Huggins, Virginia Polytechnic Institute and State University; Cynthia Hampton, Virginia Polytechnic Institute and State University; Walter C. Lee, Virginia Polytechnic Institute and State University; David B. Knight, Virginia Polytechnic Institute and State University

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response when the task was framed as “draw an engineer” vs.“draw yourself as an engineer.”AcknowledgementsThe authors would like to acknowledge the children who participated in this research study andthe SEEK mentors and site coordinators who worked with the children and supported our datacollection. This material is based upon work supported by the National Science FoundationDivision of Research on Learning under Grant Numbers DRL-1614710, 1614739, and 1615143.Any opinions, findings, and conclusions or recommendations expressed in this material are thoseof the author(s) and do not necessarily reflect the views of the National Science Foundation. Wealso would like to thank Christopher Wright for their feedback and input on earlier versions ofthis

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

institutional progress.With each year, the summit improves and has growing interest across the United States. Byfocusing on the experience of past participants of the summit, the blueprint will continue to beimproved and ultimately transferrable for others to implement for years to come.AcknowledgmentsWe sincerely acknowledge Dr. Dannette Gomez Beane, Dr. Catherine Amelink, Dr. Jack Lesko,Dean Karen DePauw, and Dr. Christian Matheis for their key roles in the creation, development,and execution of the HBCU/MSI Research Summit.ReferencesBrinkmann, S., Kvale, S. (2014). InterViews: Learning the craft of qualitative research interviewing, SAGE.Ghee, M., Collins, D., Wilson, V., & Pearson, W. (2014). The Leadership Alliance: twenty years of

Conference Session

CoNECD Session: Day 3 Slot 2 - Technical Session 4

Collection

2021 CoNECD

Authors

Agnieszka Miguel, Seattle University; J. McLean Sloughter, Seattle University; Jennifer M. Dorsey, University of Texas at Austin; Rebecca Hartley, Seattle University; Frank J. Shih, Seattle University; Joy Crevier, Seattle University

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Conference Session

CoNECD Session : Day 1 Slot 8 Technical Session 4

Collection

2021 CoNECD

Authors

Mauro Rodriguez Jr, California Institute of Technology; Indhira María Hasbún, Florida International University; Jose Luis Estrada, University of San Diego; Dora Louise Renaud

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Engineering Student Leadership,” J. Eng. Educ., vol. 106, no. 1, pp. 44– 7 70, Jan. 2017.[10] C. Zafft, S. Adams, and G. Matkin, “Measuring leadership in self-managed teams using the competing values framework,” IEEE Eng. Manag. Rev., vol. 39, no. 1, pp. 46–58, 2009.[11] W. C. Lee and H. M. Matusovich, “A Model of Co-Curricular Support for Undergraduate Engineering Students,” J. Eng. Educ., vol. 105, no. 3, pp. 406–430, 2016.[12] S. L. Plata, I. Hasbun, M. Rodriguez, and D. Renaud, “Social-cognitive leadership theory of SHPE’s premier leadership conference for undergraduates and professionals in the STEM workforce,” in ASEE CoNECD (accepted), 2021, pp. 1–21.[13

Conference Session

CoNECD Session : Day 1 Slot 6 Technical Session 4

Collection

2021 CoNECD

Authors

Don Wittrock, University of Cincinnati CEAS Office of Inclusive Excellence and Community Engagement; Whitney Gaskins, University of Cincinnati; Jutshi Agarwal, University of Cincinnati; Gibin Raju, University of Cincinnati

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://www.myphysicslab.com/ • https://phet.colorado.edu/en/simulations/filter?subjects=physics&sort=alpha&view=g rid g) Presentations – For the final project students provided examples of physics in real life andpresented on a chosen unit(s) using Thinglink. This allowed students to choose videos and otherexamples and integrate them into a presentation with calculations and more. • https://www.thinglink.com/Other Essential elements to our successful course Many factors came into play for our success that we will continue to build upon. Beyond ourplatforms and tools above there were other significant and intentional aspects to this course whichmade it a success. • Focus on Mastery versus high stakes test: From the start we

Conference Session

CoNECD Session : Day 3 Slot 4 Technical Session 2

Collection

2021 CoNECD

Authors

Ellen Foster, Purdue University at West Lafayette (College of Engineering); Donna M. Riley, Purdue University at West Lafayette (College of Engineering); Andrea Haverkamp, Oregon State University; Soheil Fatehiboroujeni, Cornell University; Justin Charles Major, Purdue University at West Lafayette

