Conference Session

Track 4: Technical Session 5: Impact of Generative AI Technologies on Blind and Visually Impaired Students: A Case Study

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Lance Leon Allen White, Texas A&M University; Sara Amani, Texas A&M University; Trini Sofia Balart, Texas A&M University; Amanda Kate Lacy; Gene Sung-Ho Kim, Stanford University; Gibin Raju, Texas A&M University; Karan Watson P.E., Texas A&M University; Kristi J. Shryock, Texas A&M University

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2025 CoNECD Paper Submissions, Diversity

complex and understaffed disability services, and societal biases that can furtherhinder access Amanda’s story exemplifies these obstacles: a turning point in her academicjourney occurred in elementary school when she received her first laptop, sparking an interest incomputing that later evolved into a career as a quality assurance specialist focused onaccessibility at a Forbes Fortune 100 company. This achievement is notable, given thataccessibility was often an afterthought in her educational environments, a reality that,regrettably, persists today. Her experiences reflect broader issues facing blind and visuallyimpaired students pursuing STEM careers in the 21st century.Recognizing and celebrating the achievements of STEM professionals who

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

studies [9].Table 1. Community Cultural Wealth Model Capital Description Example Aspirational Capital Sustain hopes and dreams and Career goals overcoming barriers Social Capital Social network of people and Relationship with peers community Linguistic Capital Communication styles and Connect with others with language languages Familial Capital Knowledge amongst family and Drawing from community culture historical and cultural knowledge Navigational Capital Skills to navigate social Skills to overcome

Conference Session

Track 5: Technical Session 2: Barriers in the Workplace: An Analysis of Engineering Workplace Culture and Climate

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Susan Sajadi, Virginia Polytechnic Institute and State University; Olivia Ryan, Virginia Polytechnic Institute and State University; Katherine Drinkwater, Virginia Polytechnic Institute and State University

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2025 CoNECD Paper Submissions, Diversity

individuals.‬ ‭Workplace climate represents how employees feel about the work environment and the effect it‬ ‭has on them. A positive work culture ensures that employees feel a sense of belonging, develop‬ ‭strong psychological safety, have opportunities to grow in their careers, and are allowed‬ ‭flexibility in their roles‬‭[6]‬‭. However, in engineering,‬‭many women and engineers with‬ ‭marginalized identities leave because of the workplace culture and climate‬‭[7]‬‭. For example,‬ ‭limited pay and promotion opportunities, which may be due to a lack of mentorship or‬ ‭discrimination by colleagues, are some of the most prominent reasons women leave the‬ ‭workplace‬‭[8]‬‭. Moreover, a study analyzing the reasons‬‭women

Conference Session

Track 4: Technical Session 1: "It is really isolating, to be honest": A Case Study of a Transwoman in Engineering

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Brandon Bakka, University of Texas at Austin; Jill Castle, University of Texas at Austin

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2025 CoNECD Paper Submissions, Diversity

that since Konkonhad transitioned during her undergraduate career she had a lot of unique experiencesand was able to provide insight in how her relationships and experiences in aerospaceengineering settings changed after socially transitioning. We decided to perform an indepth analysis of her experiences to better understand the factors that contributed toher perceptions of engineering. 8 Data Analysis Grounded Group Initial interview Theory - codebook transcription Individual open

Conference Session

Track 6: Technical Session 4: WIP: investigate recruitment strategies used by engineering bridge and success programs to recruit underserved students

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Xinyu Zhang, Purdue University; Lynette Michaluk, West Virginia University; N’Diya Harris, Wright State University; Ansley Lynn Shamblin, West Virginia University

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2025 CoNECD Paper Submissions, Diversity

, phone calls,websites, campus tours/visits (bringing students to your institution), booths at regional/nationalconventions, college fairs, visit high schools (via STEM programs, career events/programs, booths,etc.), social media (Facebook, Instagram, Twitter, etc.), and other (please fill in the blank). Thechange agents included in the survey are engineering bridge and success program team members,college admissions advisors, institutional inclusive offices/initiatives, high school guidancecounselors, high school STEM teachers, community partners, professional or studentorganizations, students/program alumni (ambassadors), influential figures in faith basedorganizations, social media influencers, faculty, instructors, mentors, parents or other

