Conference Session

Track 8: Technical Session 7: Designing an open course to highlight the work of underrepresented STEM scholars

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Brianna B Buljung, Colorado School of Mines; Seth Vuletich, Colorado School of Mines; Madison Schaefer

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CoNECD Paper Sessions, Diversity

sections of the course were sent to faculty at Colorado School of Mines and STEMlibrarians across the United States and Canada for review. We sought feedback on organization,breadth of coverage, and content depth that can be incorporated in the ongoing development ofthe course. This paper describes the development of RIS, initial feedback received, and lessonslearned in the design process that could inform similar projects at other institutions.IntroductionFaculty and scholars, especially in the United States and United Kingdom, are encouraged todiversify their teaching materials, consider more inclusive approaches to content, and incorporateculturally-responsive examples into their courses [1]–[4]. However, little guidance exists on howto go

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

education research. He is currently developing projects on Black family mathematics socialization, mathematics and citizenship, STEM-mentoring experiences, and the question of equity in mathematics education. His scholarship has been published in several journals and edited volumes; find and download his work here. Dr. Larnell develops and teaches undergraduate and graduate courses in the College of Education across curricular and degree programs (including in the general education program): Introduction to Urban Ed- ucation; STEM, Education, and Society; Teaching and Learning Elementary Mathematics in the Urban Classroom; Research on the Learning of Mathematics; Research on the Mathematics Teachers and Teach- ing

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

.” Including “computing” and “STEM” allowed for a larger range ofpapers in our search. We employed the following search string in the “Expert Search” mode:(((Asian American) WN ALL) AND ((students) WN ALL) AND (((engineering) WN ALL) OR((computing) WN ALL) OR ((STEM) WN ALL)))We found 138 records in this initial research. The two authors employed the three followinginclusion/exclusion criteria to screen further these 138 papers: Criterion 1: Are undergraduate students the focus of the research project? Criterion 2: Do research questions address Asian American students? Criterion 3: Is the data empirical research?These three criteria were chosen to center on Asian American undergraduate engineeringstudents. The first criterion allowed

Conference Session

Session 12 - Track 1: The Advisor-Advisee Relationship in Engineering and Computer Science Ph.D. Programs: Understanding Who Benefits and How

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

Catherine E. Brawner, Research Triangle Educational Consultants; Andrea Stancescu, NC State University; Maureen Grasso, NC State University; Yvette Maria Huet, UNC Charlotte; Rebecca Brent, Education Designs, Inc; Lisa Merriweather, University of North Carolina at Charlotte

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CoNECD Paper Sessions, Diversity

founding member and former treasurer of Research Triangle Park Evaluators, an Ameri- can Evaluation Association affiliate organization and is a member of the American Educational Research Association and American Evaluation Association, in addition to ASEE. Dr. Brawner is the principal formative evaluator for the AGEP-NC project. She has also served as an Extension Services Consultant for the National Center for Women in Information Technology (NCWIT) and, in that role, advised com- puter science and engineering departments on diversifying their undergraduate student population. She remains an active researcher, including studying academic policies, gender and ethnicity issues, transfers, and matriculation models with

Conference Session

Track 6: Technical Session 7: Qualitatively Exploring How Finances Constrain Undergraduate Engineering Student Experiences, Mental Health, and Career Opportunities

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Emily Fitzpatrick, University of Nebraska-Lincoln; Jessica Deters, University of Nebraska - Lincoln

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CoNECD Paper Sessions, Diversity

DISCUSSIONThe first author led the efforts to conducted a preliminary data analysis for thisconference presentation and developed a visualization to describe trends that theynoticed in the data. On this slide, we plan to walk through the data analysis process:open coding, themes, visualization, and verification. Open coding was done withMAXQDA by a 4-author team, financial themes were identified by a 3-author team,visualization was done by a 3-author team, and preliminary verification was done by athree-author team. This big (and small) project has very much function in ‘stages’ andwe are still in a preliminary stage. 9 Preliminary Findings INTRODUCTION

