Conference Session

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

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

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

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CoNECD Paper Sessions, Diversity

. 4 What is your program trying to do? Create a Basic Logic Model Activity Book by Chris LysyUnderstanding what you are trying to do in your program is the key to your logicmodel and there are tools you can use to flesh that out. The QR code on this slidewill bring you to a logic model workbook by Chris Lysy. We think this is a helpful toolfor doing this kind of reflection and drives some of the work we’ll be doing togethertoday. This workbook recommends that, before you start developing your logicmodel, you should consider your answer to this question and think about howother partners in your work might also answer this question.Take about 30 seconds now to jot down your answer to this question.Keep the answer to that

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

how they were graded or based on the options available in a digital gradebook. Very rarely has anyone in the workshop had a specific course about grading during a faculty training or credentialing program.6 ● Typical sequence of course activities that results in scores or grades in a gradebook, especially in higher education STEM courses.● There is extensive research demonstrating that retrieval practice, the practice of retrieving knowledge from memory, reflecting on that knowledge, and interleaving practice of that knowledge with other topics is effective at making knowledge stick. Known as “the testing effect”, research has shown that a number of successful retrievals are required to give a

Conference Session

Session 10 - Track 2: Get Outside and Learn (GOAL) Engineering Kits

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

Jennifer Bishop, University of Maryland College Park; Vincent Nguyen, University of Maryland College Park; Paige E Smith, University of Maryland College Park; Elisabeth Smela, University of Maryland College Park

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CoNECD Paper Sessions, Diversity

) resides in a region rich in diversity.Over all majors, UMD seeks a balance that is representative of the state’s populationbetween female and male students, as well as underrepresented minority andnon-minority students. However, this balance is not reflected in engineering majors,in which only 27% of students identify as women, and 16% of students are fromhistorically underrepresented racial and ethnic groups. UMD is working to overcomethe disparity in our ability to attract underrepresented students from our localcommunities. A 2021 review by the Washington Post ranked UMD 6th among stateflagship institutions in terms of the gap between the percentage of black high schoolgraduates in the state and undergraduate enrollment. This issue is not

Conference Session

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

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

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

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CoNECD Paper Sessions, Diversity

emphasize ongoing, accountable action [58]. To be effective, allyship necessitatescontinuous self-reflection, an understanding of privilege, and active efforts to dismantleoppressive systems [58, 62-65]. Allyship has garnered increased attention in discussions oninequality and social justice [58, 64, 66]. It has evolved to include its application as a tool forpromoting diversity, equity, inclusion, and accessibility in various contexts, from workplaces tohigher education institutions [52, 61, 67].In practice, allyship can help foster inclusive environments and reduce discrimination [67-68]. Itcan create a culture of respect, understanding, and belonging, especially when those in positionsof power actively support marginalized groups and advocate

Conference Session

Session 1 - Track 4: What does an Engineering Instructional Faculty do? Voices of Engineering Instructional Faculty at Hispanic-Serving Institutions

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

Viyon Dansu, Florida International University; Alexandra Coso Strong, Florida International University; Meagan R. Kendall, University of Texas at El Paso

Tagged Topics

CoNECD Paper Sessions, Diversity

knowing what to prepare for. So, I even have support from the students themselves.Poobah is another EIF who highly values developing meaningful relationships with his students.During the first year of the COVID pandemic, he shared how challenging it was to build thoserelationships, given that he lost that valuable time before and after class to speak one-on-onewith students. In the interview, he reflected on one memorable example from before COVID todescribe why he appreciates building these relationships with his students and what he hoped areturn to campus would bring for both him and his students. So, I was sitting next to one of my students in my class and I looked at him, I said, "Well, you look a little sad today." And he

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

undergraduate degree. As shebegan to integrate more fully into campus life and the engineering center, she realized that herhome life, in which she was raised with a single, feminist mother who was the provider in thefamily, contrasted with the patriarchal nature of the atmosphere at the university. This caused herto experience cultural shock and felt pressured as a woman to suppress parts of herself inengineering spaces. Reflecting on this pattern prompted her desire to push for change to improvethe experiences of underrepresented student groups in engineering. She identifies as an ally forLGBTQ+ people, and the lack of emphasis on LGBTQ+ students in the STEM research literaturetroubled her and motivated her to take part in this research.Bailey Bond

