Conference Session

Technical Session 7 - Paper 2: Retaining a diverse group of undergraduate students in Engineering Technology Majors

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Melanie Villatoro, New York City College of Technology

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CoNECD Paper Sessions, Diversity

Conference Session

Technical Session 6 - Paper 4: Retention Strategies for Educators from Women STEM Graduates of the 1970’s & 1980’s

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Kathleen Buse, Advancing Women in the Workforce; Debra Musch, Rising Careers, LLC; Allison Goodman, ArtCenter College of Design

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CoNECD Paper Sessions, Diversity

Methodology• Overview of qualitative research and why it is important to utilize in the study of women’s STEM careers• Description of the research participants/sample• How the qualitative research was conducted, including an overview of the interview questions• Study limitationsFindings• 4 findings will be presented with the evidence that supports the findingsRecommendations• We will present recommendations based on the 4 findingsReferences are included.Introduction Introduction to Research Study • The STEM workforce drives innovative capacity and global competitiveness [1] • Intersectional gender diversity has been shown to increase innovation [2] [3] • Women comprise 47% of the workforce but only 27% of the

Conference Session

Technical Session 6 - Paper 2: Sharing Exemplary Admissions Practices that Promote Diversity in Engineering Panel Discussion

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Elizabeth Cady, National Academy of Engineering; Beth M Holloway, Purdue University at West Lafayette (COE); Theresa A. Maldonado P.E., University of California System; Beth A Myers, University of Colorado Boulder; Andrew B. Williams, The Citadel School of Engineering

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CoNECD Paper Sessions, Diversity

. 2011 to Oct. 2014, she served as a division director in theEngineering Directorate at the National Science Foundation (NSF). She was responsible for a $135Mbudget in support of interdisciplinary research centers, research translation, innovations in engineeringeducation, special initiatives in support of military veterans, broadening participation in engineering, andworkforce development programs. Her initial appointment at NSF was in 1999 to 2001, when she servedas a program director in the Engineering Research Centers program and represented the EngineeringDirectorate on several NSF-wide committees. Before entering academia, Dr. Maldonado was a member oftechnical staff at AT&T Bell Laboratories for 5 1/2 years working on optical fiber

Conference Session

Technical Session 4 - Paper 2: Successful Practices for a Women in Engineering and Science Mentoring Program for First Year Students

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Sandra L. Furterer, University of Dayton; Elizabeth Hart, University of Dayton; Lily Behnke, University of Dayton

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CoNECD Paper Sessions, Diversity

. 7The purpose of this research is to develop a student‐focused mentoring program that can engage women in science and engineering at the University of Dayton, to help aid retention and engagement of these women.  7 Literature Review: Peer Mentors  Other studies have researched impact of mentoring programs with success building a community, increasing retention rates  Three main benefits of mentoring: 1) Student participation and perceptions 2) Student retention 3) Student ambassador development

Conference Session

Technical Session 12 - Paper 4: Supporting lecturers by building community, promoting agency, and increasing leadership opportunities

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Pauline Khan, University of Michigan; Elizabeth J Bailey, Center for Research on Learning and Teaching in Engineering, University of Michigan; Heidi M Sherick, University of Michigan

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CoNECD Paper Sessions, Diversity

et al. (2012), lecturers are concerned about a lack ofinclusion by tenure-track and tenured faculty members.3.The growth of the lecturer population calls for respectful adaptation and theinclusion of lecturers by offering opportunities similar to those of tenure-trackand tenured faculty (Kezar, 2012; Hahn & Heeren, 2016; Rideau, 2019;Sherick et al., 2020).4.Conversations with lecturers at the College of Engineering also indicated aneed. They call for the understanding of roles, responsibilities, and uniquecontributions of existing and new faculty members within the higher educationcommunity.1. To address this need, we would like to share one organizational support structure that is currently being instituted to support lecturers