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garner feedback from the wider engineering education communitythat engages equity and diversity work.References[1] W. H. Robinson, E. O. McGee, L. C. Bentley, S. L. Houston, and P. K. Botchway,“Addressing negative racial and gendered experiences that discourage academic careers inengineering,” Computing in Science & Engineering, vol. 18, no. 2, pp. 29-39, 2016.[2] D. Riley, A. Slaton, and A. L. Pawley, "Women and minorities in engineering,"in Cambridge Handbook of Engineering Education Research Cambridge, UK: CambridgeUniversity Press, 2014, pp. 335-356.[3] S. Appelhans, T. De Pree, J. Thompson, J. Aviles, A. Cheville, and D. Riley, “From ‘LeakyPipelines’ to ‘Diversity of Thought’: What Does ‘Diversity’ Mean in Engineering Education?,”in

Conference Session

CoNECD Session : Day 1 Slot 2 Technical Session 3

Collection

2021 CoNECD

Authors

Karis Boyd-Sinkler, Virginia Tech; Cynthia Hampton, Virginia Tech; Taylor Lightner, Virginia Tech; Natali Huggins, Virginia Tech ; Cherie D. Edwards, Virginia Commonwealth University ; Walter C. Lee, Virginia Tech; David B. Knight, Virginia Tech

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theory, this identity drives future activity.In Finklestein (2008)’s study, motive becomes unimportant in sustaining volunteerism once a volunteerrole identity forms. It is also important to note that motivations can change, and it may not always reflecttheir initial motive and reasons for staying. Therefore, organizations should focus on recruitment andretaining volunteers that attract a diverse pool of individuals.Organizations will be able to recruit from a larger pool of individuals by ensuring that the task satisfiesthe diverse functions of the volunteers’ needs. Researchers reveal that if volunteer recruits can find taskswith benefits that match their personal motives, their volunteering efforts will result in higher satisfactionand

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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. Using the data from the pre and post survey responses from 2017 and 2018(n=230), the four survey items that yielded the highest Cronbach’s alpha for internal consistencyfor each scale (as calculated in SPSS) were used on the 2019 survey.Table 2. Survey Instrument Aspect Definition Reference(s) # items 2017+ # items 2019 2018; alpha survey, alpha Course Feeling comfortable, supported, and accepted 40 4; .993 4; .993 Belonging in the course / classroom College Belonging at the campus, engineering college 41, 42 6; .760 4

Conference Session

CoNECD Session : Day 2 Slot 7 Technical Session 4

Collection

2021 CoNECD

Authors

Luke Alao P.E., Swinburne University of Technology

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specific nor necessarily • Curriculum that reflects and affirms problematic marginalised student histories and subjectivities • Connectionist transition pedagogy (Hockings et al. 2010) Source: Gale, T & Parker, S, Studies in Higher Education, 2014Although the voyage of Caroline was narrated fully in this paper, it is worth noting that the

Conference Session

CoNECD Session : Day 1 Slot 5 Technical Session 1

Collection

2021 CoNECD

Authors

Kathrine Ehrlich-Scheffer, Rochester Institute of Technology

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prepared that the millennials before them,growing up bombarded with messaging that the world is a dangerous place and that they must takeprecautions as they navigate it [4]. For those working in higher education, assuming they know howto handle this new cohort because they have always worked with 18-to-22 year-olds is an outdatedarrogance that many institutions will not be able to afford as they compete for a dwindling number ofprospective students to fill incoming class quotas. Schools in the Northeast and Midwest in particularare bracing for an up to 15% decline in the typical college-going population by the mid 2020’s due todeclining birth rates following the 2008 recession, as well as shifting college-choice behavior [2] [12][13]. Today’s 18

Conference Session

CoNECD Session : Day 4 Slot 1 Technical Session 3

Collection

2021 CoNECD

Authors

Danyelle Tauryce Ireland, University of Maryland, Baltimore County; Cindy Greenwood, University of Maryland, Baltimore County ; Erica L D'Eramo, University of Maryland, Baltimore County; Katherine Bell O'Keefe

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ensure qualityCommittee Size: Depending on the program, the committee consists of anywherefrom 6 students to 20 students. These numbers do not include additional volunteersthat may be recruited closer to the actual event.Recruitment/Membership: For BEST of CWIT and Cyber 101 Program, thecommittees are led by a staff member, as well as the Student Lead(s) for thatparticular program. Student Lead(s) apply for their positions each spring for thefollowing academic year. Bits & Bytes is led by a staff member. Recruitment for theplanning committees is done through email to current scholars and affiliates, andstudents apply by completing a Google Form. Student Lead(s) and staff select theplanning committees. The students on the planning committees

