Conference Session

Technical Session 11 - Paper 3: Engineering Faculty Perspectives: The Conceptualization of and Promotion of STEM Identity among Undergraduate Women in the Classroom

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Sylvia L. Mendez, University of Colorado at Colorado Springs; Emily Kulakowski, University of Colorado Colorado Springs ; Elizabeth Peterson, University of Colorado at Colorado Springs

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CoNECD Paper Sessions, Diversity

our phenomenological study whichexamined the ways in which engineering faculty conceptualize science, technology, engineering, andmathematics (STEM) identity and promote the STEM identity of undergraduate women in theclassroom.Our research team includes Sylvia Mendez, Emily Kulakowski, and Elizabeth Peterson from theUniversity of Colorado Colorado Springs. 1 WARM UP • How do you define STEM identity? • Which classroom practices do you believe are beneficial to fostering  the STEM identity of undergraduate women?  • Alternatively, which classroom practices do you believe are  detrimental to the formation of STEM

Conference Session

Technical Session 5 - Paper 3: Enhancing Participation of Underrepresented Student Populations and Women in Engineering and Computer Science – An Experience Report

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Shihong Huang, Florida Atlantic University; Nancy Romance, Florida Atlantic University; Tamsyn Nicole Carey, Florida Atlantic University-College of Engineering and Computer Science

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CoNECD Paper Sessions, Diversity

colleges). Overall, the university providesservices to mostly middle/low-income student, many of whom must work to pay theirbills. Thus, we recognize that the University and the College are well-positioned to bemajor contributors to increase in the diversity of the nation’s STEM workforce – acritical requirement for America is to continue in its role as the world leader inaddressing the technological challenges and transformations that lie ahead. 9Collaborating College 1/2 10Collaborating College 2/2 11In 2016, the College of Engineering and Computer Science was awarded a Title IIIHispanic Serving

Conference Session

Technical Session 7 - Paper 3: Forming and Fulfilling Expectations: Perspectives of Underrepresented Computer Science Doctoral Students

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Vidushi Ojha, University of Illinois at Urbana-Champaign; Raul Enrique Platero, University of Illinois at Urbana-Champaign; Beleicia B Bullock, Stanford University

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CoNECD Paper Sessions, Diversity

Expectations: Perspectives of Underrepresented Computer Science Doctoral Students Vidushi Ojha1 , Raul E. Platero1 , and Beleicia B. Bullock2 1 Department of Computer Science, University of Illinois at Urbana-Champaign 2 Department of Computer Science, Stanford University {vojha3, platero2}@illinois.edu, beleicia@cs.stanford.edu1 IntroductionIn the field of computer science (CS), institutions are failing to produce enough computing grad-uates to fulfill predicted market demand. Not only is this the case at the undergraduate level [1],but also at the doctoral level, where educational institutions are unable to hire as many

Conference Session

Technical Session 3 - Paper 5: Fostering a Supportive Mentoring Space During a Global Pandemic

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Matthew Voigt, Clemson University; Eliza Gallagher, Clemson University; Rachel Lanning, Clemson University ; Tony Nguyen, Clemson University; Sharetta M. Bufford M.Ed., Clemson University; Tyler James Sullivan, Clemson University; Tim Ransom, Clemson University; Wysheka Austin, Clemson University

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CoNECD Paper Sessions, Diversity

Conference Session

Technical Session 8 - Paper 4: Implicit and Explicit Balanced Identity Scores Vary as a Function of Gender and STEM Major

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Rachelle Pedersen, Texas A&M University; Nyima Sanneh, Motivation and Learning Lab; Paul R Hernandez, Texas A&M University

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CoNECD Paper Sessions, Diversity

sample is from Wave 3 of the study.To measure the extent to which participants perceived how their personal identity alignswith their selected STEM major, a shortened scale of the Science Career Identity wasused. Participants answered 11 items on a scale of 1 to 5, such as “I have a strongsense of belonging to the community of scientists.” A composite score was thencreated by averaging the items. This scale historically has a high internal consistencyfor both undergradautes and graduate students.Next, an explicit Gender Identity scale, adapted from Luhtanen and Crocker’s self-esteem subscale, was used to measure the extent to which participants identified withtheir gender. Each of the four items were rated on a scale of 1 to 5 and were

