Conference Session

CoNECD Session : Day 2 Slot 1 Technical Session 4

Collection

2021 CoNECD

Authors

Anthony W. Dean, Old Dominion University; Kim Bullington Sibson, Old Dominion University; Cynthia Tomovic, Old Dominion University; Vukica M. Jovanovic, Old Dominion University; Rafael E. Landaeta, Old Dominion University

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technology, computer engineering technology, electricalengineering technology, and mechanical engineering technology. It has approximately 2,400undergraduate students.The ODU Pathways to Completion project is designed to provide students with the necessaryacademic and mentoring tools to increase their preparation to enter the STEM workforce. III. CHALLENGES FOR A STEM-READY WORKFORCESince 1990, the STEM workforce has grown almost 80%, to 17.3 million [1] and it continues togrow. Projections from the U.S. Bureau of Labor Statistics [2] forecast STEM jobs will grow to10.8% by 2024. The U.S. struggles to graduate enough STEM-ready workers to meet thedemand. In fact, the U.S. has long looked internationally to decrease the gap of

Conference Session

CoNECD Session : Day 2 Slot 4 Technical Session 1

Collection

2021 CoNECD

Authors

Kristina Rigden, California State Polytechnic University, Pomona

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about the Innovative Coding curriculum. Overview of the Study STEM jobs are increasing and the US workforce will need more STEM workers in thefuture [1], [2]. “STEM occupations include computer scientists and mathematicians; engineers andarchitects; life, physical, and social scientists; medical professionals; and managers of STEMactivities” [3]. According to ISACA, the United States will need 1.4 million workers in computer-related fields in 2020 and the U.S. will only be able to fill 29% of those jobs [4]. With the increaseof STEM workers, research has shown that men outnumber women in the STEM field. Accordingto the National Center for Education Statistics, 36% of STEM bachelor degrees were

Conference Session

CoNECD Session : Day 1 Slot 7 Technical Session 4

Collection

2021 CoNECD

Authors

David B. Knight, Virginia Tech; Jacob R. Grohs, Virginia Tech; Holly M. Matusovich, Virginia Tech; Isabel S Bradburn, Virginia Tech; Cheryl Carrico P.E., E4S, LLC; Kai Jun Chew, Virginia Tech; Michelle D. Klopfer, Virginia Tech

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342,223 49.9% Female 343,206 50.1% URM Status1 URM 239,487 34.9% Non-URM 445,942 65.1% Economic Status Economically Disadvantaged 191,654 28.0% Not economically Disadvantaged 493,775 72.0%1 Includes American Indian or Alaska Native, Black, Hispanic, Native Hawaiian or Pacific Islander, and Non-Hispanic two or more races.2 Eligible for free/reduced meals, receives Temporary Assistance for Needy Families (TANF), eligible for Medicaid, identified as migrant, or experienced homelessness

Conference Session

CoNECD Session : Day 2 Slot 6 Technical Session 1

Collection

2021 CoNECD

Authors

Rebecca Brent, Education Designs, Inc; Keith A. Schimmel P.E., North Carolina A&T State University; Marcia Gumpertz, North Carolina State University at Raleigh

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Underrepresented Minority Doctoral Students? Are They Doing Enough?IntroductionFor many years there has been concern about the status of underrepresented minorities (URMs)in graduate education and their underrepresentation in the professoriate. More than 30 years ago,broadening the participation of URMs in STEM fields was made a national priority [1]. Still theunderrepresentation has persisted, aided in part by obstacles at every level of higher education[2]. Numerous attempts have been made to address the concerns, including efforts to improvementoring practices [3] [4] [5].There are many resources on effective mentoring and specifically effective mentoring of studentsacross differing races and ethnicities. One particularly helpful

Conference Session

CoNECD Session : Day 1 Slot 8 Technical Session 3

Collection

2021 CoNECD

Authors

Julie P. Martin, Clemson University

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Conference Session

CoNECD Session : Day 3 Slot 4 Technical Session 1

Collection

2021 CoNECD

Authors

Andrea Haverkamp, Oregon State University; Michelle Kay Bothwell, Oregon State University; Devlin Montfort, Oregon State University; Qwo-Li Driskill, Oregon State University