Conference Session

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

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

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

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CoNECD Paper Sessions, Diversity

environment.ImplementationThe proposed project plan for the ROPES program was implemented following a structuredtimeline and transparent allocation of responsibilities. The implementation process ensured theeffective execution of the outlined activities within the grant cycle. The project activities werealigned with the budget proposed, enabling the efficient utilization of resources to achieve thedesired outcomes.To begin, the Office of Admissions and Outreach along with the faculty participating in theprogram were responsible for recruiting selected students from partner schools to participate in theROPES program. This involved targeted outreach efforts and communication with the schools toidentify eligible students. The recruitment process took place in the fall of

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

degrees with just one additional year, whereas a traditional MSE degreetakes usually two or more years to complete after the BSE. The combined degree program allowsacademically talented (high GPA) undergraduate students replace two of their three requiredundergraduate electives with graduate courses while also replacing their industry sponsoredsenior design project (capstone) with their Master’s thesis/project. With this, they are able toreplace up to 11 undergraduate credits with graduate credits thereby accelerating their graduatedegree while also reducing cost. The compressed timeline allows the scholars enter theworkforce a year earlier thereby maximizing their earning potential. This structure helps addressthe family pressure

Conference Session

Technical Session 3 - Paper 3: International engineering students’ resistance to isolating university experiences: An opportunity for greater inclusion in engineering education

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Memoria Matters, Purdue University at West Lafayette (COE); Patrice Marie Buzzanell, University of South Florida; Carla B. Zoltowski, Purdue University at West Lafayette (COE)

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CoNECD Paper Sessions, Diversity

. Zoltowski is an assistant professor of engineering practice in the Elmore Family School of Elec- trical and Computer Engineering and (by courtesy) School of Engineering Education, and Director of the Vertically Integrated Projects (VIP) Program within the College of Engineering at Purdue. Prior to her appointment in ECE, Dr. Zoltowski was Co-Director of the EPICS Program. She holds a B.S.E.E., M.S.E.E., and Ph.D. in Engineering Education, all from Purdue. Her research interests include the pro- fessional formation of engineers, diversity, inclusion, and equity in engineering, human-centered design, engineering ethics, and leadership. American c Society for

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

Engineering Education(SUCCEED). JEDI employs FIU undergraduate engineering and computing students to designand carry out their own projects focused on equity-centered research, activism, and K-12outreach within the College of Engineering and Computing (CEC) and the local South Floridacommunity. The first two authors of this paper, Garcia and Elaouinate, joined the program in Fall2021 as part of the first cohort of JEDI ambassadors. Secules serves at the faculty mentor for theprogram, and Bond-Trittipo is the primary mentor for the student research groups.FIU is a large HSI in Miami, Florida. As of Spring 2022, the undergraduate enrollment for CECwas nearly 6,500 [16]. This student body is comprised of 66% Hispanic students, 11% Black orAfrican

Conference Session

Technical Session 5 - Paper 5: The Impact of Prior Programming Experience on Computational Thinking in First-Year Engineering Experience.

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Noemi V Mendoza Diaz, Texas A&M University; Deborah A. Trytten, University of Oklahoma; Russ Meier, Milwaukee School of Engineering; Janie M Moore, Texas A&M University

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CoNECD Paper Sessions, Diversity

introductory programming classes to an audience of computing andengineering students and therefore is well attuned to the challenges of first-year college studentslearning this material, although also at risk of projecting challenges her students face ontoparticipants.Dr. Meier grew up on a farm on a Native American reservation. He descends from WesternEuropean immigrants and nearby towns were mostly white European descendants. Native Siouxand Ponca Americans attended school, played sports, and socialized within the communities. Hegrew up appreciating Native American culture but saw inequities limiting education and careerpotential, and intersectionality resulting in cultural bias and discrimination. As a cisgender whitemale high school student, he

Conference Session

Track 7: Technical Session 3: The Missing Misrecognition in Recognition and Engineering Identity Research

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Annie Yong Patrick, Georgia Tech; Joseph M LeDoux, Georgia Institute of Technology; Sara Schley Schley, Rochester Institute of Technology (NTID)

