Conference Session

First-Year Programs Division Technical Session 1: Using Technology and/or Technology Tools to Enhance Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Rodrigo Cutri P.E., Maua Institute of Techonology; Luiz Roberto Marim, Maua Institute of Technology; Juliana Ribeiro Cordeiro; Hector A. C. Gil, Maua Institute of Technology; Camila Cunha Toledo Guerald, Maua Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

phones:Kahoot (getkahoot.com). Kahoot is an online classroom-response system that eliminatesthe need to give students handheld clickers. Through Kahoot, teachers create onlinequizzes or surveys and mirror the questions on a big screen or interactive whiteboard; it’salso possible to embed videos.How Kahoot worksIt’s very easy to create questions in Kahoot platform (Fig.1). Firstly, it’s necessary to geta free account (Fig.1 - step 1). Then, after being logged in, it’s possible to create questionsand answers (Fig.1 - steps 2 and 3). After that, it is necessary to get the questionaries’ aname (Fig.1 - step 4) and also, it’s possible to add a cover image to the quiz (Fig.1 -step 5). In order to allow students to play (Fig.2 – step 1), the teacher needs to

Conference Session

CEED Paper Session 1: Using Co-Op and Internships to Improve Diversity, Retention, Learning, and Assessment

Collection

2016 ASEE Annual Conference & Exposition

Authors

Scott R. Hamilton, Northeastern University; Jack Fitzmaurice, Northeastern University; Paul John Wolff III, Northeastern University

Tagged Topics

Diversity

Tagged Divisions

Cooperative & Experiential Education

studies from the National Society of Professional Engineers(NSPE), and topics such as the “workplace in the United States.” Each lesson includedanecdotal stories of students in hypothetical situations. According to survey responses, the coursewas well received largely due to the fact the professor was very personable and a goodstoryteller. In a standard University end of course survey only approximately 50% of thestudents responded and while their response to questions about the course on a 1-5 scale wereusually in the 3.5-4.0 range, they noted the course was not challenging and students often askedfor more feedback on their work. There were some complaints that the course should not berequired and some expressed disappointment that it did not

Conference Session

K-12 & Pre-College Engineering Division: Evaluation: Exploring the Impact of Summer Programs on K-12 Youth (Part 1)

Collection

2016 ASEE Annual Conference & Exposition

Authors

Afrin Naz, West Virginia University Institute of Technology; Kenan Hatipoglu, West Virginia University Institute of Technology; Mingyu Lu, West Virginia University Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

collegestudents, female professors, and female professionals (invited as guest speakers). They also metMs. Carolyn Long (President of WVU Tech), Ms. Robin Anglin-Sizemore (Science Coordinatorof Office of Secondary Learning, West Virginia Department of Education), and Ms. MillieMarshall (President of Toyota Motor Manufacturing West Virginia Inc., primary sponsor of thecamp), who shared their personal stories about how females excel in STEM fields with theparticipants. The participating female high school students stayed on university campus duringthe Summer STEM Camp. Figure 1: Participants of the Summer STEM Camp held in June 2015.Relevant work U.S. Census Bureau’s 2011 American Community Survey1 indicates that females aresignificantly

Conference Session

First-Year Programs Division Technical Session 1: Using Technology and/or Technology Tools to Enhance Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Gregory Warren Bucks, University of Cincinnati; Kathleen A. Ossman, University of Cincinnati

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

practice system compared to the traditionallecture preparation options.IntroductionIn a flipped pedagogy, the roles of in-class and out-of-class activities are switched. In mostimplementations, this manifests itself by moving content delivery outside of class, freeing theinstructor to use the designated lecture time to focus on solving problems and addressingcommon misconceptions.1 Flipped classrooms have been implemented in a variety of math,computing and engineering courses. A comprehensive survey of the research on flippedclassrooms is provided by Bishop and Verleger2 who found that students tend to prefer in-personlectures rather than videos but also appreciate the active learning opportunities that the flippedclassroom affords. Much of the