Conference Session

Track 7: Technical Session 7: Grassroots Approach to Advancing Inclusion, Diversity, Equity, and Access in Engineering

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Ashleigh R. Wright, University of Illinois at Urbana - Champaign; Ellen Wang Althaus, University of Illinois at Urbana - Champaign; Akshina Sood, University of Illinois at Urbana - Champaign; Lance Cooper, University of Illinois at Urbana - Champaign; Lynford Goddard, University of Illinois Urbana-Champaign

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2025 CoNECD Paper Submissions, Diversity

majors and careers. To promotesustainability with the community partner, the project team has partnered with The GraingerCollege of Engineering Office of Outreach and Public Engagement to assist with facilitatingfuture collaboration.Professional DevelopmentAllies in STEM (Phase I & II), 2020 – 2024, PIs: Graduate studentsDescription: This project was a collaboration between the Graduate Society of WomenEngineers (GradSWE) and the Society for Advancement of Chicanos/Hispanics & NativeAmericans in Science (SACNAS) that presented opportunities for graduate students to developskills to become lifelong allies for diverse and marginalized STEM communities, fulfilling a gapof targeted allyship programming for the STEM communities and graduate

Conference Session

Track 3: Technical Session 3: Work-in-Progress: Development of an HBCU/Research 1 Collaborative to Increase African American Semiconductor Manufacturing Researchers

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Laura Sams Haynes, Georgia Institute of Technology; Kinnis Gosha, Morehouse College; Talia Capozzoli Kessler, Georgia Institute of Technology; R. Christian Ford, Georgia Institute of Technology; Whitney L Nelson

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2025 CoNECD Paper Submissions, Diversity

Programs.B. Conference and Event TravelTo create a supportive environment, develop strategic collaborations, and identify resources forstudents interested in pursuing careers in Computer Engineering, the program’s directors and theGeorgia Tech ECE PhD graduate assistant will attend multiple conferences and events, includingthe National Society of Black Engineers (NSBE) annual convention. At conferences, theleadership team will share with companies and graduate programs the collaboration betweenMorehouse College and Georgia Tech and identify resources to share with student stakeholders.The same goals will be achieved by attending the Black Engineer of the Year Awards (BEYA)STEM Conference in future years of the program. Also, the leadership team will

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)

Authors

Jameka Wiggins, The Ohio State University; Monica Farmer Cox, The Ohio State University

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2025 CoNECD Paper Submissions

approach to inform practices that students cannotconnections. engineering identity. make. 9 Research Questions How do engineering faculties' descriptions of critical consciousness vary based on their positionality and lived experiences?How does engineering faculties’ critical consciousness development from childhood to career vary based on their positionality and lived experiences? How do instructors engage critical consciousness in their professional practices if it all

Conference Session

Track 3: Technical Session 2: Bridging the Gap: Leveraging Intersectional Leadership to Foster Inclusive Excellence in STEM

Collection

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

in their schools, offering themhands-on experiences and mentorship that spark interest in STEM careers. Remember,your students and theirCoNECD Presentation 2025 Acker Coley Johnson Sims Page 9 of 24parents/guardians are some of your best tools for spreading the word.3. School-Based Outreach: PEER WISE maintains strong connections with local schools, working closely withadministrators and educators to identify talented students from underrepresentedgroups. By presenting at school events, conducting workshops, and providing resourcesto educators, PEER WISE ensures that students are aware of the opportunities availableto them. 4. Targeted Outreach Programs

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)

Authors

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

accessibility, sustainability, and the fair distribution of resources,which are often overlooked in traditional engineering programs [6], [7], [8]. This criticalengagement is important for promoting more inclusive and socially responsible engineeringpractices. Studies have shown that when students are exposed to social justice frameworks, theyare better equipped to develop solutions that address the needs of all members of society,particularly marginalized communities [5], [6]. Thus, integrating social justice into engineeringeducation enhances technical competence of students and also prepares them to be agents ofpositive social change in their professional careers.1.4 Purpose of the StudyThis study seeks to explore how gender influences engineering

Conference Session

Track 6: Technical Session 1: Gendered Impacts of Code Critiquers on Self-Efficacy in First-Year Engineering Students.