Conference Session

Technical Session 4 - Paper 4: Developing a Strategy to Include Financially Disadvantaged Undergraduate Students into Graduate Engineering Programs

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Sanjivan Manoharan, Grand Valley State University; Shabbir Choudhuri, Grand Valley State University; Brian Krug, Grand Valley State University; Paul D. Plotkowski, Grand Valley State University

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CoNECD Paper Sessions, Diversity

. Longitudinal analysis of nationwide singleand multi-institutional data shows the positive relationship between learning outcomes and adiverse student population. One of the most influential studies was done by Gurin et al. [1] wherestudent survey data was reviewed from two longitudinal databases: Michigan Student Survey(MSS) and Cooperative Institutional Research Program (CIRP). The MSS dataset consisted of1,582 students who were admitted to the University of Michigan in 1990, and the CIRP datasetcontained 11,383 students who entered college in 1985 from a total of 184 four-year institutions.According to them, educational outcomes can be categorized as learning outcomes anddemocracy outcomes. Learning outcomes include active thinking, intellectual

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

health disordersand decreased physiological health is well known [1-3], evidence-based practices of supportsystems specifically for minoritized graduate students to reduce the effects of climates ofintimidation are not common. Indeed, researchers have found that minoritized students “wouldbenefit if colleges and universities attempted to deconstruct climates of intimidation [4].” In a comprehensive study of Latinx graduate students in STEM at a Hispanic Servinginstitution found that “Faculty mentors played a greater role in their success compared to theirnon-Latino peers. In addition, Latinos/as were also more likely to use support services on campusthan their non-Latino/a peers” [5]. The same researchers also found that it was of

Conference Session

Session 4 - Track 4: The Women of Color in Engineering Collaborative

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

Roberta Rincon, Society of Women Engineers; Rochelle L Williams, National Society of Black Engineers; Dayna Lee Martínez, Society of Hispanic Professional Engineers, Inc.

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CoNECD Paper Sessions, Diversity

Lucca in Winter Garden, Florida. American c Society for Engineering Education, 2023The Women of Color inEngineering CollaborativeASEE CoNECD ConferenceFebruary 26 - March 1, 2023 Supported by the National Science Foundation under Award No. 2040634 1 Session Objectives ´ Understand why the Women of Color in Engineering Collaborative was created ´ Learn about the process used to bring almost 30 organizations together in a virtual environment

Conference Session

Session 7 - Track 3: Understanding the Importance of Diversity Climate and Workplace Inclusion for Engineering Faculty

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

Henry Tran, University of South Carolina; Maria L Espino M.A, Iowa State University of Science and Technology; Brian Le, UCLA; Spencer Platt, University of South carolina; Ruiqin Gao, University of South Carolina; Jungsun Go, University of South Carolina

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CoNECD Paper Sessions, Diversity

Conference Session

Session 6 - Track 3: The only difference is now it counts: Exploring the Role of a Summer Bridge Program in Shaping Student Expectations of Engineering

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

Taylor Y. Johnson, Virginia Polytechnic Institute and State University; Malini Josiam, Virginia Tech; Walter C. Lee, Virginia Polytechnic Institute and State University

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CoNECD Paper Sessions, Diversity

challenging situations, students relied on what they learned about during the SBP.Finally, we conclude with questions based on a transition theory in student development forpractitioners to consider when developing or implementing a SBP.Keywords: undergraduate, engineering, transition theory, first-year engineering 1. Introduction The transition from high school to college is a notoriously difficult time for first-yearstudents. Adjusting to a new environment, coursework, and/or university demands can presentchallenges for students in their first year of college [1], [2]. For engineering students, thistransition can be particularly challenging due to the rigor of engineering coursework and theneed to navigate social integration into the

Conference Session

Session 11 - Track 3: A climate case study for understanding inclusion, equity, access, and diversity for broadening participation and reducing systemic barriers

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

Gregory E Triplett Jr., Virginia Commonwealth University; Rachel Levena Wasilewski

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CoNECD Paper Sessions, Diversity