Conference Session

K-12 & Pre-College Engineering Division: Research to Practice: K-12 Engineering Resources: Best Practices in Curriculum Design (Part 1)

Collection

2016 ASEE Annual Conference & Exposition

Authors

Noah Salzman, Boise State University; Sin Ming Loo, Boise State University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

addressingthe following research questions: 1) How does the combination of programming and electronics exercises and design activities affect student engagement when learning programming concepts? 2) How does learning about the relationship between programming and electronics influence students’ understanding of commonly encountered technologies like smartphones and computers?MethodThe outreach activities described in this paper took place in the Spring of 2015 at South MiddleSchool, an economically and racially diverse school serving the residents of Boise, Idaho. Theactivities were carried out in two 8th grade and one 9th grade technology classes. We worked withthe school’s Technology and Engineering teacher to integrate the

Conference Session

K-12 & Pre-College Engineering Division: Evaluation: Exploring the Impact of Summer Programs on K-12 Youth (Part 1)

Collection

2016 ASEE Annual Conference & Exposition

Authors

Michael T. Frye, University of the Incarnate Word; Sreerenjini C. Nair, University of the Incarnate Word; Angela Meyer, Rawlinson MS

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

number of females enrolled in theUIW Engineering Program is less than 5%. The same trend follows in several other STEMprograms offered by the neighboring educational institutions in southwest Texas. There has beennumerous studies in education that emphasize the importance of teaching and learning science inmiddle school classes.1 By having an early exposure to the fundamental aspects of science at theelementary or middle school levels, the students and their parents can make an informed decisionabout pursuing a university education in STEM.2,3 The authors’ discussions with various fundingagencies and many professionals in K-12 STEM education point to the fact that there needs to bemore emphasis given to the students and their parents regarding

Conference Session

CEED Paper Session 1: Using Co-Op and Internships to Improve Diversity, Retention, Learning, and Assessment

Collection

2016 ASEE Annual Conference & Exposition

Authors

Katelyn Elizabeth Gunderson, Rochester Institute of Technology; Margaret B. Bailey P.E., Rochester Institute of Technology ; Joseph A. Raelin, Northeastern University; Jamie Ladge; Robert Garrick, Rochester Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Cooperative & Experiential Education

Wyoming, and Virginia Polytechnic Institute and State University (Virginia Tech).RIT and Northeastern have formal cooperative education programs while University ofWyoming and Virginia Tech do not and consequently only a small percentage of students (2%and 10% respectively) participate in voluntary co-op programs at these two universities. Thepurpose of that study was to investigate the concern over a lower percentage of womenparticipating in science, technology, engineering, and math (STEM) fields which consequentlytranslates into a lower percentage of females in these areas of the work force.1 The studyexamined whether retention of students in engineering majors could be improved through astudent’s self-efficacy and to what degree contextual

Conference Session

K-12 & Pre-College Engineering Division: Evaluation: Exploring the Impact of Summer Programs on K-12 Youth (Part 1)

Collection

2016 ASEE Annual Conference & Exposition

Authors

Cariana Cornel, Brigham Young University; Caralea M. Cornel, Brigham Young University; Dale C. Rowe, Brigham Young University; Samuel Moses, Brigham Young University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

the cybersecurity discipline. A longerterm objective is to increase female enrollment in higher-education cybersecurity majorsalthough for now, this is beyond the scope of this paper.The Information Technology (IT) industry demand for skilled cybersecurity analysts isincreasing. The “employment of information security analysts is projected to grow 37 percentfrom 2012 to 2022, much faster than the average for all occupations”1. Today, “women representjust 10 percent of the cybersecurity workforce”. 2 In the same article, David Shearer, CEO of theInternational Information Systems Security Certification Consortium (ISC2) stated: “Theinformation security field is expected to see a deficit of 1.5 million professionals by 2020 if wedon’t take