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

;T State University where she received a B.S. in Bio Environmental Engineering in 2006. She then began pursuing her graduate education at Purdue University in the Agricultural and Bi- ological Engineering Department, completing her Ph.D. in 2015. Her primary research areas include 1) social competence in engineering education and 2) innovate instructional strategies for Biological and Agricultural Engineering students. She is also a Member of the Engineering Education Faculty, Insti- tute for Engineering Education and Innovation, Food Science Graduate Faculty, and Multidisciplinary Engineering Graduate Faculty groups at Texas A&M University. American c

Conference Session

Technical Session 9 - Paper 3: The Minimization of Microaggressions in Engineering Education

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Stephanie Masta, Purdue University; Darryl Dickerson, Florida International University; Alice L Pawley, Purdue University at West Lafayette (COE); Matthew W. Ohland, Purdue University at West Lafayette (COE)

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CoNECD Paper Sessions, Diversity

Conference Session

Technical Session 13 - Paper 3:Uncomfortable Conversations with Faculty and Students in Zoom: Experiences with diversity and inclusion spurred by police brutality and racial injustice in the U.S.

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Lance Leon Allen White, Texas A&M University; Tracy Anne Hammond, Texas A&M University; Samantha Ray, Texas A&M University; Donna Jaison, Texas A&M University; Christine A Stanley, Texas A&M University

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CoNECD Paper Sessions, Diversity

injustice in the U.S.IntroductionEngineering colleges and departments have been historically quiet in regard to racial and socialjustice issues, existing in the status quo, and often perpetuating a materialistic and militaristicculture rooted deeply in the history of engineering as a trade and subsequently a profession[1].Engineers are often less concerned with social issues, and rarely reflective of how their social andcultural identity impacts society and world, including engineers in academe. However, there hasbeen a shift recently in the socially and politically charged climate of the United States, particularlywithin the past decade where racially charged protests and protests against police brutality havebecome increasingly common and at the

Conference Session

Technical Session 3 - Paper 2: Inequities in “Stuckness”: Exploring mobility patterns to higher ranked institutions from undergraduate to graduate school based on students’ race/ethnicity and first generation in college status

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

David B Knight, Virginia Polytechnic Institute and State University; Dustin Michael Grote, Weber State University; Abdulrahman M Alsharif, Virginia Polytechnic Institute and State University; Maura J. Borrego, University of Texas at Austin; Anita Patrick, Spelman College; Maya Denton, University of Texas at Austin; Gabriella Coloyan Fleming, University of Texas at Austin; Walter C. Lee, Virginia Polytechnic Institute and State University; Homero Murzi, Virginia Polytechnic Institute and State University

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CoNECD Paper Sessions, Diversity

. Ecological transitions,  or changes in roles or settings throughout life, are at the heart of this approach.  This framework considers both individual settings and relationships with different  levels of external settings regardless of whether an individual is a direct actor in the  system. Namely, four levels of systems undergird the ecological framework: 1)  microsystems (settings and relationships experienced directly by the individual,  e.g., families, academic programs, research groups, and peer groups), 2)  mesosystems (interactions between various settings in which the individual is an  active participant, e.g., research group‐academic program interactions), 3)  exosystems (settings in which the individual does not actively

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

communication education. These initiatives would also improve the experiences and education of all students, including underrepresented students. This article contributes to discussions about the definition and usage of student resistance as a framework for education research.IntroductionThe numbers of international students attending US institutions have increased drastically overthe past several decades for multiple reasons: the students are motivated by the quality andreputation of the schools and job opportunities in the US, and the schools are interested ininternational students as quality future workers to the country and because international studentsoften pay high tuition that many domestic students are unable to pay [1

Conference Session

Technical Session 2 - Paper 2: Lessons Learned from Conducting a Diversity-Focused Faculty Cluster Hire at a Predominantly White Institution

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Robyn Sandekian, University of Colorado Boulder; Dana Francesca Stamo, University of Colorado Boulder; Clayton Lewis, University of Colorado Boulder