Conference Session

CoNECD Session : Day 2 Slot 6 Technical Session 1

Collection

2021 CoNECD

Authors

Rebecca Brent, Education Designs, Inc; Keith A. Schimmel P.E., North Carolina A&T State University; Marcia Gumpertz, North Carolina State University at Raleigh

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., "Doctoral initiative on minority attrition and completion.," Washington, DC, 2015.[3] N. Curtin, J. Malley and A. J. Stewart, "Mentoring the Next Generation of Faculty: Supporting Academic Career Aspirations Among Doctoral Students," Journal of Research in Higher Education, vol. 57, no. 6, pp. 714-738, 2016.[4] J. Gordon, Haynes, C. and May, G., "Impact of mentoring and enrichment activities on the academic careers of underrepresented STEM doctoral students," in Proceedings of the 122nd ASEE Annual Conference and Exposition, Seattle, WA, 2015.[5] J. Mondisa and S. A. McComb, "The role of social community and individual differences in minority mentoring programs," Mentoring and Tutoring: Partnership in Learning, vol. 26

Conference Session

CoNECD Session : Day 1 Slot 5 Technical Session 4

Collection

2021 CoNECD

Authors

Nadia N. Kellam, Arizona State University; Audrey Boklage, University of Texas at Austin; Brooke Charae Coley, Arizona State University, Polytechnic campus; Yue Liu, Arizona State University

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.[11] C. K. Lam, S. N. Cruz, N. N. Kellam, and B. C. Coley, “Making space for the women: Exploring female engineering student narratives of engagement in makerspaces,” in ASEE Annual Conference & Exposition.[12] M. Jennings, B. C. Coley, A. R. Boklage, and N. N. Kellam, “Listening to Makers: Exploring Engineering Students’ Recommendations for Creating a Better Makerspace Experience,” in ASEE Annual Conference & Exposition, 2019.[13] S. Vossoughi, P. K. Hooper, and M. Escudé, “Making through the lens of culture and power: Toward transformative visions for educational equity,” Harvard Educational Review. 2016.[14] M. Patton, Qualitative research and evaluation methods, 3rd ed. Thousand Oaks, CA

Conference Session

CoNECD Session : Day 2 Slot 3 Technical Session 3

Collection

2021 CoNECD

Authors

Mary E. Fitzpatrick, University of Wisconsin - Madison; Manuela Romero, University of Wisconsin - Madison; James A. Yonker

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) 1132 3.68 N/S Commitment to Engineering Education (8 items) 1132 3.94 N/S*=significantly different from comparison group p< .05; **=significantly different from comparison group p |t| Intercept 1 4.231676 0 0.040529 104.41 ChiSq Intercept 1 -3.0065 0.2756 118.9611

Conference Session

CoNECD Session : Day 1 Slot 5 Technical Session 2

Collection

2021 CoNECD

Authors

Tojan Rahhal, University of Missouri; Miguel Elias Ayllon, University of Missouri

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Engineering study abroadprogram with the following percentages (see above). 4 The Problem  Engineering Demographics  18% Women, 12% URM  11% of U .S. college students study abroad in 2017-2018, with only 5% being engineering students*  Study Abroad Course Pedagogy is lacking  Studying abroad provides immersion experience that can change students, but this is not typically measured or planned out to provide developmental change#  Gap in the research about pedagogical approaches to support greater intercultural development

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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theregion, culture or other factors, and direct engagement with members of the community in theircontext.Slide 17 Concluding Remarks (Zoom picture)So that is an overview of some of the steps we are taking. We would deeply appreciate thoughtsand feedback.ReferencesCorbett, C., & Hill, C. (2015). Solving the Equation: The Variables for Women's Success in Engineering and Computing. American Association of University Women. 1111 Sixteenth Street NW, Washington, DC 20036.National Academy of Engineering, U. S. (2004). The engineer of 2020: Visions of engineering in the new century. Washington, DC: National Academies Press.

Conference Session

CoNECD Session : Day 2 Slot 8 Technical Session 1

Collection

2021 CoNECD

Authors

Lisa Lim, Pennsylvania State University

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• Assessments created and analyzed by the Center for the Study of Higher Education• Distributed through Qualtrics• 4 surveys throughout the 6 weeks 13 Social and Personal Growth • Consistent percentages of personal growth and finding mentors Center for the Study of Higher Education, Dr. Leticia Oseguera and Tong Li, PhD candidate, The Pennsylvania State UniversityWhen we first were creating our remote experience, we knew that it’d be a transformativeexperience regardless but we didn’t know how much of a difference it would be incompared to previous years. As we can see in the table, Cohort 8’s self assessment of theirdiscussing campus life, personal growth, and