, access, and diversity for broadening participation and reducing systemic barriers a Gregory E. Triplett and aRachel L. Wasilewski a Virginia Commonwealth University, Richmond, VAThe lack of equality in the traditional American educational system [1] poses an imminent threatto American innovation and global competitiveness. As the United States experiences changingdemographics [2] and a greater shift towards a technology-driven society [3], it is not tappinginto the entire talent pool, as the rest of the world is moving to more inclusive pedagogicalmodels [4]. Given the quality of the future engineering

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

to learn directly from their peers.IntroductionSince 2014, women have comprised just one-fifth of those graduating with associate degrees incomputing and information systems (CIS) [1]. Due to the growth in the number of CIS associatedegrees conferred to men, the proportion earned by women has diminished by more than halffrom 1999 levels [1]. The CIS gender gap in community colleges 1 (CCs) is particularlyconcerning from an equity perspective, since these institutions provide crucial access to post-secondary education, including for the socioeconomically disadvantaged, first-generation, older,and Hispanic college students they disproportionately serve [2]. However, relatively littleresearch and programming focuses on supporting gender equity

Conference Session

Session 12: Track 3: Exploring Two Contrasting Narratives of LGBTQ+ Undergraduate Engineering Students at a Hispanic Serving Institution

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

J Garcia, Florida International University; Malak Elaouinate, Florida International University; Bailey Bond-Trittipo, Florida International University; Stephen Secules, Florida International University

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CoNECD Paper Sessions, Diversity

stuff like this is always going to happen to us. . . we're always taught to turn the other cheek, water down our back and to just keep moving forward. ~ChristinaLGBTQ+ students continue to be underrepresented in undergraduate engineering programsdespite decades of diversity, equity, and inclusion initiatives in science, technology, engineering,and mathematics (STEM) education [1]. Prior literature indicates that the underrepresentation ofLGBTQ+ students in STEM persists due to the heteronormative culture of engineering [2].Furthermore, Leyva et al. [3] theorized that queer students of color face

Conference Session

Session 3 - Track 2: Discovering our "We": Marginalization as Connection between International STEM Faculty and their Black and Brown Doctoral Mentees

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

Lisa Merriweather, University of North Carolina at Charlotte; Cathy Howell, University of North Carolina at Charlotte; Edith Gnanadass, University of Memphis

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CoNECD Paper Sessions, Diversity

not necessarily reflect the views of the National ScienceFoundation. Dr. Edith GnanadassDr. Cathy D. Howell Dr. Lisa R. MerriweatherRev. Dr. Martin Luther KingBirth of a New Age, 195680% of all STEM faculty are white or Asian25% of all STEM full professors are womenLess than 10% are from racially minoritized groups  2.5% are Black  4.6% Latine  37% of American colleges and universities have no Black STEM faculty  28% have only 1 Black STEM faculty53% STEM professors at HBCUs are White men. 22% of STEM faculty are foreign-born/international75% of foreign-born/international faculty are in STEMUniversity Personally Cultural exchange  Welcomed in departments Globalization

Conference Session

Session 3 - Track 4: Dispelling the Monolith: Exploring the Identities of Black Immigrant Students in Graduate-level Engineering

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

Brooke Charae Coley, Arizona State University, Polytechnic campus; ReAnna Taylor Barclay; Debalina Maitra, Arizona State University, Polytechnic Campus

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CoNECD Paper Sessions, Diversity

then transcribed via Rev, a professionaltranscription service. To initiate the data analysis process, each researcher reviewed the transcripts of twomembers to develop a set of inductive codes that categorized specific identity-relatedexperiences for the participants (Chandra & Shang, 2019). The research team then met andcondensed each of their emergent codes through pattern coding to yield three primary codes: 4(1) Immigrant Capital (descriptions of resources, positioning, and/or advantages of holdingimmigrant status); (2) Minority Status (descriptions from students involving experiences relatedto the racial/ethnic identities in

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

understand the reasons for the barriers butalso a framework for effective aspiration that addresses those barriers to improve the access,retention, and successes of URM in STEM education. For example, URM faculty are almostnonexistent in science and engineering departments at research universities due to this lack ofaccess compared to majority [1]. Thus, URM students are likely to find themselves withoutURM faculty needed to serve as optimal role models as those that “look like them,” and non-URM faculty members who are willing to engage in cross-racial mentorship often lack the multi-cultural competence to be comfortable in that role. These barriers limit the number of URMs completing the PhD in STEM and advancing tothe professoriate. The