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

overview ofeach faculty participant, of which six were female and the remaining 10 were male. Engineeringfaculty participants represented each of the core engineering disciplines, with ChemicalEngineering, and Mechanical Engineering each having three faculty participants, twoparticipants representing Civil Engineering and Electrical and Computer Engineering, and theremaining six being from Engineering Technology and Systems related disciplines. Thisinformation coupled with the information in Table 1 demonstrates the diverse facultyperspectives reflected in this study with regards to gender, discipline, and years of teaching. Thelack of institutional diversity is identified as a limitation of this study.Table 1: Participant Information

Conference Session

Track 8: Technical Session 2: Adapting the Gender Based Analysis Plus (GBA+) to Engineering: A Digital Tool to Aid Inclusive Design

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Audrey Anne Blanchet, Université de Sherbrooke; Nathalie Roy, Université de Sherbrooke

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CoNECD Paper Sessions, Diversity

interaction influences howwe may experience government policies and initiatives” [2]. GBA+ thus aligns with a context ofevolving social norms, the fight against inequalities, and the adoption of measures that reflect thediversity of experiences and the values of EDI. This intersectional lens acknowledges thatindividuals have different identities that influence their experiences differently [3].Intersectionality being at its core, this tool provides a broader understanding of specific needsand allows decision-makers to address them through adapted solutions.Therefore, GBA+ enables the development of more rigorous community-centred solutions toaddress EDI. Accordingly, this analytical tool can be applied in other contexts such asengineering design

Conference Session

Technical Session 1 - Paper 1: An Exploratory Investigation of the Experiences of Navigating Campus Resources of Black Immigrant Women in Engineering

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Debalina Maitra, Arizona State University, Polytechnic campus; Brooke Charae Coley, Arizona State University, Polytechnic campus; Katreena Thomas, Arizona State University, Polytechnic campus; Meseret F. Hailu, Arizona State University

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CoNECD Paper Sessions, Diversity

interacting with them. For example, Brandy recalled,Because, we have to think about our hair. Then, of course, I'm sure you know the negative stereotypesassociated with getting angry. It's like even when I'm blatantly disrespected, I still have to keep my cool,which has happened. I've had someone questioned my intelligence, I've had a professor call me an angryblack woman, I've dealt with a lot of stuff being at LPU. But I still have to figure out how to keep a calmface in the face of adversity. Especially, because I don't want it to reflect badly on myself or anyonecoming up after me. Because, I know it's not necessarily my job to represent for my race. But at the sametime, people do tend to have interactions with people and go throughout their

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

conceptual framework for this study. Four componentscomprise Collins’ BSSI model: reflective identity, competence/ability, values/interest, andassimilation The model assumes an asset-based approach to STEM talent development for studentsand suggests that identity is intersectional, dynamic, developmental, and multidimensional. Thus,student STEM identity continues to be refined and influenced over the course of one’s entire collegeexperience. The model served as the foundation of the interview protocol as well as the deductivedata analysis plan and was used to consider the implications of the study. 5 PARTICIPANTS Pseudonym Year of Birth

Conference Session

Session 11 - Track 1: "Emotions can hinder Professional Experiences:" Emotional states of first-generation engineering students when introduced to hidden curriculum

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

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

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CoNECD Paper Sessions, Diversity

qualitative in nature, scope, and results. They serve thepurpose capturing a more in-depth snapshot and understanding of previously unknown socialphenomenon [26]. While we understand that open-ended short answers are not as detailed asother forms of qualitative methods (ethnography, participant observation, etc.), the creators ofthe survey placed a heavy emphasis on capturing a large set of data to compensate for theperceived lack of detail.AcknowledgementsThis material is based upon work supported by the National Science Foundation (NSF) No.EEC-1653140 and 2123016 given to the second author. Any opinions, findings, and conclusionsor recommendations expressed in this material do not necessarily reflect those of the NSF. Wewant to give a special

Conference Session

Session 5 - Track 1: Introducing the C2West Framework for Analyzing Assets of Black Undergraduate Students in Engineering

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

Jessica Allison Manning, Clemson University; Catherine E. Brawner, Research Triangle Educational Consultants; Aimee Sayster; Catherine Mobley, Clemson University; Marisa K. Orr, Clemson University; Rebecca Brent, Education Designs, Inc

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CoNECD Paper Sessions, Diversity

Science Foundation under Grant No.1734347. Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the authors and do not necessarily reflect the views of the National ScienceFoundation.References[1] L. P. Davis and S. D. Museus, “What Is Deficit Thinking? An Analysis of Conceptualizationsof Deficit Thinking and Implications for Scholarly Research,” NCID Currents, vol. 1, no. 1,Nov. 2019, doi: 10.3998/currents.17387731.0001.110.[2] A. Bruton and R. A. Robles-Piña, “Deficit thinking and Hispanic student achievement:Scientific information resources,” Problems of Education in the 21st Century, vol. 15, p. 41,2009.[3] J. McKay and M. Devlin, “‘Low income doesn’t mean stupid and destined for failure