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CoNECD Paper Sessions, Diversity

had experiences in which I was recognized as an engineer.” (Bahnson et al., 2021) • Friends, family, peers, and advisors see me as an engineer (Choe & Borrego, 2019) • Ask students to rate to what extent parents, relatives, and friends see them as engineers. (Kendall, Procter, et al., 2019) As we reviewed this work in parallel to our research project, we were led to considerrecognition in other ways. For the many studies that considered the experience of being seen andassessing it within self-reflection and the perspective of others, how did a lack of recognitionmanifest? Therefore, we set forth to examine misrecognition to contribute to enriching the presentengineering identity

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

Science Foundation-sponsored projects focused on broadening participation in STEM academia. Her research centers on the creation of optimal higher education policies and practices that advance faculty careers and student success, as well as the schooling experiences of Mexican descent youth in the mid-20th century.Ms. Emily Kulakowski, University of Colorado Colorado SpringsMs. Elizabeth Peterson, University of Colorado at Colorado Springs Elizabeth Peterson is a doctoral student in the Department of Leadership, Research, and Foundations at the University of Colorado at Colorado Springs. She earned her MS in Applied Mathematics and BS in Pure Mathematics, both from the University of Colorado at Colorado Springs. Her

Conference Session

Technical Session 4 - Paper 1: Valuable Professional Learning and Development Activities for Black STEM Postdoctoral Scholars

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Sylvia L. Mendez, University of Colorado at Colorado Springs; Valerie Martin Conley, University of Colorado at Colorado Springs; Canek Moises Luna Phillips, Rice University; Tammy Michelle McCoy, Georgia Institute of Technology; Comas Lamar Haynes, Georgia Tech Research Institute; Kathryn Joan Watson, University of Colorado Colorado Springs; Sarah Elizabeth Cooksey, University of Colorado Colorado Springs; Kathryn Elizabeth Starkey, University of Colorado at Colorado Springs

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CoNECD Paper Sessions, Diversity

participation in higher education, and the educational attainment and schooling experiences of Mexican descent youth in the mid-20th century.Dr. Valerie Martin Conley, University of Colorado at Colorado Springs Valerie Martin Conley is dean of the College of Education and professor of Leadership, Research, and Foundations at the University of Colorado Colorado Springs. She previously served as director of the Center for Higher Education, professor, and department chair at Ohio University. She was the PI for the NSF funded research project: Academic Career Success in Science and Engineering-Related Fields for Female Faculty at Public Two-Year Institutions. She is co-author of The Faculty Factor: Reassessing the American

Conference Session

Track 6: Technical Session 3: Teaching Equity through Assets-Based Journaling: Using Community Cultural Wealth to Guide Student Reflections

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Gabriella Coloyan Fleming, University of Texas at Austin; Jessica Deters, University of Nebraska - Lincoln; Maya Denton, University of Oklahoma

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CoNECD Paper Sessions, Diversity

Hiroshima • 80 students, 3 TAs, 4 co-instructors from one US institution • Classes in Tokyo held at a Japanese university • Class format: primarily project-based learning • Reflection assignments • 2 pages each • 1 at the beginning of class, 2 during, 1 at end • Prior to the last reflection due date: class about CCW 10 INTRODUCTION METHODS RESULTS IMPLICATIONS & CONCLUSIONS● The class was taught by one member of the author team at the home institution for students at that US-based institution● Students earned 3 credit hours (engineering elective) towards

Conference Session

Technical Session 12 - Paper 2: DEI Student Ambassadors Program

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

J. McLean Sloughter, Seattle University; Brooke I Wynalda; Agnieszka Miguel, Seattle University

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CoNECD Paper Sessions, Diversity

Bias Busters groups created by industry and academia, especially the Bias Busters @ Carnegie Mellon University and the Bias Busters in the Electrical Engineering and Computer Science Department at University of California Berkeley. The student ambassadors were given broad objectives to improve the college community and educate the student population about diversity, equity, and inclusion. An initial planned project of the ambassadors was to organize a DEI Takeover Week during spring of 2020. This project had to be postponed due to the COVID-19 pandemic. The student ambassadors took this as an opportunity to instead develop programs focused on equity and inclusion issues that arose due to the pandemic and the transition to

