Conference Session

Track 4: Technical Session 3: Considerations for assessment, evaluation, and continuous improvement of a pre-college STEM summer program for promising Black high school students

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Jesika Monet McDaniel, Virginia Tech Department of Engineering Education; Cynthia Hampton Ph.D., Virginia Polytechnic Institute and State University; Kim Lester, Virginia Polytechnic Institute and State University

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CoNECD Paper Sessions, Diversity

whetherstudents found material in the individual sessions relevant to their goals, contained newknowledge, and presented in a manner conducive to learning. The survey of activitiesspanned departments in engineering. The focus group protocol attempted to explore thestudents’ journey in engineering and science and any thoughts related to theiridentification with engineering and their various cultural backgrounds. The focus groupsaim to ascertain how participation in DISTINCTION shapes young Black/AfricanAmerican students’ perceptions of engineering. An initial data matrix below shows thealignment of some of the sources of data as a starting place for the co-author’s continuedwork. The surveys and focus groups were integrated sources of data in other pre

Conference Session

Technical Session 1 - Paper 2: Challenging the Hegemonic Culture of Engineering: Curricular and Co-Curricular Methodologies

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Bailey Bond-Trittipo, Florida International University; Joseph Valle, University of Michigan - Ann Arbor; Stephen Secules, Florida International University; Andrew Green, Florida International University

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CoNECD Paper Sessions, Diversity

and feminist education frameworks established by Paulo Freire [12]and bell hooks [33], Donna Riley introduced the concept of liberative pedagogy to engineeringeducation through her thermodynamics course at Smith College [14]. Liberative pedagogy takesa student-centered approach that empowers students to question authority and challengeoppression, which is critical to “prepare effective [engineering] professionalswho have an added critical awareness of the systems in which they work, as well as theability and desire to act to change those systems” [14, p. 143]. To reform her traditionalthermodynamics course, Riley related students’ lived experiences to the curriculum, madestudents authorities in the classroom by giving them teaching roles

Conference Session

Session 1 - Track 2: Exploration of Servingness across Virginia's Top Ranking HSI, HBCU, and PWI

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

Simone Nicholson, Florida International University; Morgan Haley McKie, Florida International University; Stephanie A Damas, Clemson University

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CoNECD Paper Sessions, Diversity

increasedtransportation systems in the Hampton roads area, and the intentional development of AfricanAmerican engineers through an experimental-centric curriculum (Hampton University School ofEngineering, n.d.). Additionally, Hampton’s College of Engineering and Technology has been inthe spotlight for partnerships and technical competitions. Hampton engineering students won anaviation human factors competition where they could utilize creative insight and technicalskillsets to design aviation solutions that connect to the broader issues of traveling in Virginia.Similarly, Hampton engineering and technology departments recently partnered with Amazon toexpose Black students and the broader community to critical engagements with augmentedreality in support of

Conference Session

Technical Session 13 - Paper 2: Program: A focused, 5-year effort to increase the number of African American, Hispanic/Latino(a), Native American (AHLN) 7th-grade students who are academically prepared to take algebra

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Virginia Lynn Booth-Womack, Purdue University at West Lafayette (COE); Saundra Johnson Austin, University of South Florida; Renee Serrell Gibert, Purdue University; Carol S Stwalley P.E., Purdue University at West Lafayette (COE); Lesley M Berhan, The University of Toledo; Tamara Markey, Purdue University, Minority Engineering Program; Cynthia Murphy-Ortega, Chevron Corporation

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CoNECD Paper Sessions, Diversity

lead teacher and mathematics curriculum coordinator for the Tri County Technical College’s Upward Bound program. Renee also is an experienced virtual educator and has taught undergraduate statistics courses online. Renee holds a B.S. Industrial Engineering and M.A.T in Middle Grades Mathematics Education from Clemson University. She is currently pursuing a PhD in Curriculum and Instruction at Purdue.Dr. Carol S Stwalley P.E., Purdue University at West Lafayette (COE) Dr. Carol S. Stwalley, PE joined the Minority Engineering Program team in the fall of 2007 as Recruitment and Retention Analyst. She earned her Bachelor of Science in Agriculture and Biological Engineering (ABE), MSABE, and PhD ABE from Purdue

Conference Session

Technical Session 2 - Paper 3: Increasing Academic Success for Underrepresented Minority PhD Graduate STEM Students Through Self-Advocacy Education

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Carmen M Lilley, The University of Illinois at Chicago; Gregory V Larnell, University of Illinois at Chicago

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CoNECD Paper Sessions, Diversity

; and Curriculum and Teaching. He also serves in multiple service capacities locally, institutionally, nationally, and internationally—including faculty mentoring programs; community organizations; ad-hoc reviewing for the National Science Foundation, Journal for Research in Mathematics Education, Amer- ican Educational Research Journal, The Urban Review (among others); and an invited member of the National Council for Teachers of Mathematics Research Committee and the American Educational Re- search Journal editorial board. American c Society for Engineering Education, 2022 Increasing Academic Success for Historically Minoritized Graduate Students

