Conference Session

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

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Sunday David Ubur, Virginia Polytechnic Institute and State University; Sarah Over, Virginia Tech; Denis Gracanin, Virginia Polytechnic Institute and State University; C. Cozette Comer, Virginia Polytechnic Institute and State University

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

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

Conference Session

CANCELLED: Track 6: Technical Session 2: Gender Differences in Global Identity Development: Implications for Intercultural Competence in Higher Education

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Aparajita Jaiswal, Purdue University at West Lafayette (PPI); Sakhi Aggrawal, Purdue University at West Lafayette (PPI); Vidya Reddy Madana, Purdue University

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

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

Conference Session

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

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

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

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

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

Conference Session

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

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

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

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

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

Conference Session

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

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

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

Tagged Topics

2025 CoNECD Paper Submissions, Diversity