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

participants indicated that their advisors had helped them debug code; most of the othersdescribed their meetings as covering only big-picture topics. In fact, Glen reports that after the firstfew challenges, he realized that his advisor “really didn’t have time to actually get into weeds tohelp me out with something.” The relative independence advisors expect from their students seemsto have been a surprise to some of our participants. For example, Patricia says that she came inthinking that she would be assigned to work on an existing project, but instead found that “it wasmy job to figure out a research idea and then work on that.” Her advisor was willing to guide her,but was “pretty hands off” when it came to understanding what she needed to do on

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

intersec- tion of race and learning in adult education, DesiCrit (theorizing the racialized experiences of South Asian Americans using Critical Race Theory), Cultural-Historical Activity Theory (CHAT) as a framework to analyze learning, and qualitative research. She is currently working on the following research projects: Environmental racism, Racialized experience of South Asian Americans, and Mothering during the pan- demic. Her selected publications include ”Learning to teach about race: The racialized experience of a South Asian American feminist educator” in Adult Learning, ”New Directions for Adult and Continuing Education” in New Directions for Adult and Continuing Education, and a chapter entitled ”Gender still

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

. Given the historical and persistent underrepresentation of minority groups in theengineering workforce, our work presents a timely effort to understand better and include thecareer attitudes of the emerging engineering workforce. We investigate how the concept of anengineering career is shaped for minority engineering students from a Hispanic-servinginstitution to further understanding on how career opportunities in government-funded labs areperceived by a group of Black and Latinx engineering student researchers experiencing the jobsearch and post-graduation planning process. For context, our study is a smaller portion of thePRE-CCAP (Partnership for Research and Education Consortium in Ceramics and Polymers)project. The consortium consists of

Conference Session

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

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

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

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CoNECD Paper Sessions, Diversity

United States[1]. This makes this sector appear in the list of the most important industries in the U.S.economy. Employment of construction workers is projected to grow 4% from 2022 to 2032[1]; however, maintaining the current workforce and satisfying the future demand forconstruction-related workforce will become more difficult due to the aging and laborshortage issues in the construction industry [2], [3]. Workforce development priorities in the construction industry are not just aboutneeding more people but also critically ensuring a more diverse community of workers. Thesolution to real-scenario engineering problems not only requires multidisciplinaryteamwork but also a diverse team. A diverse team “promotes fresh perspective and ideas

Conference Session

Track 8: Technical Session 6: A work in progress narrative literature review exploring the impact of minority engineering programs on the experiences of Black students in undergraduate engineering programs

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Stephanie A Damas, Clemson University; Lisa Benson, Clemson University

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CoNECD Paper Sessions, Diversity

- sity. Her research focuses on the interactions between student motivation and their learning experiences. Her projects include studies of student perceptions, beliefs and attitudes towards becoming engineers and scientists, and their development of problem-solving skills, self-regulated learning practices, and epistemic thinking. Other projects in the Benson group involve students’ navigational capital, and re- searchers’ schema development through the peer review process. Dr. Benson is the past editor of the Journal of Engineering Education, an American Society for Engineering Education (ASEE) Fellow, a member of the European Society for Engineering Education (SEFI), American Educational Research As- sociation

Conference Session

Track 6: Technical Session 6: Stewardship of the Stories: Learning from Black Engineering Students' Lived Experiences

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Tanya D Ennis, University of Colorado Boulder; Donna Auguste Ph.D., Auguste Research Group, LLC; Cynthia Hampton Ph.D., Virginia Polytechnic Institute and State University

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CoNECD Paper Sessions, Diversity

engineering student participants who were currently orformerly enrolled at a predominantly White university? And relatedly, in what ways did thesenuances lead to components of deeper stories?We introduce a new term, a Sounding Line, for the marker-based methodology we developedfor this analysis. A Sounding Line marker reflects a research participant’s communication, in themoment, taking measure of the interviewer, determining if they are to be trusted with thepersonal, culturally-sensitive, and perhaps highly revealing stories from their lived experiences.This paper is about the methodology we developed and applied, in 2023, to the initial datasetfrom 2019-2021.Listening to these stories evoked an awareness among the research project interviewers