Conference Session

Track 2: Technical Session 8: Establishing and Sustaining Inclusive Learning Communities for Supporting Faculty Creating More Inclusive Engineering Classrooms

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Jessica Moriah Vaden, University of Pittsburgh; April Dukes, University of Pittsburgh; Amy Hermundstad Nave, Colorado School of Mines; Melissa M. Bilec, University of Pittsburgh; Amy L Brooks, University of Pittsburgh

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CoNECD Paper Sessions, Diversity

CISD 2023 • Topic-based vs. Cohort-based LCs Borrego et al 2011, Whittaker et al 2014, Cox 2004, Hord 2008 10Sources: Borrego et al 2011, Whittaker et al 2014, Cox 2004, Hord 2008LCs sit at the integration of research and teachingParticipation in faculty LCs have promoted productive outcomes and sustainedfaculty commitment as well (Borrego 2011, Cox 2004)Cohort-based LCs focus on addressing the teaching, learning, anddevelopmental needs of a group of instructors impacted by something in theacademy and the participants shape the LC curriculumTopic-based LCs have a curriculum designed to address a specified campusteaching and learning need, issue, or opportunity and offer membership acrossdepartments and instructor

Conference Session

Technical Session 12 - Paper 3: Increasing Minority Student Applications to STEM Graduate Programs: Lessons Learned and Outlook for a New Program

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Kingsley Nwosu Jr, Virginia Polytechnic Institute and State University; Tremayne O'Brian Waller, Virginia Polytechnic Institute and State University; Mandy J Wright, Fields Wright Consulting; Mike Ekoniak, Youngstown State University - Rayen School of Engineering

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CoNECD Paper Sessions, Diversity

program that includes credit-bearing courses in chemistry,math, and engineering fundamentals; along with professional, social, and academicprogramming to support the transition from high school to college. Hypatia andGalileo are Integrated Living and Learning Communities for first year women and menin engineering, respectively. CEED also provides peer mentoring and an academicrecovery program called Jump Start to serve students with diverse academic needs.In addition to major initiatives and other K12 and undergraduate programming andoutreach, two CEED graduate programs focus on mentoring for first year graduatestudents. The New Horizon Graduate Scholars are nominated by their departmentsand this program is focused on providing professional

Conference Session

Track 7: Technical Session 7: Challenges and Opportunities to Address Diversity, Equity, and Inclusion within the Professional Construction Industry

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Andres Nieto, Virginia Tech; Homero Murzi, Virginia Polytechnic Institute and State University; Abiola Akanmu, Virginia Polytechnic Institute and State University; Anthony Olukayode Yusuf, Virginia Polytechnic Institute and State University; Sheryl Ball, Virginia Tech; Walid Saad; Andrea Nana Ofori-Boadu, North Carolina A&T State University (CoE)

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CoNECD Paper Sessions, Diversity

Northwestern University. She has also served as an Associate Dean for curriculum, instruction, and advising in the College of Science, Associate Department Head of Economics and Undergraduate Program Director for Economics. She is Associate Editor at Economic Modeling. As a woman in STEM Dr. Ball has presented work on active learning and research, as well as women in science and is actively involved with mentoring for Committee for the Status of Women in the Economics Profession.Walid Saad, Walid Saad received his Ph.D degree from the University of Oslo in 2010. Currently, he is an Assistant Professor and the Steven O. Lane Junior Faculty Fellow at the Department of Electrical and Computer Engineering at Virginia Tech

Conference Session

Session 8 - Track 3: Framing Cultural Bridges For Relational Mentorship

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

SYLVANUS N. WOSU, University of Pittsburgh

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CoNECD Paper Sessions, Diversity

(age, gender, citizenship, academic discipline, and stage of persistence) and theirpreferences for three styles of mentoring as assessed by the Ideal Mentor Scale (IMS): Integrity,Guidance, and Relationship. The study concluded that “graduate students’ perceptions of theideal mentor are influenced somewhat by major socio-cultural factors, but also suggest thatindividual differences may play a larger role” [25]. Mutual respect fosters an environment ofstrong relationship for effective engagement and attracts students who commit and want tofollow the mentor because, relationally, the students are motivated by the sense that the mentorcares for them more than his or her positional rights, and so are willing to follow in theirmentor’s directives

Conference Session

Session 5 - Track 2: Community College Computing Programs' Unique Contexts for Promoting Gender Equity

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

Erin Carll, University of Washington; Elizabeth Litzler, University of Washington; Gretchen Achenbach, University of Virginia; Nancy Binowski, County College of Morris; Catherine E. Brawner, Research Triangle Educational Consultants; Jamie Lee Huber Ward, WEPAN, Inc.; Sherri L Sanders; Melissa C Stange, Laurel Ridge Community College; Zhen Wu

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CoNECD Paper Sessions, Diversity