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Mary Benjamin, Michigan Technological University; Laura Albrant, Michigan Technological University; Michelle E Jarvie-Eggart P.E., Michigan Technological University; Leo C. Ureel II, Michigan Technological University; Laura E Brown, Michigan Technological University; Jon Sticklen, Michigan Technological University; AJ Hamlin, Michigan Technological University

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2025 CoNECD Paper Submissions, Diversity

broaderapplicability of the intervention [38]. Additionally, longitudinal studies tracking the long-termeffects of improved programming self-efficacy on academic and career success would providevaluable insights into the lasting impact of such interventions on students in programming andengineering fields [39].ConclusionThis study demonstrated that the WebTA code critiquing tool significantly improvedprogramming self-efficacy among first-year engineering students, with particularly notable gainsfor female students. These findings underscore the effectiveness of targeted educationalinterventions in boosting self-efficacy, which is essential for success in programming. Tools likeWebTA, which provide immediate feedback, can be instrumental in addressing

Conference Session

Track 6: Technical Session 5: Development of a measure of intersectional socioeconomic inequality that extends beyond income

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Justin Charles Major, Rowan University; Allison Godwin, Cornell University

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2025 CoNECD Paper Submissions, Diversity

development. Dr. Godwin graduated from Clemson University with a B.S. in Chemical Engineering and Ph.D. in Engineering and Science Education. Her research earned her a National Science Foundation CAREER Award focused on characterizing latent diversity, which includes diverse attitudes, mindsets, and approaches to learning to understand engineering students’ identity development. She has won several awards for her research including the 2021 Chemical Engineering Education William H. Corcoran Award, 2022 American Educational Research Association Education in the Professions (Division I) 2021-2022 Outstanding Research Publication Award, and the 2023 AIChE Excellence in Engineering Education Research Award

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

PD program, an application was shared withengineering faculty and engineering graduate program coordinators before the start of the spring2024 semester. The application also was sent directly to engineering graduate students assignedas TAs for the semester. Six engineering graduate students submitted applications and wereaccepted to participate (Table 2). All participants expressed interest in inclusive teaching and/orfaculty careers. One of the graduate students served as a TA in the fullest capacity (i.e., taughtweekly recitation sessions). As mentioned above, challenges with TA appointments preventedmost of the participants from actively teaching in a TA role.Table 2. Demographics of engineering graduate student participants in the pilot

Conference Session

Track 5: Technical Session 1: Engineering and Computer Science Faculty Members' Personal and Professional Perspectives on Diversity, Equity, and Inclusion

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

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

within the overall nationalpopulation. Faculty members and administrators play key roles in academia, from deciding whogets hired in faculty roles to teach and advise students, to deciding policies and practices thatsupport student retention and graduation. Thus, the beliefs of STEM faculty members andadministrators about who belongs in their institutions, in their disciplines, and the types ofopportunities and access they should have speak to the decision-making that shapes the exclusionthat occurs in STEM.PurposeThis study is part of a larger research project designed to investigate factors that help or hinderindividuals from minoritized racial and ethnic identities when pursuing careers in the STEMprofessoriate. The research questions that

Conference Session

Track 2: Technical Session 4: A Descriptive Study on Biased and Non-Inclusive Language Use in the Engineering Education Research Community

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Xingchen Xu, Arizona State University; Anjing Dai, Arizona State University, Polytechnic Campus; Li Tan, Arizona State University, Polytechnic Campus