Conference Session

Technical Session 11 - Paper 1: Using Utility Value Interventions to Explore Student Connections to Engineering Mechanics Topics

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Isabella Grace Sorensen, California Polytechnic State University, San Luis Obispo; Dominick Trageser, California Polytechnic State University, San Luis Obispo; Brian P. Self, California Polytechnic State University, San Luis Obispo; Benjamin David Lutz, California Polytechnic State University, San Luis Obispo

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CoNECD Paper Sessions, Diversity

engineering courses, inquiry-based learning in mechanics, and design projects to help promote adapted physical activities. Other professional interests include aviation physiology and biomechanics.Dr. Benjamin David Lutz, California Polytechnic State University, San Luis Obispo Ben D. Lutz is an Assistant Professor of Mechanical Engineering Design at Cal Poly San Luis Obispo. He is the leader of the Critical Research in Engineering and Technology Education (CREATE) group at Cal Poly. His research interests include critical pedagogies; efforts for diversity, equity, and inclusion in engineering, engineering design theory and practice; conceptual change and understanding; and school- to-work transitions for new engineers

Conference Session

Track 8: Technical Session 3: Exploring Engineering Faculty Views on their Role in Broadening Participation in Engineering

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Gerica Brown, University of Dayton

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CoNECD Paper Sessions, Diversity

. ©American Society for Engineering Education, 2024 Exploring Engineering Faculty Views on Their Role in Broadening Participation in EngineeringAbstractBroadening participation in STEM is an initiative of critical importance within the United States.In order to maintain its global prominence in STEM fields, as well as maintain national securityand other technological advances, the US must produce over one million more STEMprofessionals than what is currently projected. Broadening participation is a term used todescribe increasing the participation of underrepresented groups in STEM fields. This includesproviding STEM exposure, access, and opportunities for individuals from underrepresentedgroups. According to the

Conference Session

Technical Session 10 - Paper 3: Bridging the STEM Gender Gap through Women-focused Outreach

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Isabel A Boyd, University of Tennessee, Knoxville; Anne Skutnik, Tickle College of Engineering Academic and Student Affairs, University of Tennessee Knoxville ; Jalonda Nakay Thompson, University of Tennessee at Knoxville; Marcel Brouwers, University of Tennessee, Knoxville

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CoNECD Paper Sessions, Diversity

 about each of the fields of engineering, as well as connect with students and staff members in those departments.Throughout her high school’s 3 course STEM program, she was able to get hands‐on experience with CAD and using power tools, as well as experience developing a concept project to propose to the community.Another influential factor in her decision to pursue STEM comes from her father’s work as an electrical engineer. These influences led her to conduct this study to ensure more women have access to outreach programs and chose to pursue STEM careers. 4 Research Question and Objectives Research question: What influences more women

Conference Session

Technical Session 13 - Paper 4: Promoting First-Semester Persistence of Engineering Majors with Design Experiences in General Chemistry Laboratory

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Corey Payne, University of Florida; Kent J. Crippen, University of Florida

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CoNECD Paper Sessions, Diversity

, which is consistent with trends described in the literature. However, for URMparticipants, the career-forward experience results in a small/medium positive effect that isspecific to Engineering self-efficacy, an encouraging result.The decrease in commitment to an engineering career for URM students suggests that someaspect of the curriculum is likely causing issues. Considering the positive trend for EngineeringSelf Efficacy among this group, indicative of increased confidence for doing engineering, this isan especially intriguing and concerning result, which may be related to stereotype threat whereour focus on career practices causes URM students to project negative feelings or experiencesforward into their career. These findings merit

Conference Session

Track 1: Technical Session 5: From De Facto To De Jure and Beyond. It's More Than Just Weather. What The "Chilly" Climate Really Feels Like for Black Doctoral Students in STEM

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Dreama Heaven Rhodes, Arizona State University; Motahareh Darvishpour Ahandani, Arizona State University, Polytechnic Campus; Brooke Charae Coley, Arizona State University; Kerrie G Wilkins-Yel; Jennifer M Bekki, Arizona State University; Dailynne Major; Nicholas A Smith; Debalina Maitra, Arizona State University, Polytechnic Campus; Juan David Gutierrez, University of Massachusetts Boston