Conference Session

Session 2 - Track 3: From website to work environment: Exploring minority undergraduate engineering students conceptualizations of engineering careers

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

Acaydia Campbell; Venicia Castro Villatoro; Angel Alexis Lopez, Florida International University; Janice L. Hall, Florida International University; Alexandra Coso Strong, Florida International University

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CoNECD Paper Sessions, Diversity

better understand the thought process of individuals who are prospectiveor future employees of engineering organizations, we sought to address these research questions: 1. What does the content of National Lab websites convey to the engineering students about the nature of an engineering career? 2. What does the content of National Lab websites convey to the engineering students about organizational culture at these engineering organizations?Methods This study is a part of a larger project geared towards understanding career concepts ofstudents from historically underrepresented groups in engineering. We mention this because keyterms from an on-going systematic literature review informed the selection of data used in

Conference Session

Session 7 - Track 2: IBM Pathways Program - Empowering technical talent to grow and succeed

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

Callistus Ndemo, IBM; Laura Casale, IBM

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CoNECD Paper Sessions, Diversity

twoother distinction programs, 1) Distinguished Engineer and 2) Distinguished Designer, which areappointments that lead to being a Fellow. All 3 positions are at the executive level and areoften referred to as IBM’s technical executives and thought leaders. They are the company’s“most exceptional” technical professionals and visionaries who are recognized inside andoutside IBM as experts in their field. They have won five Nobel Prizes, five Turing Awards, andbeen responsible for nearly 10,000 U.S. patents. This pre-eminent community of technicalprofessionals has since been emulated by other organizations as well.Today, this community acts as the “technical conscience” of the company, responsible formaintaining IBM’s technical edge. They also

Conference Session

Session 6 - Track 2: Illuminating the APIDA Experience in Engineering Education: A Scoping Review

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

Michelle Choi Ausman, Virginia Polytechnic Institute and State University; Qin Zhu, Virginia Tech

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CoNECD Paper Sessions, Diversity

theirexperiences are not well presented in considerable diversity, equity, and inclusion (DEI)initiatives, other subgroups, such as Southeast Asian Americans, are substantially underserved inengineering education. Limited research has been directed to explore the interactions betweentheir ethnic identities and the engineering identity among Asian American students. In this paper,we conduct a scoping review of the current literature in engineering education to explore thelandscape of Asian American students’ experience in engineering. This review addresses tworesearch questions: (1) What are the motivations of these studies in exploring Asian Americanengineering students’ experiences? (2) What are the gaps in the existing literature on AsianAmerican

Conference Session

Session 8 - Track 2: Resistance to advocacy around hidden curriculum in engineering

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

Victoria Beth Sellers, University of Florida; R. Jamaal Downey; Idalis Villanueva Alarcón, University of Florida

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CoNECD Paper Sessions, Diversity

unintended, lessons, attitudes, and beliefs thatindividuals experience as part of their engineering education [1]–[7]. HC manifests fromhistorical, structural issues, such as sexism and racism, to institutional and interpersonalmessages within engineering [8], [9]. For example, racist policies like segregation excludedAfrican American or Black people from higher education [10], and they remain marginalized asonly 4.5% of 2020 US engineering bachelor’s degree earners were African American or Black[11]. Researchers have contributed significant scholarship on the experiences of historicallymarginalized people in engineering [12]–[16]. However, given the stagnation of inclusion ofhistorically marginalized people in engineering, it is necessary to

Conference Session

Session 2 - Track 4: Sparking shifts in STEM: Facilitating equitable change through workshops on emerging and understudied research questions

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

Joan M Herbers, ARC Network; Heather E. Metcalf PhD, WEPAN, Inc.; Virginia L Rhodes M.S., The Women in Engineering ProActive Network (WEPAN)

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CoNECD Paper Sessions, Diversity

equity in STEM:1. In what ways have big data and algorithms been used to understand equity in STEM?2. What are the limitations of using big data to analyze equity in STEM?3. What research is missing in the area of using big data and algorithms to understand equity in STEM, especially considering intersectionality? 10It is important to realize that current research focusesmore on documenting or predicting than understanding;big data and algorithm analysis have uncovered patternsof inequity in STEM but are not always able to explainhow those patterns arose nor how to ameliorate them.Datasets are themselves limited and thus limit our abilityto fully explore patterns.That said