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CoNECD Paper Sessions, Diversity

faculty representation. [1, p. 473-474]The college-wide faculty search we describe included interventions developed and implementedby the University of Colorado Boulder over the past five years [2] combined with additionalpractices known to support inclusive faculty searches. Key guidance was gleaned from theProvost’s Office [3] and publicly available information from the University of CaliforniaBerkeley College of Engineering Advancing Faculty Diversity Initiative [4-6], Emory University[7], and the Association of Public and Land Grant Universities [8].One common recruitment practice designed to create a more welcoming environment forhistorically marginalized and underrepresented faculty is the use of cluster hires [7, 8]. Based onNational

Conference Session

Technical Session 10 - Paper 2: Lived Experiences and Literature Reviews: Leveraging Experiential Knowledge in STEM Education Doctoral Studies

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Sharetta M. Bufford M.Ed., Clemson University; Stephanie A Damas, Clemson University; Matthew Voigt, Clemson University; Eliza Gallagher, Clemson University

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CoNECD Paper Sessions, Diversity

share how they are learning to provide feedback that empowersstudents to connect to existing literature in an authentic manner while validating their livedexperiences. We situate these vignettes within relevant literature to problematize the nature ofliterature reviews in STEM education. Vignette#1 (SB, Third-year Phd Student): I’ve thought about this quite a bit. Am I not doing enough work to find the literature? Does what I’m seeking even exist? What will my advisors and peers think about me if I am unable to find literature that supports my claims? Why isn’t my lived experience enough to support my claims? How is it ok for me to interview a peer and justifiably put their experiences in my work but not be allowed to personally speak to what I

Conference Session

Technical Session 7 - Paper 6: Lived Experiences of African American Engineering Students at a PWI Through the Lens of Navigational Capital

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

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

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CoNECD Paper Sessions, Diversity

between the conferring of science, technology,engineering, and mathematics (STEM) bachelor’s degrees to minoritized groups at four-yearpredominantly White institutions (PWIs) and the number of STEM faculty that representminoritized groups [1], [2]. The Morrill Act of 1862 established engineering as a major atinstitutions currently known as PWIs. From the very conception of the engineering collegiateculture in 1862, minoritized groups have been ostracized and unwelcomed. Engineering as amajor was not created with Communities of Color in mind. Studies have shown that a diverseengineering faculty contributes to improving access and success of diverse students [3].Considering this, it is important to address the effects of the lack of minority

Conference Session

Technical Session 2 - Paper 5: Need for Change: How Interview Preparation and the Hiring Process in Computing Can Be Made More Equitable

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Stephanie Jill Lunn, Georgia Institute of Technology ; Ellen Zerbe, Pennsylvania State University; Monique S Ross, Florida International University

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CoNECD Paper Sessions, Diversity

participation in computing through the exploration of: 1) race, gender, and identity in the academy and industry; 2) discipline-based education research in order to inform pedagogical practices that garner interest and retain women and minorities in computer-related engineering fields. She uses her scholarship to challenge the perceptions of who belong in computing. American c Society for Engineering Education, 2022 Need for Change: How Interview Preparation and the Hiring Process in Computing Can Be Made More EquitableAbstractMedia and literature frequently describe the need to increase the number of workers in computingto meet growing demands and

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

further study.Keywords: Undergraduate, Gender, Race/Ethnicity, EngineeringIntroductionIn an effort to address this issue of persistence for undergraduate students majoring inengineering and taking general chemistry, typically one of the pre-requisite courses taken duringthe first two-years on campus, we have developed a career-forward laboratory curriculum that isdesigned to support persistence. A career-forward curriculum targets the long-term goal ofpersistence—the personal capacity of students to continue towards an academic goal—byframing experiences with the content, context and specific skills of working in the target careerfield. Created as an extension of an earlier reform of the recitation component of chemistrycourses [1], this

Conference Session

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

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

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

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CoNECD Paper Sessions, Diversity