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relevant due to thepersistence of the field’s domination by men and masculinity. Mainstream discourseon gender in STEM, however, has been kept in a “black box” for decades according toAllison Phipps [1]. She states that the reliance on a simplistic gender binaryunaccompanied by racial, cultural, or sexual identity nuances may be undermining itsown political aims of gender equity. One large gap in our existing body of genderresearch and discourse is how the highly gendered landscape of engineeringeducation is experienced by those who are transgender or gender nonconforming(TGNC).[1] A. Phipps. (2007). Re-inscibing gender binaries: Deconstructing the dominantdiscourse around women’s equality in science, engineering, and technology, TheSociological

Conference Session

CoNECD Session : Day 1 Slot 3 Technical Session 4

Collection

2021 CoNECD

Authors

Leisa D. Thompson, University of Virginia; Zhen Wu

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implementing our systemic change strategies, the greater the progress in womendeclared majors and graduates with bachelor’s degrees in computing. While the results in thispaper focus on computing departments, the recruitment and retention recommendations areapplicable to engineering and other STEM disciplines where women are severelyunderrepresented.IntroductionThe Extension Services for Undergraduate Program (ES-UP) at the National Center for Women& Information Technology (NCWIT), promotes systemic reform in computing and engineeringdisciplines where women are severely underrepresented. Guiding our work are a wide range ofempirically-supported social theories, such as expectancy value [1], social learning [2], socialidentity [3] and stereotype

Conference Session

CoNECD Session : Day 1 Slot 8 Technical Session 2

Collection

2021 CoNECD

Authors

Carmen M. Lilley, University of Illinois at Chicago

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leadership skills by undergraduate engineering students is keyto a successful long-term career and has been highlighted by both the profession, academia andgovernment funding agencies as a critical need [1]. Increasing diversity and inclusion inleadership is also critical for technology companies as they become global enterprises [2].Research on pre-college variables on leadership skills of undergraduate engineering studentsfound that co-curricular experiences result in team-based leadership skill experiences forstudents. Underrepresented Minority (URM) students that participated in URM organizationsexpressed greater leadership skill development. However, “students’ precollege characteristicsand experiences have minimal contribution to students

Conference Session

CoNECD Session : Day 1 Slot 4 Technical Session 3

Collection

2021 CoNECD

Authors

Bala Ram P.E., North Carolina A&T State University; Marcia F Williams, North Carolina A&T State University; Tonya Lynette Smith-Jackson, North Carolina A&T State University

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the inherent nature of computational modeling.1.0 importance of undergraduate research for diverse students:Table 1 presents data from American Society of Engineering Education’s annual reporton engineering education data for 2018 from U.S. institutions. Tables 1(a) - (d) presentthe 10-year trend of B.S., M.S. and Ph.D. graduates, and tenured and tenured faculty.There have been several initiatives, both sponsored and unsponsored, that have had thegoal of addressing diversity and inclusion in various facets of engineering education.The data in these tables for the two largest underrepresented groups: African-Americansand Hispanics is revealing. As a percentage, the range of degrees awarded inengineering at the B.S., M.S., and Ph.D. levels has

Conference Session

CoNECD Session : Day 3 Slot 8 Technical Session 1

Collection

2021 CoNECD

Authors

Jill Davishahl, Western Washington University

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Conference Session

CoNECD Session : Day 3 Slot 1 Technical Session 3

Collection

2021 CoNECD

Authors

Casey Lynn Haney, Purdue University at West Lafayette (COE); Claudio Freitas, Purdue University at West Lafayette; Gregory John Gage, Backyard Brains; Jennifer Deboer, Purdue University at West Lafayette (COE)

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Introduction Technology tools used in education can positively affect student motivation [1]. Activelearning, often promoted by educational technology, has been shown to also have a significanteffect on both learning gains and self-efficacy for underrepresented minority students (URM) inSTEM [2], [3]. However, both new technologies and new teaching practices present uniquechallenges for implementation. Historically, teachers and students have faced many challenges ofimproving teaching and learning practices in diverse contexts [4]–[6]. Thus, we need tounderstand how teachers and students interact with technology and teaching practice to continueto adapt these tools to their needs and use them to benefit the self-beliefs of URM students

Conference Session

CoNECD Session : Day 3 Slot 7 Technical Session 1

Collection

2021 CoNECD

Authors

Angela R. Bielefeldt, University of Colorado, Boulder; Janet Y. Tsai, University of Colorado, Boulder; Beth A. Myers, University of Colorado, Boulder; Daniel A. Godrick, University of Colorado, Boulder; Jacquelyn F. Sullivan, University of Colorado, Boulder