Conference Session

Research to Practice: STRAND 4 – K-12 Engineering Resources: Best Practices in Curriculum Design (Part 1)

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mohamad Musavi, University of Maine; Cary Edward James, Bangor High School

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

theGathering Storm”1, made recommendations in the areas of K-12 education, research, post-secondary education, and economic policy. Despite several positive reactions to the report, thelow U.S. ranking relative to other countries, as reported in the 2010 NAS report entitled "RisingAbove the Storm Revisited"2, gave rise to a revolutionary vision in the National Research Council“A Framework for K-12 Science Education”3. This vision was used by 26 states as a blueprintfor revolutionizing their K-12 education through the implementation of Next Generation ScienceStandards (NGSS)4.To provide an exemplar for the implementation of the NRC Framework and the NGSSengineering practices, a team of the University of Maine faculty from the College of Engineeringand

Conference Session

Research to Practice: STRAND 4 – K-12 Engineering Resources: Best Practices in Curriculum Design (Part 1)

Collection

2015 ASEE Annual Conference & Exposition

Authors

Avneet Hira, Purdue University, West Lafayette; Morgan M Hynes, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

this concern, as well as the ideasaround “starting young” which have recently come to the forefront by the Next GenerationScience Standards (NGSS) focusing on K-12 engineering education curriculum 1. Another ideathat has been coming to the forefront in the engineering education committee is that ofMakerspaces, which is directed towards bringing the Do It Yourself (DIY) culture into theclassrooms to aid teaching and learning 2. However, currently there lies a gap between this ideaof classroom Makerspaces and their implementation in learning environments. This paper is anattempt at filling this gap, by proposing how an interest-based framework would not only aid theimplementation of classroom Makerspaces, but also serve as a means for

Conference Session

Research to Practice: STRAND 1 – Addressing the NGSS: Supporting K-12 Teachers in Engineering Pedagogy and Engineering Science Connections (Part 2)

Collection

2015 ASEE Annual Conference & Exposition

Authors

Marie Anne Aloia, Bayonne High School; Howard S. Kimmel, New Jersey Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

are two well-known high school programsavailable, Project Lead the Way, PLTW 1, and the Infinity Project 2. However both programs areexpensive and neither allows any flexibility to the teachers. Furthermore, there is a lack ofprogram outcomes assessments for Project Infinity, while reports on PLTW have shown existingissues. For instance, a curriculum content analysis concluded that the PLTW curriculumaddressed fewer content standards and showed far fewer points of integration of mathematicalknowledge than would be expected 3. Further, other published empirical studies showed mixedresults from state achievement test scores 4. In addition, neither of these two programs arealigned with the current standards. What had been considered alignment

Conference Session

CEED Paper Session 1: Using Co-Op and Internships to Improve Diversity, Retention, Learning, and Assessment

Collection

2016 ASEE Annual Conference & Exposition

Authors

Vedaraman Sriraman, Texas State University - San Marcos; Bobbi J. Spencer, Texas State University - San Marcos; Kimberly Grau Talley P.E., Texas State University - San Marcos; Araceli Martinez Ortiz, Texas State University - San Marcos

Tagged Topics

Diversity

Tagged Divisions

Cooperative & Experiential Education

ProgramThere were two key drivers for the change in the internship program. Since the impact of earlyinternships on STEM (specifically, engineering technology) major retention is the focus of thispaper, this driver is first presented.A. The Issue of STEM Major RetentionThe President’s Council of Advisors on Science and Technology’s (PCAST) recent report 1predicts that the U.S. workforce’s supply will be 1 million short of the demand for graduates inscience, technology, engineering and mathematics (STEM), but less than half of those who enterU.S. colleges to pursue majors in STEM persist to graduation. According to the NationalScience Foundation, in 2006 the relative percentage of students receiving STEM degrees were atlevels no different or lower than