Education, 2022 Increasing Minority Student Applications to STEM Graduate Programs: Lessons Learned and Outlook for a New ProgramGood afternoon, and thank you for joining us today as we discuss our lessons learnedand outlook for a new program developed to increase underrepresented minoritystudent applications to STEM graduate programs, called A Step to the Doctorate. (Tothe reviewers: The final version of this PowerPoint would/will include photos fromthe program; participants signed a photo waiver.) 1 ▪ Who We Are

Conference Session

Track 7: Technical Session 2: Lessons Learned from Development of an Elective Undergraduate Course on DEI in STEM

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Leigh S McCue, George Mason University; Christopher Alexander Carr, George Mason University; Kevin William Kuck, George Mason University; Dhiambi Otete; Violet Veronika Reges

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CoNECD Paper Sessions, Diversity

, diversity, equity, inclusion, andpedagogy. Included in our findings are first person insights on the impact of this form of class onlearning and professional development, course evaluation data, and lessons learned in hopes ofinforming other practitioners in the design of similar course offerings.1.0 BackgroundThere is a rich literature base for those seeking to develop inclusive STEM curricula, with acomprehensive survey of STEM programming designed to enhance inclusion provided in a recentreview paper by Palid et al [1]. For educators, there are numerous resources to help improveinstructional design, ranging from best practices developed by the National Science andTechnology Council [2] to courses and workshops hosted by organizations like the

Conference Session

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

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

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

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CoNECD Paper Sessions, Diversity

undergraduateengineering students and turned these into 10 distinct audio narratives. Our narrative analysis focused onconstructing a cohesive, concise, and anonymized narrative that would present key content from studentinterviews in a format that would preserve some of the immediacy and emotionality of student interviewswhile improving accessibility and coherence for faculty.Findings: In this paper, we present the scripts and link to audio narratives for two student participants: 1)Sophie, a mixed race (Asian and white) white-passing woman, and 2) Enola, an Indigenous woman. Inaddition to presenting the written and audio narrative, we comment on the specific lessons we see asvaluable for engineering faculty that emerge from each of the audio

Conference Session

Track 3: Technical Session 5: Mycorrhiza Framework: towards an Engineering Education framework for Social and Environmental Justice

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Jorge A Cristancho, Purdue Engineering Education

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CoNECD Paper Sessions, Diversity

mycorrhizaas a simile of these invisible connections. Mycorrhiza is a symbiotic association betweenfungi and plants that cycles nutrients to improve the whole ecosystem. The Mycorrhizaframework aims to raise awareness of the effects of engineering education and work,incorporate social and environmental justice in engineering education, and move closer tohelping people freely and fully develop in a sustainable world. I. IntroductionIt is essential for people and the Ecosystem that we raise awareness of our engineeringimpact. Demanding for people to take action, Singer [1] presented an ethical decisionwhere we would see a child drowning. Most people would do their best to come up with asolution to help the child. Engineering with visible results or

Conference Session

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

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

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

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CoNECD Paper Sessions, Diversity

bills were brought before the United Stateslegislature by state representatives and senators in all 50 states [1]. This past year has seen morespecifically anti-transgender bills than any other year, making this the most overtly anti-transgender legislative session in United States history. Legislative policy does not exist in avacuum. Transgender people in the United States are facing administrative, social, and physicalviolence as a result of policy initiatives that seek to pathologize, vilify, and disparage transgenderpeople. In 2023, transgender people in 24 states [2] have lost significant civil rights, includingthe right to change or have correct identity documentation, to access gender-affirming care, toaccess public bathrooms, to retain

Conference Session

Track 3: Technical Session 6: Organizational Transformation for Graduate Education: Intentionally Engaging Graduate Students as Partners in Equity Work

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Julia Machele Brisbane, Virginia Polytechnic Institute and State University; Teirra K Holloman, Virginia Tech Department of Engineering Education; Natali Huggins, Virginia Tech ; Walter C. Lee, Virginia Polytechnic Institute and State University