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2025 CoNECD Paper Submissions, Diversity

, thereby influencing diversity and inclusion in academia (Onyeador et al., 2021;Russell et al., 2019). For example, Degner et al (2019) found that the use of gender-specificlanguage or the stereotyping of particular ethnic and racial groups may unintentionally convey amessage of exclusivity, leading certain groups to feel marginalized in their engineering educationstudies and careers. Apart from that, such biases can be subliminally present in instructionalmaterials, research papers, and everyday communications, leading to a persistence of bias thataffects individuals’ opportunities in a variety of settings (Llorens et al., 2021; Schnierle et al.,2019). In consequence, researchers and educators in the field of engineering education

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

: metacognition, study abroad, undergraduate, intercultural competence, globalmindset, higher education, gender differences1. BackgroundIntercultural competence is an increasingly prominent skill that needs to be taught by highereducation institutions to foster global-mindedness in students [1], [2]. Intercultural competencerefers to an individual’s ability to communicate effectively and appropriately with people fromdifferent cultural backgrounds [3]. In higher education, students’ intercultural development isnow a necessary skill, whether they pursue global careers or not, because the scope of issues andwork individuals encounter today has grown on a global scale [4], [5]. Research shows that withhigher education institutes prioritizing

Conference Session

Track 1: Technical Session 5: Motivations for Engineering Faculty Engagement in an Inclusive Pedagogy Program

Collection

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

students to connect their education totheir lived experiences and societal needs. Some things that I get really excited about as an instructor is showing them the relevance of the material they're learning beyond why they thought they were taking the class. So oftentimes students come in with a very kind of narrow perspective on why they have to take the course. Either it's just to graduate or get units or throw something on their TV, or they want to learn one specific skill for applying for a job, and so on. But I want to demonstrate to students that the topics that I'm teaching could be relevant more widely in their everyday lives, or help them think more broadly about their career opportunities

Conference Session

Track 3: Technical Session 6: Uncovering the less-heard histories and barriers of Asian and Asian American Students

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Siqing Wei, Purdue University at West Lafayette (COE); Marissa A Tsugawa, Utah State University - Engineering Education; Li Tan, Arizona State University, Polytechnic Campus

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2025 CoNECD Paper Submissions, Diversity

constitute 14% of the U.S. population.Asian Americans also show the highest median household income and highest levelof education of all racial groups, even surpassing native-born White Americans. Forexample, half of Asian American adults ages 25 and older have a bachelor’s degree ormore, compared with 31% of White Americans, 18% of African Americans, and 13%of Latino/a Americans. Their socioeconomic rise is largely due to immigration: Asianimmigrants arrive in the United States with more than average levels of education,job skills, and incomes. Furthermore, the Pew report emphasized that AsianAmericans place more value on hard work, career success, marriage, and parenthoodthan other Americans, and that they are also more satisfied with their lives

Conference Session

Track 6: Techncal Session 7: Growing BPE Efforts: Lessons Learned from a College-Wide Seed Grant Program

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Gabriella Coloyan Fleming, Virginia Polytechnic Institute and State University; Christine Julien, Virginia Tech

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2025 CoNECD Paper Submissions, Diversity

○ First gen: improved leadership and communication skills ○ Increased feeling of being prepared for a research role, ○ SG2-4: 129 participants. 90% comp to 40% applied to research position, 40% vs 10% working in lab● Grad students ○ Increases in TA job satisfaction and sense of belonging to community of TAs ○ Increase in ability to succeed, combat self-doubt, and pursue self-empowerment ○ Increases compared to climate survey in believing diversity is imperative to CSE success, feeling respected and valued by primary supervisor ○ Increased confidence in science communication● Creation of career-centric vodcast library for international engineering studentsYear 2 Highlights:Two projects’ efforts were

Conference Session

Track 3: Technical Session 4: Introducing a Virtual Dashboard to Benchmark and Monitor Engineering Graduate Degree Retention Trends at Penn State