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study. Further exploration of theseideas is warranted using qualitative methods and longitudinal studies.IntroductionStudent retention in engineering education is an important issue for a variety of reasons. Thecreative potential of engineering to benefit society is diminished when diverse students fail tograduate. This includes cognitive diversity as well as students with diverse interests, values, andexperiences, sometimes termed latent diversity. For example, Haemmerlie & Montgomery [1]found that male students with greater prudence and lower sociability had greater persistencefrom first to second year. In addition, all students should be provided equitable opportunity tosuccessfully earn engineering degrees. Equitable student outcomes

Conference Session

CoNECD Session : Day 1 Slot 8 Technical Session 4

Collection

2021 CoNECD

Authors

Mauro Rodriguez Jr, California Institute of Technology; Indhira María Hasbún, Florida International University; Jose Luis Estrada, University of San Diego; Dora Louise Renaud

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feasibility of the framework as aunified curriculum for both students and professionals and supplied valuable lessons learned forfuture NILA assessments.NomenclatureEFA Exploratory Factor AnalysisCCLP Certified Chapter Leaders ProgramNILA National Institute for Leadership AdvancementSHPE Society of Hispanic Professional EngineersSTEM Science, Technology, Engineering, and Mathematics 11. Introduction Leadership studies have shown a direct connection between self-efficacy and leadershipeffectiveness, in which leaders adopt a self-confidence behavior to produce desired outcomes andinfluence others to accomplish a common goal [1]. Goals and self-efficacy have an

Conference Session

CoNECD Session : Day 4 Slot 1 Technical Session 3

Collection

2021 CoNECD

Authors

Danyelle Tauryce Ireland, University of Maryland, Baltimore County; Cindy Greenwood, University of Maryland, Baltimore County ; Erica L D'Eramo, University of Maryland, Baltimore County; Katherine Bell O'Keefe

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-College and Pre-Professional Supports:CWIT’s Bookend Approach to Inclusive Excellence in Undergraduate Tech Education Presented by: Danyelle Tauryce Ireland, Ph.D. Cindy Greenwood, M.Ed. Erica D’Eramo, M.A. Kate O’Keefe, M.S.Ed. 2 AGENDA 1. Introduction 2. Pre-College Programs a. Impact b. Lessons Learned 3. Pre-Professional Programs a. Impact b. Lessons Learned 4. Future Directions 5. Adapting the Model 6. Where to Start 7. Q&AThe Center for Women in Technology at the University of Maryland, Baltimore Countyhas a 21 year record of working to enable success

Conference Session

CoNECD Session : Day 1 Slot 5 Technical Session 4

Collection

2021 CoNECD

Authors

Nadia N. Kellam, Arizona State University; Audrey Boklage, University of Texas at Austin; Brooke Charae Coley, Arizona State University, Polytechnic campus; Yue Liu, Arizona State University

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There are pockets of success around the nation where makerspaces have successfully reached a more diverse population, than the trending white and male nature of these spaces… However, these spaces are the exception and not the norm. And, little research has been done on these spaces to document what is working, how or why [1, p. 40].IntroductionThe maker movement and resulting makerspaces have permeated informal and formal learningspaces over the past decade. However, little work has been done to deepen the understanding ofhow inclusive these makerspaces are for engineering students from underrepresented groups.These makerspaces, physical spaces where people work on and complete making-related projectsand activities

Conference Session

CoNECD Session : Day 3 Slot 5 Technical Session 1

Collection

2021 CoNECD

Authors

Mayari Illarij Serrano Anazco, Purdue University at West Lafayette ; Suzanne Zurn-Birkhimer, Purdue University at West Lafayette ; Grace Gilan Kraus, Purdue University at West Lafayette

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themes (conceding and advocating) and five categories(acknowledgement, avoidance, mood, direct, and indirect). Important differences between theapproach that graduate and undergraduate students used to address gender stereotyping and biaswere found. Results show that undergraduate student responses favored concede-avoidancestrategies while graduate student responses preferred advocating strategies. These results were notaffected by participants’ engineering major.IntroductionInnovation in science and technology is an integral part of the United States economy, and thescientific advances and technological novelty have a global impact [1]. However, concerns aboutthe ability of the country to maintain its role in science, technology, engineering