Conference Session

Session 5 - Track 3: stEm PEER Academy

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

Jennifer Ocif Love, Northeastern University; Claire Jean Duggan, Northeastern University; Jacqueline A. Isaacs, Northeastern University; Johne' M Parker, University of Kentucky; Keisha Marie Norris, Miami University

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CoNECD Paper Sessions, Diversity

students.Even more concerning is the drop in BIPOC men at the graduate degree level.Engineering drop-offs occur at key transition points but it’s not a simple “leakingpipeline” analogy.Associates level includes engineering technology and engineering.What’s not shown is that students can’t always get “back into the pipeline”(Cannady, Greenwald & Harris, 2014) [2].We prefer to refer to “pathway” not pipeline because a pathway is open, while apipeline is closed.Targets were identified from previous work with the “50k Coalition”(https://50kcoalition.org).Target #1: substantially increase the number of BIPOC and women undergraduatedegrees to 100,000 by 2026 (more than 31,000 beyond the current trajectory).Target #2: substantially increase the number of

Conference Session

Session 3 - Track 3: The College Experiences of Undergraduate Students with ADHD: A Scoping Literature Review N.O. Oquendo-Colón

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

Nolgie O. Oquendo-Colón, University of Michigan; Cynthia J. Finelli, University of Michigan; Laura Carroll, University of Michigan

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CoNECD Paper Sessions, Diversity

been working on this project that I will be presenting today entitled; The College Experiences of College Students with ADHD: A Scoping Literature Review.● I will start by giving an introduction to the topic, followed by a discussion of the literature on the college experiences of these students. Followed by the purpose of our work, the methods, the results, and our future work.● Neurodiversity describes the idea that people experience and interact with the world around them in many different ways; there is no one "right" way of thinking, learning, and behaving [1]. Students with ADHD or other neurodiversity such as autism, dyslexia, or obsessive-compulsive disorder are an invisible minority [2], and

Conference Session

Session 9 - Track 2: The Unheard Voices of Administrators who are Non-traditional Graduate Students in Engineering and Computing Education

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

Morgan Haley McKie, Florida International University; Mais Kayyali, Florida International University; Alexandra Coso Strong, Florida International University

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CoNECD Paper Sessions, Diversity

research questions: RQ 1: How have their goals, as non-traditional students, evolved as they have transitioned into a doctoral program? RQ 2: What factors impact the agency of individuals pursuing their goals in dual roles, as doctoral students and higher education administrators?In the sections that will follow, we will discuss the framework used to guide this study, followedby the methodology that was utilized. We then analyze the findings and conclude with adiscussion on the implications and future research work.Conceptual Framework According to the social cognitive theory, people influence their own motivations andactions within a given system, and thus Bandura (1989) explains how “this model of

Conference Session

Session 4 - Track 3: Exploration of the role and needs of high school counselors in supporting broader participation within engineering fields

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

Jeanette Chipps, Johns Hopkins University; Medha Dalal, Arizona State University; Adam R Carberry, Arizona State University; Jennifer Kouo, Institute for Innovation in Development, Engagement, and Learning Systems (IDEALS)

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CoNECD Paper Sessions, Diversity

frameworksuggests that school counselors can play a pivotal role in promoting equity within STEM. Thereare three stages of capacity building against which counselor skill development efforts andpractices could be examined: 1) counselors’ awareness and knowledge of the professionalSTEM landscape and career pathways, 2) counselors’ communication about STEM fields withstudents, and 3) counselors’ skill development toward cultivating more diverse STEM talentconsidering individual factors and sociocultural contexts. Together the three stages suggest thatschool counselors must consider factors which might lead to inequities in STEM by gaining anawareness of STEM specific equity issues. Such awareness will allow school counselors toengage in communication and

Conference Session

Session 4 - Track 2: Inclusive Innovation: Reframing STEM Research in COVID-19

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

Tamara N. Hamilton, Syracuse University ; Claudine-Lonje A Williams, Syracuse University; Chelsea Bouldin