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Enrique D Gomez; Catherine G. P. Berdanier, Pennsylvania State University

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2025 CoNECD Paper Submissions, Diversity

Paper ID #45189Introducing a Virtual Dashboard to Benchmark and Monitor EngineeringGraduate Degree Retention Trends at Penn StateDr. Enrique D GomezCatherine G. P. Berdanier, Pennsylvania State University Catherine G.P. Berdanier is an Associate Professor of Mechanical Engineering at Pennsylvania State University. She earned her B.S. in Chemistry from The University of South Dakota, her M.S. in Aeronautical and Astronautical Engineering and her PhD in Engineering Education from Purdue University. Her research expertise lies in characterizing graduate-level attrition, persistence, and career trajectories; engineering

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!

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Olga Pierrakos, Wake Forest University

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2025 CoNECD Paper Submissions, Diversity

undergraduate degree and this modeling would be showcased bythe diverse career pathways of the faculty body. After all, students came to Wake ForestUniversity to combine a traditional liberal arts education with the innovation of an engineeringdegree. Students wanted to use their engineering degree for both engineering and non-engineering pathways and diverse professional pathways. Students wanted a technicalengineering degree but had unique interests to combine general knowledge, engineeringdisciplinary knowledge, and professional knowledge. Faculty with both traditional academicjourneys and faculty with industry experience would need to be recruited and to be united arounda common vision, mission, and values of the new department. As will be visible

Conference Session

Track 6: Technical Session 6: WIP: Factors Influencing Faculty Pedagogical Decisions around Diversity, Equity, Inclusion, and Justice (DEIJ) in Engineering: A Comparative Case Study

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Avis Carrero, Tufts University

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2025 CoNECD Paper Submissions, Diversity

]. Additionally, accreditation bodies have underscored theimportance of preparing future engineers to tackle issues of prejudice, racism, and discriminationin their professional careers [5], [6]. Despite this increased focus, integrating DEIJ content intoengineering curricula remains a significant pedagogical challenge. This difficulty arises from acomplex array of influences and contextual factors, such as faculty personal beliefs andexperiences about teaching and learning [7], beliefs on student achievement and ability [8],specific job responsibilities and departmental culture [9], and their course- or discipline-specificpriorities and needs [10], [11]. Moreover, perspectives and conceptions of equity greatlyinfluence their teaching practices in STEM

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)

Authors

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

) demonstrated the impact of inclusive educationalprograms in STEM, where a seminar and toolkit provided students and early-career professionalswith a safe space to develop inclusive communication skills while highlighting the structuralbarriers that persist.This study aims to describe and highlight how a seminar focused on JEDI can strengthen theeducation of future sustainability minded engineers. Therefore, this work addresses the followingresearch question: how does a seminar focused on Justice, Equity, Diversity, and Inclusion withina sustainability engineering program influence students' learning and understanding of JEDIprinciples in sustainability?In this paper, we share a descriptive study of student learning in a JEDI seminar offered within

Conference Session

Track 1: Technical Session 2: Reflective Teaching Practices for Equity-Minded Engineering Instructors

Collection

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

feel that my teaching career is at a place where I can begin to reflect and Feeling ready to add improve on the past few years. reflection into • Reflection is very important as an educator to improve and learn from teaching practice previous iterations of courses.The CoP met once per month for 3 months to review literature, complete self-assessments, anddiscuss prior experiences. Each session focused on one of the reflection modes: (1) self-reflection, (2) reflection with colleagues, and (3) reflection with or by students, but discussioncrossed over. The group discussed the vulnerability of reflection and established norms for thegroup early on. The group committed to journaling about the experience to document

Conference Session

Track 1: Technical Session 6: "Use of a multi-level self-study to engage campus stakeholders and improve STEM student learning outcomes "

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Jennifer Speed, Texas State University; Don Pair, University of Dayton