Conference Session

CoNECD Session : Day 1 Slot 6 Technical Session 4

Collection

2021 CoNECD

Authors

Don Wittrock, University of Cincinnati CEAS Office of Inclusive Excellence and Community Engagement; Whitney Gaskins, University of Cincinnati; Jutshi Agarwal, University of Cincinnati; Gibin Raju, University of Cincinnati

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in the course and may potentially help increase students’ STEM-related contentknowledge and skills.Introduction Many students are underprepared for college and a career, lacking postsecondary degreesor the required skills to enter the STEM workforce [1]. Students from historically underrepresentedgroups are least likely to have key transition knowledge and skills to go on to college and careers[2]. In some regions of the U.S., a postsecondary degree will be required for more than half offuture jobs [1]. If current trends continue, by 2025, there will be a 16 million college-educatedworker shortage in the U.S. [3]. Several studies [4], [5], [6] have focused on college and careerreadiness among underrepresented populations which include

Conference Session

CoNECD Session : Day 1 Slot 2 Technical Session 2

Collection

2021 CoNECD

Authors

Lynn Mayo P.E., RePicture Engineering

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TIDE: Why Women Leave Engineering”, 2011. (Table 2) 2There are so many things we can do as engineers – are 1 out of 10 women engineering graduates really not interestedin any of them? Or is part of the problem that they aren’t aware of all the wide-ranging opportunities, the societalcontributions available in engineering, and what they would actually be doing in different jobs? 3When discussing retaining female engineers, it’s also critical to talk about a female engineer’s first job. 40% of

Conference Session

CoNECD Session : Day 1 Slot 4 Technical Session 2

Collection

2021 CoNECD

Authors

Yousef Jalali, Virginia Tech ; Christian Matheis, Guilford College; Christine Tysor, Virginia Tech; Vinod K. Lohani, Virginia Tech

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authoridentified three different groups:1. Like-Minded who deny significant differences of opinion2. Triangulators who acknowledge the possibility of differences of opinion--- often not from significant issues3. Multiplisits who acknowledge expected and frequent differences of opinionCreamer (2004b) interpreted that all collaborative pairs experience differences of opinion,however they make different meaning of such process. Nevertheless, the participants all reflectedon different means and strategies to deal with conflicts and resolve them. Eventually, it appearedthat as a result of prolonged engagement and a high level of interaction between collaborators,differences of opinion are interpreted in constructive ways to the collaboration process.One

Conference Session

CoNECD Session : Day 2 Slot 7 Technical Session 1

Collection

2021 CoNECD

Authors

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

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numerouscalls to diversify engineering [1, 2], there is still a low proportion of engineering bachelor’sdegrees awarded to people of color that is then reflected in the profession [3].Our three-year, transformative mixed-method study of Black students in computer (CpE),electrical (EE) and mechanical engineering (ME) addresses the following overarching researchquestions: 1. Why do Black men and women choose and persist in, or leave, CpE, EE, and ME? 2. What are the academic trajectories of Black men and women in CpE, EE, and ME? 3. In what way do these pathways vary by gender or institution? 4. What institutional policies and practices promote greater retention of Black engineering students?Project Purpose and OverviewIn our

Conference Session

CoNECD Session : Day 1 Slot 6 Technical Session 2

Collection

2021 CoNECD

Authors

Breauna Marie Spencer, University of California, Irvine; Sharnnia Artis, University of California, Irvine; Marjorie C Shavers, Heidelberg University

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orientation, as well as other social identities in which Black women self-identify; BFT is an appropriate theoretical framework for this qualitative investigation because it integrates, validates, centers, and gives voice to the unique experiences of Black women altogether (Collins, 2000). 4 Guiding Research Questions 1) How would you describe the “Public You” thatpresent in academic settings versus the “Private You” in personal settings? 2) What “Coping Strategies” have you used toovercome any challenges or barriers in your doctoral program? 5 Research Methodology & Data

Conference Session

CoNECD Session : Day 2 Slot 1 Technical Session 2

Collection

2021 CoNECD

Authors

Bruk T. Berhane, University of Maryland College Park; Medha Dalal, Arizona State University; Stacy S. Klein-Gardner, Vanderbilt University; Adam R. Carberry, Arizona State University; Kenneth Reid, University of Indianapolis; Cheryl Beauchamp, Regent University; Mary Lord, Towson University; Darryll J. Pines, University of Maryland College Park