Conference Session

Transfer Issues Between 2-Year Colleges and 4-Year Engineering and Engineering Technology Programs 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Caroline Lubbe, University of Florida; Sindia M. Rivera-Jiménez, University of Florida; Justin Ortagus, University of Florida; Hope Allegra Allchin, University of Florida; Sofia Isabel Montiel, University of Florida

Tagged Topics

Diversity

Tagged Divisions

Two-Year College Division (TYCD)

have significant implications for future strategies andresearch initiatives to improve transfer student support and success across different regions.1. INTRODUCTIONOver the past few decades, researchers and policymakers have outlined the critical need to broadenparticipation in engineering in order to meet the growing demand for engineering graduates in theengineering workforce [1], [2], [3]. Diversifying the engineering workforce is essential forfostering equity, innovation, and competition in the global market [4]. The National Academy ofEngineering (NAE) has recently emphasized the urgent need to increase the participation ofunderrepresented groups, particularly women and racially minoritized individuals [5]. In highereducation, vertical

Conference Session

Track 8: Technical Session 1: Logic Models: How this tool can help you make the case for your DEI programs

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Elizabeth Litzler, University of Washington; Erin Carll, University of Washington; Emily Knaphus-Soran, University of Washington

Tagged Topics

CoNECD Paper Sessions, Diversity

from the University of Washington Center for Evaluation & Research for STEMEquity (CERSE, pronounced like the words “SIR”-”see”). We are here with CERSE Director Dr.Liz Litzler, Associate Director Dr. Erin Carll, and thank our collaborator Senior ResearchScientist Dr. Emily Knaphus-Soran who is not able to be here today.40 minutes totalSlide 1-5: 4 minutesSlide 6: (Audience Engagement) 5 minutesSlides 7-11: 4 minutesSlide 12: (Audience Engagement) 5 minutesSlide 13-14: (Audience Engagement) 10 minutes DIYSlide 15: Takeaways – 1-2 minutesSlide 16: 10 minutes final Q&A 1 Topics for Today Why use logic models? What are the components of a

Conference Session

Track 1: Technical Session 3: Examining how Graduate Advisors in STEM Support Mental Health among Black and Latinx Graduate Women

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Kerrie Wilkins-Yel, University of Massachusetts Boston ; Stephanie Marando-Blanck, University of Massachusetts; Pavneet Kaur Bharaj, California State University, Bakersfield; Aisha Farra

Tagged Topics

CoNECD Paper Sessions, Diversity

, BakersfieldAisha Farra ©American Society for Engineering Education, 2024 1 Examining how Graduate Advisors in STEM Support Mental Health among Black and Latinx Graduate Women Kerrie Wilkins-Yel1, Stephanie Marando-Blanck1, Angela Wang1, Aisha Farra1, Pavneet Kaur Bharaj2, and Aishwarya Shridhar1 1 University of Massachusetts Boston 2 California State University BakersfieldIntroduction It is well known that Women of Color (WOC) navigate an onslaught of

Conference Session

Track 7: Technical Session 1: Faculty Perceptions of Key Concepts in Degree Curriculum: Identifying the Role of Diversity, Equity, Inclusion, and Justice

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

April Townson, Rowan University; Cheryl A Bodnar, Rowan University; Kaitlin Mallouk, Rowan University; Stephanie Farrell, Rowan University; Raquel Wright-Mair, Rowan University

Tagged Topics

CoNECD Paper Sessions, Diversity

academic disciplines. This understanding is critical to ensuring that students from allbackgrounds are appropriately supported in pursuing their degrees and faculty are equipped todiscuss these topics with their students. In this pilot project, researchers from RowanUniversity’s College of Engineering and College of Education who were interested in exploringDEIJ implementation in the classroom in a cross-collaborative manner explored the followingresearch questions: (1) What level of relevance do faculty members place on DEIJ as part oftheir degree program curriculum? and (2) How do faculty members’ conceptions of DEIJcompare across disciplines?There is scant literature on faculty members' conceptions of Diversity, Equity, Inclusion, andJustice