Paper ID #36431Community College Computing Programs’ Unique Contexts for PromotingGender EquityDr. Erin Carll, University of Washington Erin Carll is an evaluator and researcher at the University of Washington Center for Evaluation and Re- search for STEM Equity. She earned a PhD and MA in Sociology as well as a certificate in demographic methods and a concentration in social statistics from UW. She also earned an MA in Russian, East Eu- ropean, and Eurasian Studies from Columbia University, a BA in Political Science and Russian Studies from Central Connecticut State University, and an AA in Liberal Arts and Sciences from

Conference Session

Track 8: Technical Session 9: On the Importance of Spatiality and Intersectionality: Transgender and Gender Nonconforming Undergraduate Engineering Experiences Through Critical Collaborative Ethnographic Site Visits

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Finn Johnson M.A., Oregon State University; Michelle Kay Bothwell, Oregon State University

Tagged Topics

CoNECD Paper Sessions, Diversity

Paper ID #40685On the Importance of Spatiality and Intersectionality: Transgender andGender Nonconforming Undergraduate Engineering Experiences ThroughCritical Collaborative Ethnographic Site VisitsFinn Johnson M.A., Oregon State University Finn Johnson, M.A., is a transgender and queer doctoral student in women, gender, and sexuality studies at Oregon State University. Finn has extensive experience in transgender and queer research methodologies, legal studies, and feminist research ethics and is currently working on an engineering education NSF- funded study with the College of Chemical, Environmental, and Biological

Conference Session

Track 4: Technical Session 6: Building Bridges to Success: A Thriving Program

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Labrisha Nicole Mabry, Mississippi State University ; Mahnas Jean Mohammadi-Aragh, Mississippi State University; Lorena Andrea Benavides Riano, Mississippi State University

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CoNECD Paper Sessions, Diversity

Office of Diversity Programs and Student DevelopmentIn this slide, we will explain how our program is structured. The five pillars of our programpromote the holistic development of our students. Taking this approach, we want to giveour students an idea of the performance of engineers in labor work; therefore, they willstart to construct an identity and engage with engineering as a profession and our campus.We will discuss what integrates each core and the skills they will gain by participating in theprogram.Bridge Bonding: This pillar helps students relate to each other's experiences andchallenges, making it easier for them to empathize and offer support

Conference Session

Track 2: Technical Session 6: Minoritized Student Audio Narratives to Influence Faculty's Empathic Understanding: Learning from Sophie and Enola

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Stephen Secules, Florida International University; Maimuna Begum Kali, Florida International University; Cassandra J McCall, Utah State University; Gabriel Van Dyke, Utah State University

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CoNECD Paper Sessions, Diversity

towards a fuller understanding of self as an engineer within society, we can thinkabout scaffolding understanding in ways that integrate all aspects of self within classroom contexts. Wenote here that Enola’s own viewpoint on engineering education is less integrative of identity at themoment, so even if her professors asked her how they could change the curriculum to be more culturallyresponsive to her, she may not have a clear answer. Once again, we suggest thinking about this not as ablame for specific professors involved, but as a responsibility professors have to try to understand,scaffold, and structure class to support her development as an Indigenous student within engineering andall that entails.Implications for Broadening Participation

Conference Session

Track 4: Technical Session 8: ROPES: Rowan University's Opportunity for Postsecondary Excellence and Success

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Kauser Jahan, Rowan University; Adaugo Mary-Frances Enuka, Rowan University; Elisa M Di Lolle, Rowan University; Gaetane Jean-Marie, Rowan University

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CoNECD Paper Sessions, Diversity

Success (ROPES):Mitigating and Expanding Students’ Learning OpportunitiesAbstractR.O.P.E.S. is a dual enrollment initiative that was funded by the U.S. Department of Educationand aligned with the New Jersey Governor's Emergency Education Relief Fund II and the CRRSAAct. It aimed to create pathways to college for high school juniors in South Jersey, focusing onfive select fields that included teacher education, music business, social services, computer scienceand engineering. The program exposed students to five career pathways, employed targetedstrategies to support underrepresented communities, and integrated social and emotional learning.This paper showcases the program's objectives, student participation, impact on South Jerseystudents, and

Conference Session

Track 1: Technical Session 8: Cutting the Curb for Students with Disabilities Transitioning to Higher Education

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Seth Vuletich, Colorado School of Mines; Brianna B Buljung, Colorado School of Mines; Jamie Marie Regan, Colorado School of Mines

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CoNECD Paper Sessions, Diversity

Brianna is the Teaching and Learning librarian at the Colorado School of Mines. She collaborates with faculty to design and implement information literacy throughout the curriculum. Prior to her work at the School of Mines, she was the Engineering and Computer Science Librarian at the US Naval Academy and a contract Reference Librarian assigned to the National Defense University. She earned her MLIS at the University of Denver in 2011.Ms. Jamie Marie Regan, Colorado School of Mines Jamie Regan is an undergraduate student in Electrical Engineering at the Colorado School of Mines. Her academic journey is intertwined with a personal and passionate dedication to advancing accessibility within STEM fields. Inspired by her