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

of the phenomenon understudy, and to transfer the findings beyond the bounds of the study to individuals in similar situations(Moustakas, 1994).The research was guided by the following two central research questions: (1) What are the ways inwhich engineering faculty conceptualize STEM identity?(2) How do engineering faculty promote theSTEM identity of undergraduate women in the classroom?Collins’ BSSI Model (2018) was used as the conceptual framework for this study. Four componentscomprise Collins’ BSSI model: reflective identity, competence/ability, values/interest, andassimilation The model assumes an asset-based approach to STEM talent development for studentsand suggests that identity is intersectional, dynamic, developmental, and

Conference Session

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

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

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

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CoNECD Paper Sessions, Diversity

of these concepts within the hierarchies of non-DEI concepts than anothercolleges. As the majority (n = 17) of maps did not feature interlinks, the percentage of DEIJconcepts per map was also included in the analysis in order to better compare the presence ofDEIJ concepts across the maps.LimitationsWhile the findings of this study, discussed below, do provide unique insights into individualfaculty members’ conceptualizations of their programs of study, there are several limitations.First, this exploratory study is limited to one institution, and does not inherently reflect the stateof DEIJ implementation in Colleges of Education or Colleges of Engineering broadly. Inaddition, the design of the study inherently led to limitations on the data

Conference Session

Track 2: Technical Session 2: Disaggregating data from peer-led, small group discussion workshops for engineering and computer science undergraduates: Examining "belonging" and "mentorship" outcomes for underrepresented student populations

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Ryan Sauve, Cornell University; Celia Evans PhD, Cornell University; Lisa Schneider-Bentley, Cornell University

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CoNECD Paper Sessions, Diversity

facilitatorsshowing concern. As with the other differences in our study, the data suggests that there is alevel of satisfaction from Asian students, however it is not as great as White and Hispanicstudents seem to experience. Given the documented stereotype of Asian students as the “modelminority” [16], this is potentially concerning and does highlight a focus area for deeperexploration and improvement—are there biases at play limiting the support facilitators are givingAsian students? Currently trainings do discuss the need for facilitators to make sure they arechecking in with all students and dividing time equitably. However, additional emphasis andstructure to help track this practice and have facilitators reflect on potential biases toward whichstudents

Conference Session

Session 3 - Track 1: Advocates and Allies Across Multiple Institutions: A Discussion of Best-Practices to Support Gender Equity

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

Cristinel Ababei, Marquette University; John Borg P.E., Marquette University; Lisa Borello, University of Dayton; Dennis Brylow, Marquette University; David Daleke; Alan Richard Denton, North Dakota State University; Nathan Ensmenger, Indiana University; H. Richard Friman, Marquette University; Roger A. Green, North Dakota State University; John Grych, Marquette University; Thomas W James, James; Donald F. Johnson; Gary Krenz, Marquette University; Jonathan T Macy, Indiana University Bloomington; Robert W Peoples, Dept of Biomedical Sciences, Marquette University; Joshua E. Perry, Indiana University, Kelley School of Business Bloomington; Chris M Ray; Martin R St. Maurice, Marquette University; Patrick W Thomas; Matthew D Zink

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CoNECD Paper Sessions, Diversity

Intervention: This workshop introduces a modified version of the5Ds of bystander intervention that is focused on responding to gender bias incidents.“Ally Tips” Repository: We send out a weekly “tips” email that focuses on a different sub-topicwithin allyship each week. Each tip is formatted with a “reflect” section that introduces theconcept and data, a “learn” section that explains how it manifests and how to recognize it, and a“change” section that suggests how to act on the new information. Most of the topics addresssome aspect of intersectionality with gender and the timing is synchronized with nationalrecognition of specific groups (e.g., highlighting Native American women in academia duringNative American Heritage Month).Data Review Group: In

Conference Session

Session 7 - Track 1: Expanding Conversations about Accessibility to Include Faculty

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

Cali Anicha PhD, North Dakota State University; Cecilia Aragon, University of Washington; Canan Bilen-Green, North Dakota State University; Brianna Blaser, University of Washington; Larry Napoleon Jr., North Dakota State University