Conference Session

Track 2: Technical Session 1: An ecological belonging intervention for equity: Impacts to date and promising directions

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Allison Godwin, Cornell University; Linda DeAngelo, University of Pittsburgh; Eric Trevor McChesney, University of Pittsburgh; Erica McGreevy, University of Pittsburgh; Gerard Dorvè-Lewis, University of Pittsburgh; Anne-Ketura Elie, University of Pittsburgh; Kevin Jay Kaufman-Ortiz, Purdue University at West Lafayette (COE); Jacqueline Ann Rohde, Georgia Institute of Technology; Heather Lee Perkins, Purdue University at West Lafayette (PPI); Charlie Díaz, University of Pittsburgh; Kevin R. Binning

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CoNECD Paper Sessions, Diversity

Draw an Engineer Assessment in Context Paper presented at 22011 ASEE Annual Conference & Exposition, Vancouver, BC. 10.18260/1-2--17489The mere existence of a stereotype is enough to cause negative outcomes. • Studies demonstrate that the effort of trying to disconfirm a stereotype of about your group affects performance. • In particular, Black, Latino/a/x, and Indigenous students (BLI) students often experience chilly or hostile climates • Two salient mechanisms link environments to experiences to performance – Stereotype threat – Lack of social belongingAppel, M., Kronberger, N., & Aronson, J. (2011

Conference Session

Track 3: Technical Session 1: An Ecosystem of Support Initiatives for BIPOC, Women, and Domestic Graduate Students in STEM

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Andrew Edmunds, Clemson University; Melissa Smith, Clemson University

Tagged Topics

CoNECD Paper Sessions, Diversity

University was re-classified as a R1 Research University • Historically a PWI and undergraduate serving institution. • CECAS is the largest of the 8 colleges which comprise Clemson University; and 1 of 3 of which are STEM focused colleges.Presenters will introduce Clemson University with a brief introduction and helpparticipants make connections or parallels between their own institutions and thecontext and factors at play at Clemson University which impact STEM BIPOC andwomen graduate students

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

Tagged Topics

CoNECD Paper Sessions, Diversity

own experiences after acquiring disabilities during college, Jamie delved into research on the challenges faced by students with disabilities entering higher education. ©American Society for Engineering Education, 2024Slide 1 Cutting the Curb for Students with Disabilities Transitioning to Higher Education S eth Vuletich Br ianna Buljung Jam ie ReganBefore we begin, we want to acknowledge that accessibility is a broad and expansive field thatis constantly changing. Despite best efforts to learn about the field and support accessibleresources, we are not aware of all accessibility concerns but

Conference Session

Track 6: Technical Session 1:Technology Students' Recognition of Algorithmic Data Bias through Role-Play Case Studies

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Ashish Hingle, George Mason University; Aditya Johri, George Mason University

Tagged Topics

CoNECD Paper Sessions, Diversity

of the authors and do not necessarily reflect the viewsof the funding agencies. The research study has been approved by theInstitutional Review Board at George Mason University. 1 Discussion about Algorithmic Data Bias • Algorithms and AI support almost every technological system today. • Algorithmic data bias refers to systematic errors in an algorithmic system that hurt or favor one group of individuals over others. Can occur at any point of the data pipeline (collection, cleaning, analysis, reporting), Are difficult to fix depending on the context of the data, Can have many

Conference Session

Track 1: Technical Session 4: S-STEM Partnerships Supporting Low-Income Engineering Students: A Descriptive Case Study