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CoNECD Paper Sessions, Diversity

engineering students. In 2022, Tamara received the Key Contributor Award from NSBE Region 1 for her continued efforts in supporting students in engineering. Tamara received her bachelor’s degree in Afro-American Studies and a master’s degree in Education Leadership and Policy Studies with a specialization in Higher Education, both from the University of Maryland, College Park. Tamara is a doctoral candidate in Higher Education at SU where she serves as an adjunct instructor teaching classes on identity development and the intersections of race, ethnicity, gender, sexuality, disability, spirituality, and social class. Her research interests include broadening participation in STEM, identity, diversity, equity, inclusion

Conference Session

Technical Session 5 - Paper 2: Opportunities from Disruption - How lifelong learning helped create more connected classrooms

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Krishna Pakala, Boise State University; Sreyoshi Bhaduri, Society of Women Engineers

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CoNECD Paper Sessions, Diversity

alsoshed light onto the troubles and triumphs that international and immigrant teachingprofessionals in the higher education landscape may face. It is hoped that the presentation is useful for administrators as they think about supportingatypical cases to strengthen their infrastructure, since afterall, innovation happens most amongthose pushing boundaries whilst facing challenges.pg. 18References:[1] Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, andmixed methods approaches. Sage publications.[2] Matusovich, H. M., Murzi, H., Gray, D., Chambers, B., & James, M. (2020, January). AnAutoethnography: Outcomes from Faculty Engagement in Course Development in a Large First-Year Engineering Program. ASEE

Conference Session

Technical Session 8 - Paper 2: PhD’ing While Black: Unpacking the Emotions of Navigating Engineering as a Black Student and the Implications for Mental Health

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Michael Lorenzo Greene, Arizona State University, Polytechnic campus; Brooke Charae Coley, Arizona State University, Polytechnic campus; Katreena Thomas, Arizona State University, Polytechnic campus; Julia Machele Brisbane, Virginia Polytechnic Institute and State University; Debalina Maitra, Arizona State University, Polytechnic campus; Jeremi S London, Virginia Polytechnic Institute and State University

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CoNECD Paper Sessions, Diversity

. Graduate students are often faced with a wide variety of academic,professional, and personal challenges across their academic journeys that can impact theirpersistence in their graduate programs. These challenges are often exacerbated when racializedaspects of identity are introduced/considered/threatened. Black graduate students in engineeringdeal with additional scrutiny, such as microaggressions, racism, and other racialized experiencesthroughout their journey. This results in a wide variety of psychological and behavioralresponses unique to this group, such as feelings of powerlessness, invisibility, loss of integrity,pressure to represent one’s group [1], anger, escapism, withdrawal frustration and avoidance [2].In their study of graduate

Conference Session

Technical Session 6 - Paper 3: Practitioners' Reflections on Developing and Implementing Virtual Educational Programming During COVID-19

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Paula Davis Lampley Esq., University of Cincinnati; Whitney Gaskins, University of Cincinnati; Krizia L. Cabrera-Toro

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CoNECD Paper Sessions, Diversity

transitioned from in-personprogramming to online instruction in response to the COVID-19 pandemic. Researchers selectedthe qualitative approach of virtual ethnography to detail the experiences of four practitioners asthey planned and implemented virtual educational programming. Each of the four practitionerswork as staff members in the University of Cincinnati College of Engineering and AppliedScience. The University of Cincinnati is a historically white tier 1 research institution in theMidwest. The reflections of the practitioners were documented as they transitioned programsintended for face-to-face engagement to virtual programming for faculty, staff, middle school,high school, and college students. Programming was designed for populations that

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

activities for grades 6-12. She has extensive knowledge in Common Core State Standards, National Council of Teachers of Mathematics Standards, and Literacy. Renee is founder of Get Lit Mathematics which infuses current events and culturally relevant pedagogy to teach math con- cepts. http://www.getlitmath.com The School District of Oconee County recognized Renee for excellence in teaching as the Code Academy Teacher of Year in 2013. While a teacher in South Carolina, Renee fa- cilitated district level workshops on literacy and comprehension in mathematics, historical connections to mathematics, and effective middle grades math and Algebra 1 practices. She is dedicated outreach and advocacy. Additionally, she served as