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CoNECD Paper Sessions, Diversity

Coley, Arizona State University Brooke C. Coley, Ph.D. is Founding Executive Director of the Center for Research Advancing Racial Equity, Justice, and Sociotechnical Innovation Centered in Engineering (RARE JUSTICE)—an unprece- dented testbed for innovating and modeling antiracist and equitable engineering futures—and Assistant Professor of Engineering, both at Arizona State University. Across several national projects funded pri- marily by the National Science Foundation, Dr. Coley’s research lies at the intersection of racial equity, mental health and qualitative research methods encompassing critical theory, participatory action research, and arts-based research methods. Her work is anchored in an intentional

Conference Session

Track 5: Technical Session 2: Adoption of an Advocates and Allies Program to a Predominantly STEM Campus

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Adrienne Robyn Minerick, Michigan Technological University; Sonia Goltz, Michigan Tech; andrew storer, Michigan Technological University; Patricia Sotirin, Michigan Technological University

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CoNECD Paper Sessions, Diversity

has come from all colleges at the institution, although participation has not beenproportional to the number of faculty in each college. Colleges with overt and regularendorsement from the leadership of DEIS efforts have had the greatest level of participation.Colleges and disciplines with historic resistance to DEIS concepts demonstrated the lowestparticipation rates.The survey was designed by internal evaluators on the project and refined by an externalevaluator as well as graduate students on the project to measure perceptions of support forindividuals hailing from minoritized groups (gender, race/ethnicity). The survey also asks aboutperceptions of the extent to which inequities existed on Michigan Tech’s campus with regard tocampus

Conference Session

Technical Session 14 - Paper 1: Diversity Statements in STEM Faculty Job Applications

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Yvette E. Pearson P.E., The University of Texas at Dallas; Torrie Cropps, University of Texas at Dallas; Samara Rose Boyle; Canek Moises Luna Phillips, Rice University

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CoNECD Paper Sessions, Diversity

TeamSupport for this work was provided by the National ScienceFoundation’s Alliances for Graduate Education and theProfessoriate (AGEP) program under award numbers1916093, 1916018, and 1915995 to Rice University, Texas Dr. Torrie Cropps Dr. Yvette E. PearsonSouthern University, and University of Houston. The project Postdoctoral Researcher Vice Presidentis branded as AGEP STRIDES (Strengthening Training andResources for Inclusion in Data Engineering and Science).The opinions, findings, and conclusions or recommendationsexpressed are those of the author(s) and do not necessarilyreflect the views of the National

Conference Session

Technical Session 10 - Paper 1: Improving engineering-student retention via the UC Davis LEADR program

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Ralph C. Aldredge III, University of California, Davis

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CoNECD Paper Sessions, Diversity

, which allowed us to hire additional staff support focused onimproving second- and third-year retention rates as well as graduation rates and time-to-degree. Theadditional staff support will provide opportunities for holistic advising, career guidance and facilitatedmentorships to continue beyond the second year of enrollment. In addition, the first-year academic-success course will be enhanced to include a project focused on the NAE Grand Challenges2, which willprovide an opportunity for students to develop the team-building and presentation skills that will beneeded in required upper-division engineering design courses.In addition, we were successful in receiving a grant from the National Action Council for Minorities inEngineering (NACME

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

Tagged Topics

CoNECD Paper Sessions, Diversity

experiences for women and populations traditionally underrepresented. Studieswere conducted to better understand the interconnectedness of student experiences and studentdecisions. In response to student feedback, engineering operations were re-examined forinclusivity, and programs were piloted to overcome systemic biases hampering student successand model more inclusive policies, practices and procedures.[1] A. Gamoran, "American Schooling and Educational Inequality: A Forecast for the 21st Century," Sociology of Education, vol. 74, pp. 135-153, 2001.[2] J. Vespa, D. M. Armstrong, and L. Medina, Demographic turning points for the United States: Population projections for 2020 to 2060: US Department of Commerce, Economics and