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CoNECD Paper Sessions, Diversity

groups pursuing graduatedegrees in engineering [1]. While students from historically marginalized groups remainunderrepresented in engineering graduate programs, there have been increases in enrollment ofhistorically marginalized groups, in particular women and those from racially minoritized groups(i.e., Hispanic/Latinx, American Indian/Alaska Native, Black/African American, and NativeHawaiian/Other Pacific Islander) [2], [3]. Despite these increased enrollments, students fromthese groups are often isolated [4], tokenized [5], and experience hostile environments [4], [6],which can negatively affect students’ retention, degree completion, time to degree, and success.Thus, there has been a push towards equity work, or creating policies and

Conference Session

Track 7: Technical Session 9: Preparing for ABET Changes regarding DEI: Results of the Big Ten++ DEI Summit

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Sarah E Zappe, Pennsylvania State University; Stephanie Cutler, Pennsylvania State University; Ivan E. Esparragoza, Pennsylvania State University

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CoNECD Paper Sessions, Diversity

Director of Assessment and Instructional Support in the Leonhard Center at Penn State. ©American Society for Engineering Education, 2024Preparing for ABET Changesregarding DEI:Results of the Big Ten++ DEISummitLeonhard Center for the Enhancement of Engineering EducationSarah ZappeStephanie CutlerIvan Esparragoza 1. Provide an overview of the SummitThis presentation 2. Provide attendees with access to the activities that they can potentially utilize athas three goals. 3. their own institutions Provide information on the future direction of the Big Ten++ DEI SummitIn 2021, the Engineering Deans of theBig Ten+ requested that ABETincorporate DEI

Conference Session

Track 7: Technical Session 4: Promoting Equity: A Process of Adopting Outcomes-Based Grading in Your Course.

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Katherine Ramos, University of Colorado Boulder

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CoNECD Paper Sessions, Diversity

Canvas. This way, I wasable to provide detailed feedback on each learning objective and break down eachconcept into smaller parts to help students identify gaps in their knowledge.The example above shows a student who took the first assessment and the first re-assessment opportunity. As shown, there is major improvement. *Intend to show thespreadsheet used to grade assessments. 15A side-by-side comparison of the grade distribution from the previous summer to thissummer is presented.Important take-away:Greater improvement in learning objectives from one assessment opportunity to thenext in Summer 2023. Note, re-assessment 1 is not included as it was not offered

Conference Session

Track 3: Technical Session 7: Promotion of Student Well-being via Successful Navigation through Conflict Resolution Pathways

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Boni Frances Yraguen, Vanderbilt University; Bettina K Arkhurst; Stuart Montgomery, Georgia Institute of Technology; Derek Ashton Nichols, Georgia Institute of Technology; Jennifer Molnar, Georgia Institute of Technology

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CoNECD Paper Sessions, Diversity

learning assignments, ad the use of technology in the classroom. Boni hopes to pursue a career in academia with a focus on teaching and engineering education.Bettina K ArkhurstStuart Montgomery, Georgia Institute of TechnologyDerek Ashton Nichols, Georgia Institute of TechnologyJennifer Molnar, Georgia Institute of Technology ©American Society for Engineering Education, 2024 Promotion of Graduate Student Well-being via Successful Navigationthrough Conflict Resolution PathwaysDr. Boni Yraguen, Bettina Arkhurst, Derek Nichols, Jennifer Molnar, Dr. Macrae Montgomery 1 Addressing advising and departmental issues can

Conference Session

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

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

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

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CoNECD Paper Sessions, Diversity