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Walter C. Lee, Virginia Polytechnic Institute and State University; David B Knight, Virginia Polytechnic Institute and State University; Sarah Rodriguez, Virginia Tech; Saundra Johnson Austin, Virginia Tech; Joseph Ronald Sturgess, Virginia Tech; Michelle D Klopfer, Virginia Tech Department of Engineering Education; Jacob R Grohs, Virginia Polytechnic Institute and State University; Amy Richardson, Virginia Tech Department of Engineering Education; Dustin Grote, Weber State University; James Nathaniel Newcomer, Virginia Polytechnic Institute and State University

Tagged Topics

CoNECD Paper Sessions, Diversity

to the NSF. At this point in the process we need you to think about the steps it would take for you to form your own S-SEM project. As you think about this process, prepare to answer these following questions: 1. What strategies would you use to identify partners? 2. What goals and interest would you share with your partners? 3. What resources would you share? 4. What other information do you need? If you desire additional resources around reflecting about partnerships or with partners, please see Appendix B in this open access journal article: https://doi.org/10.1002/jee.20403Research Methods: Descriptive Case StudyA case study is a research design methodthat involves collecting data from a specificsubject.A descriptive case

Conference Session

Track 1: Technical Session 2: Tailoring DEIA Programming through Current Field Analysis: Promoting Allyship in STEM of University Graduate Students

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Mia Leigh Renna, University of Maryland College Park; Emily Lawson-Bulten, University of Illinois at Urbana-Champaign

Tagged Topics

CoNECD Paper Sessions, Diversity

other academicinstitutions to develop effective targeted programming.1. Introduction1.1 Existing demographics of STEMHistorically and currently, science, technology, engineering, and mathematics (STEM) fieldshave been characterized by a lack of diversity, with limited representation from variousdemographic groups [1-6]. Although the workforce has become more diverse in recent years,there are still significant disparities in the representation of women, racial minorities, and otherhistorically underrepresented demographics [2,7-9]. Within the US, the dominance of White menin STEM flourished due to legal barriers that prevented access for other groups until the 1960s[2,7-9]. This domination has been institutionalized through a range of laws and

Conference Session

Transfer Issues Between 2-Year Colleges and 4-Year Engineering and Engineering Technology Programs 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jeyoung Woo, California State Polytechnic University, Pomona

Tagged Topics

Diversity

Tagged Divisions

Two-Year College Division (TYCD)

PolyPomona). Identifying the CSFs is essential as sociocultural, academic, and environmental factorssignificantly affect transfer students' academic performance. The author composed a series ofquestions that fall into sociocultural, academic, and environmental factors (this survey wasapproved by the CPP IRB 23-003). A total of 41 transfer students responded to the survey, andthe author identified CSFs for transfer students as 1) a sense of belonging, 2) networking withfaculty, staff, and peers, and 3) advising for career development and available resources from theuniversity. The identified factors should be addressed when the university develops a newprogram for transfer students.IntroductionThe State of California, which has the most extensive

Conference Session

Track 1: Technical Session 6: The Cocreation of a Safe Space that Centers Women of Color Academics

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Jameka Wiggins, The Ohio State University; Monica Farmer Cox, The Ohio State University; Monique S. Ross, The Ohio State University; Shawanee' Patrick, The Ohio State University

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

Conference Session

Track 1: Technical Session 4: The Effects of Group Size on the Experiences of First-Year Engineering Students in Mixed Gender Groups

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Koenraad E Gieskes, State University of New York at Binghamton; Ioana Elena Tiu, State University of New York at Binghamton

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

orchallenges of these groups, underscoring the need for further research to identify these variables.[1]Another study by Griffin et al. focused on group size effects in a capstone senior design projectrevealed similar results. Over two semesters, students in larger groups achieved high grades andreported better experiences than those in smaller groups. [2] The upcoming sections of our studywill delve into the possible reasons behind these outcomes, including the impact of personalitiesin smaller groups versus factors like work distribution in larger groups.In a preliminary study to this one, the authors’ examined the impact of gender compositionwithin medium-sized groups. This study seemed to indicate that students in groups with an evengender