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2025 CoNECD Paper Submissions, Diversity

the study’s authors.References[1] J.P. Martin, K.S. Stefl, L. W. Cain, and A. L. Pfirman, "Understanding first-generationundergraduate engineering students’ entry and persistence through social capitaltheory." International Journal of STEM Education vol. 7, pp. 1-22, 2020.[2] M.N. Miriti, "The elephant in the room: race and STEM diversity," BioScience vol. 70, no. 3,237-242, 2020.[3] B.P. Koester, G. Grom, and T.A. McKay, "Patterns of gendered performance difference inintroductory STEM courses." arXiv preprint arXiv:1608.07565, 2016 [Accessed August 15,2024].[4] A. Malespina and C. Singh, "Gender gaps in grades versus grade penalties: Why gradeanomalies may be more detrimental for women aspiring for careers in biologicalsciences

Conference Session

Track 5: Technical Session 6: Advancing Accessibility: Leveraging Technology to Empower Deaf and Hard of Hearing Students in STEM Higher Education

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

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

implementing technologicalsystems. They have a unique opportunity to apply insights from accessibility research directly toreal-world applications [79]. By translating this extensive body of research into actionablesolutions [80], including policy findings turned into practical applications [81], practitioners cansignificantly enhance the experiences of users who rely on accessible technologies—particularlythose pursuing careers in STEM fields [9]. For instance, accessibility improvements incollaboration software or data visualization tools facilitate more equitable participation for DHHindividuals in both educational and professional STEM environments [2], [82]. This approach notonly supports DHH users but also enhances the overall user experience

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

learning into STEM curricula [8], [9] [10].The development of global identity and intercultural competence is particularly crucial for first-year university students [11]. The transition to higher education presents a unique opportunity forstudents to expand their worldviews and develop skills necessary for global citizenship [12],[13]. Early exposure to diverse perspectives and global issues can set the foundation for ongoingintercultural learning throughout their academic careers and beyond [3].1.2 Factors Influencing Global Identity Development in Higher EducationResearch has shown that global identity development can vary based on demographic factors,including gender. Several studies have found gender differences in various aspects

Conference Session

Track 6: Technical Session 5: Student-based Recommendations to Increase Accessibility in Undergraduate Engineering Programs

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Emily Violet Landgren, University of Texas at Austin; Maura Borrego, University of Texas at Austin

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2025 CoNECD Paper Submissions, Diversity

11expressed that he and fellow autistic friends are “are incredible at what they do, and then, they’rejust not very particularly good at talking to people,” so something should be done to supportneurodivergent engineers through navigating science communication, career fairs, interviews andother interactions. If the support is provided by someone neurotypical, it doesn’t work for him,so he would like to see neurodivergent engineers creating resources using their own strategies,and “as collateral for helping neurodivergent [students] with that, neurotypicals benefit too. So,there stands to be a reason to do it and not lump it in with just disability accommodationservices” (Participant 11). Lab instructions are often presented at the opening of

Conference Session

Track 6: Technical Session 3: The role of undergraduate engineering students' different support networks in promoting emotional well-being: A narrative study

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Sowmya Panuganti, Purdue Engineering Education; Narjes Khorsandi Koujel, Rowan University; Justin Charles Major, Rowan University

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2025 CoNECD Paper Submissions, Diversity

by talking to more studentsfrom different universities. We also want to explore how these support systems change asstudents move through their academic careers and into the workforce. Next, we seeopportunities to talk to students’ family members who are both chosen and traditional tounderstand how they support the student. We expect to identify the processes in whichstudents are mentored and supported. Another goal is to look at how cultural, gender andsocioeconomic factors shape students' experiences and support systems. By doing this, weaim to create better guidelines that colleges and teachers can use to support engineeringstudents in different settings. Finally, we could examine

Conference Session

Track 4: Technical Session 7: An exploration of the relationship between physical, social, and emotional resource access and the development of engineering identity and belonging

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Anne-Marie C.A. Zamor, Rowan University; Justin Charles Major, Rowan University

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2025 CoNECD Paper Submissions, Diversity