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CoNECD Paper Sessions, Diversity

professoriate ages and due to the COVID-19 pandemic. The number ofnew faculty with disabilities is also expected to increase because greater numbers of individualswith disabilities are graduating with PhDs in STEM and are thus potential candidates for joiningthe professoriate [1]–[3]. Because students benefit from role models who reflect their ownidentities—as well as from exposure to instructors and mentors with diverse backgrounds—it isworthwhile to cultivate a diverse faculty, including disabled faculty [4]. People with disabilitiesbenefit from meeting or learning about role models and mentors that have navigated issuessurrounding accessibility and accommodations in education and employment settings [5], [6].The AccessADVANCE project was funded in

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

and earn hands-on experience”. While 8organizational expectations focused on the company’s desires or values; what the companyexpected out of an individual and the requirements necessary for said individual to be considereda viable asset to the company. Memos reflecting organizational expectations were as follows, “Ithink that the job requires a certain amount of skills in order to be hired” and “I would think thatthis company takes pride in their product and ensure that their quality control is accurate andefficient”. Now, there was also the occurrence of these two categories of expectationsoverlapping with one another. For example

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

when looking for an industry practitioner to be a lecture guest speaker,most of the time you have some experienced white male, which reflects the non-diversefield as a whole and the issue about diversity and inclusion”. Faculty instructors also agreedwith the difficulty of accessing a diverse group of practitioners which makes it moredifficult to ensure diversity when inviting them to any academic activity (e.g., capstonementorship, workshops, conference speaker, lecture guest speaker). To know how companies involve their employees in DEI, we asked practitioners ifthey knew (awareness) about DEI Statements in their company. We found that, out of the249 participants, 71% of professionals identified DEI statements in their companies, 12

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

5deadline, four additional students were added from a fourth school. After the enrollment process iscompleted, parents and students commit to a parent and child agreement. The agreement details the criteriafor completing the time and topic goals in ALEKS and committing to attend the Saturday sessions.Based on the feedback from the school administrators, we were encouraged to continue the Ab7G programover the next few years. We were able to open the program to other schools as indicated in Table 2. Thedemographic profile of each cohort is reflected in Table 2. Note, over 50% of the participants were fromAHLN demographics. For continuing students that began as 3rd graders in 2017, the initial cohort of 17 -3rd graders completed the 6th grade in 2020

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

year (2019-2020), Extension Services began with twocolleges that award both two- and four-year degrees and were part of the same state system. Inthe second year (2020-2021), three CCs that exclusively grant associate degrees joined theinitiative. We integrate data from evaluation surveys and interviews, and—for the most recentLC cohort—structured personal reflections from three points-of-contact leading their CLTs. Forthis last piece, two points-of-contact reviewed and contributed to this paper as co-authors, andanother point-of-contact contributed to the early development of the paper.We descriptively analyzed a total of 13 responses from an end-of-initiative survey, which wasadministered by external evaluators at the University of Washington

Conference Session

Technical Session 1 - Paper 5: Navigating the academy in the absence of graduate disability accommodation policies

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

D. C. Beardmore, University of Colorado Boulder

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CoNECD Paper Sessions, Diversity

accommodation policiesAbstractUniversity accommodation policies and departmental practices often overlook engineeringgraduate students with disabilities. The failure of policies and programs to consider graduatestudents with disabilities is reflected by the dearth in the literature pertaining to them.Responding to this gap in knowledge, I conduct an exploratory qualitative study. I explore theexperiences of two engineering graduate students who identify as having invisible disabilities ordifferent abilities. Using a dialogic serial interview process, the participants and I co-develop arich-vivid phenomenology. I include a portion of the findings in this manuscript. Specifically, Ifocus on the participant’s experiences with accommodation policies and

Conference Session

Track 1: Technical Session 9: Credit Loss for Engineering Transfer Students: Visualizations Across Students and Structures

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Amy Jo Richardson, Virginia Tech Department of Engineering Education; David B Knight, Virginia Polytechnic Institute and State University

Tagged Topics

CoNECD Paper Sessions

CONCLUSIONS OR RECOMMENDATIONS EXPRESSED IN THISMATERIAL ARE THOSE OF THE AUTHOR(S) AND DO NOT NECESSARILYREFLECT THE VIEWS OF THE NATIONAL SCIENCE FOUNDATION. NATIONAL PRIORITY INCREASE GRADUATES BROADEN PARTICIPATION President’s Council of Advisors on Underrepresented groups in engineering Science and Technology estimated that are also the fastest growing segment of the United States will need 1 million the general population, and so it is also additional STEM professionals. important that the field similarly reflect the population it serves.Among the national priorities are increasing graduates in STEM and