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

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

stakeholder groups.Introduction & Literature ReviewNationally, there are widely known, persistent inequities in STEM student outcomes. This studyhas its origins in concerns about inequities, but concerns were accompanied by a skepticismabout simplistic diagnoses of the problem. Inequitable student outcomes have strong associationswith race and family income, which can be proxies for access to quality secondary education andparental college achievement [1], but there are other factors at work. Students pursuing STEMmajors in college often suffer even worse outcomes than their non-STEM peers, with studentsfrom underserved groups experiencing much lower retention rates (i.e., retention in a STEMmajor and retention in college generally) and

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

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

Bakka, Jill Castle, Dr. Maura Borrego The University of Texas at Austin 1 RoadmapBackground on LGBTQ+ studentexperiences in STEM Describe the details of the study and data analysis Discuss the themes that emerged and next steps 2 Language Used I will be using the terms “LGBTQ+” and “Queer” interchangeably to refer to anyone with a marginalized sexual or gender identity. I will be using the term “transgender” to refer to someone whose gender identity does not align with their sex they were assigned at birth I will use the term TGNB to refer to anyone with a

Conference Session

Track 7: Technical Session 1: Agriculture & Nutrition for Girls While Encouraging Leadership & Stem-Enrichment (ANGELS) Program

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Sandra C Affare, University of Tennessee at Chattanooga; Marissa McElrone, University of Tennessee at Chattanooga; Rachelle Pedersen, Texas Tech University

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

participants’ social interactions and mentornetworks. We included an emphasis on technology through coding and computer science, variousengineering fields, and included a mental health focus. More pre- and post-assessments wereprovided to help decide ANGELS participants’ engineering identity and engineering communalvalues. This CoNECD paper will lead to a discussion on the importance of connecting academiaand the community as it relates to diversity in education, as modeled in the ANGELS Programs.Keywords: girls in STEM, Summer Program, Networks, non-traditional STEM educationIntroductionWhile many STEM fields (e.g., Biology) have made significant strides in supporting therecruitment and retention of some underrepresented groups [1], women

Conference Session

Track 1: Technical Session 4: "An examination of the gender gap among Middle Eastern students in Engineering: A systematized review"

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Narjes Khorsandi Koujel, Rowan University; Justin Charles Major, Rowan University

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

by increasing women’s participation in the engineering field. Wediscuss our process and findings further.Keywords: gender gap, Middle Eastern students, engineering, systematized reviewIntroduction:There is clear gender inequity in the global landscape of engineering education and professionalpractice, leading women to be significantly underrepresented in comparison to men [1]. Thesedifferences are especially clear in Middle Eastern countries, where such societies exist with specialcultural, social, and institutional characteristics that lead women to face unique challenges. Thesefeatures–for example, job market biases that favor males in engineering and other technical fieldsand societal expectations that steer women towards fields perceived

Conference Session

Track 1: Technical Session 3: Beyond deficits: Developing an elicitation mechanism for engineering practitioners with ADHD to create autoethnographic counterstories

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Hector Enrique Rodríguez-Simmonds, Boston College; Sage Maul, Purdue University at West Lafayette (COE); Levi Xuan Li, Purdue University at West Lafayette (COE); Ruby J Barnett, Boston College

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

, disability is stigmatized, and open discussions ofneurodivergence and disability are less prevalent, leading to an inability to understand howindividuals with ADHD navigate engineering ecosystems. We have two main objectives in thispaper: 1) critically analyze framings of ADHD and disability in engineering, and 2) create anddisseminate qualitative elicitation questions to create counterstories from individuals withADHD. This work forms part of a larger project to answer the following research question: Canwe reconceptualize ADHD in engineering beyond deficit frameworks through criticalmethods that uncover and question hegemonic discourses and the power those discourseshave? Positionality Statement and Introduction to Co-authorsOur