Dr. Bilec is an associate professor in the Swanson School of Engineeringˆa C™s Department of Civil and Environmental Engineering. Dr. Bilecˆa C™s research program focuses on the built environment, life cycle assessment, sustainable healthcare, and energy im ©American Society for Engineering Education, 2024 Establishing and Sustaining Inclusive Learning Communities for Supporting Faculty Creating More Inclusive Engineering Classrooms Jessica M. Vaden1, April A. Dukes PhD 1, Amy Brooks PhD 1, Kristen Parrish PhD 2, Amy Hermundstad Nave PhD 3, Amy E. Landis PhD 3, Melissa M. Bilec PhD 1 1University

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

thesegoals even if time permitted.KeywordsBroadening Participation; Faculty Views; Engineering Education; Success and PersistenceIntroductionBroadening participation in STEM is an initiative of national interest in the United States. Inorder for the US to maintain its global prominence in STEM fields, as well as maintain nationalsecurity and other technological advances, the US must produce over one million more STEMprofessionals than what is currently projected [1]. Broadening participation is a term used todescribe increasing the participation of underrepresented groups in STEM fields [2]. Thisincludes providing exposure, access, and opportunities in STEM for individuals fromunderrepresented groups. According to the National Science Foundation

Conference Session

Track 6: Technical Session 5: Exploring Gender Representation Issues In Computing by Writing Interactive Fiction

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

John K. Estell, Ohio Northern University; Stephany Coffman-Wolph, Ohio Northern University

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CoNECD Paper Sessions, Diversity

Society for Engineering Education, 2024 EXPLORING GENDER REPRESENTATION ISSUES IN COMPUTING BY WRITING INTERACTIVE FICTION John K. Estell Stephany Coffman-WolphNote: Those photos in this file that were taken by one of the authors can be used under theCreative Commons CC BY-NC 2.0 license.https://creativecommons.org/licenses/by-nc/2.0/ 1 METRIC: COMPUTER SCIENCE DEGREES • Women account for a low share of the degrees earned in computer science: CS Bachelor’s Degrees

Conference Session

Track 3: Technical Session 9: Exploring the Intersectionality of Engineering Postdoctoral Scholars in the LEGACY Scholars Program

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Jameka Wiggins, The Ohio State University; Monica Farmer Cox, The Ohio State University; Ayanna Howard, The Ohio State University; Beenish N/A Saba, The Ohio State University; Martina Leveni, The Ohio State University; Shawanee' Patrick, The Ohio State University

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CoNECD Paper Sessions, Diversity

Conference Session

Track 7: Technical Session 8: Fostering Inclusive Learning Environments while Navigating DEI Backlash

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

valerie a guerrero williamson, Stevens Institute of Technology

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CoNECD Paper Sessions, Diversity

workshops focused on issues related to power, privilege, social justice, and social identities such as race, ability, class, gender, and sexual orientation. ©American Society for Engineering Education, 2024Fostering Inclusive Learning Environments while Navigating DEI Backlash Date 1 Overview Current Landscape: Recent SCOTUS ruling & State Legislation National, state, institutional, and individual Key Areas Targeted and Examples levels Strategies You Can Control for broadening how we accomplish goals for inclusion

Conference Session

Track 8: Technical Session 4: Grading: The (Mis)use of Mathematics in Measuring Student Learning and its Disproportionate Impact on Equity and Inclusion

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Sharona Krinsky, California State University, Los Angeles; Robert Christopher Bosley, California State University, Los Angeles; Dina Verdin, Arizona State University, Polytechnic Campus; Eva Schiorring, STEMEVAL; Emily L. Allen, California State University, Los Angeles

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CoNECD Paper Sessions, Diversity

asking this question of hundreds of educators over the last six years, the top three answers given have been:1. Communicate the amount and/or quality of what a student has learned.2. Communicate to the student whether or not they have learned enough to be successful in a subsequent class.3. Rank students for use in future opportunities such as admission for advanced degrees, professional schools, jobs, scholarships, etc.In addition to the question asked a student gets a “B” in a class – what do we want it tomean?Top three answers from previous faculty asked:● Student is likely to be successful in a subsequent course.● Student knows most of the material but not all of it or not perfectly.● Depends on who gave the B (common answer