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engineering as a career. The resulting design-focused course introduces engineering through four thrusts: 1) discovering engineering, 2)engineering in society, 3) engineering professional skills, and 4) engineering design. This allowsteachers and students to make personal connections to the field of engineering. ComplementaryPD was designed with the same intent, to be inclusive of all teachers regardless of their previousexperiences with engineering. The course consists of multiple project-based modules spanningseven units that offer students opportunities to think like an engineer and develop skills such asproblem-solving, design thinking, innovation, and collaboration. The underlying goal is to enablestudents from across demographically and

Conference Session

CoNECD Session : Day 1 Slot 5 Technical Session 2

Collection

2021 CoNECD

Authors

Tojan Rahhal, University of Missouri; Miguel Elias Ayllon, University of Missouri

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Lima, Peru, Miguel came to the United States in 1999 as an international student. American c Society for Engineering Education, 2021 Understanding the Impact of a Diversity and Inclusion Oriented Curriculum in Short-Term Study Abroad Programs for Undergraduate Engineering Students Tojan Rahhal, PhD Miguel Ayllon, PhD CoNECD 2020Introduce Presenters: 1 Study Overview  The purpose of this study is to understand the impact that a diversity and inclusion oriented curriculum (EDGES Program

Conference Session

CoNECD Session : Day 1 Slot 3 Technical Session 3

Collection

2021 CoNECD

Authors

Adrienne Decker, University at Buffalo, SUNY; Monica McGill, Knox College

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(afternoon). I am here to present my work onanalyzing the data curated in the resource centercsedresearch.org. The plan is to have about 10 minutes at theend of this presentation for questions, but please, feel free toask questions during the presentation if there are instanceswhere I can provide additional information about our work orprocess.Overall, we are viewing this presentation as an exploration ofdata. We are hoping to start/continue a dialog, but don’tconsider this presentation to be about presenting results, butrather the beginnings of the explorations of what this collectedand curated data may be telling us. 1 K-12 Computing Education is Growing

Conference Session

CoNECD Session : Day 1 Slot 7 Technical Session 3

Collection

2021 CoNECD

Authors

Nadia N. Kellam, Arizona State University; Vanessa Svihla, University of New Mexico; Susannah C. Davis, Oregon State University; Susan Sajadi, Arizona State University; Jasmine Desiderio, University of New Mexico

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NIFA grant, and is currently co-PI on three NSF-funded projects in engineering and computer science education, including a Revo- lutionizing Engineering Departments project. She was selected as a National Academy of Education / Spencer Postdoctoral Fellow and a 2018 NSF CAREER awardee in engineering education research. Dr. Svihla studies learning in authentic, real world conditions; this includes a two-strand research program fo- cused on (1) authentic assessment, often aided by interactive technology, and (2) design learning, in which she studies engineers designing devices, scientists designing investigations, teachers designing learning experiences and students designing to learn.Dr. Susannah C. Davis, Oregon

Conference Session

CoNECD Session : Day 3 Slot 2 Technical Session 1

Collection

2021 CoNECD

Authors

Emily Knaphus-Soran, University of Washington; Tiffany D. Pan, University of Washington; Eve A. Riskin P.E., University of Washington; Sonya Cunningham, University of Washington; Saejin Kwak Tanguay, University of Washington; Elizabeth Litzler, University of Washington

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support program in engineering?IntroductionFor many students from economically disadvantaged backgrounds, a college degree can providea pathway to upward mobility, particularly in lucrative fields like engineering and computerscience. However, as several studies have shown, students from economically disadvantagedbackgrounds are underrepresented in engineering and face considerable barriers to degreecompletion [1], [2]. At the University of Washington (UW), the Washington STate AcademicRedShirt (STARS) in Engineering program provides highly motivated students from low-incomebackgrounds and underserved high schools in Washington with holistic support, includingintrusive advising and a specialized two-year curriculum designed to build learning

Conference Session

CoNECD Session : Day 2 Slot 1 Technical Session 3

Collection

2021 CoNECD

Authors

Amy Kramer P.E., Ohio State University; Emily Dringenberg, Ohio State University

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the role of gender in the construction of smartness. Weutilized semi-structured, one-on-one interviews to explore 22 students’ beliefs about smartnesswith the aim of addressing the following research questions: 1) What do high school science andengineering students believe about smartness? and 2) How do the beliefs about smartness ofthese students who identify as male and female differ, if at all?The major findings of this study are: 1) students’ beliefs about smartness are complex anddivergent, 2) students’ beliefs about smartness are related to their interpretations of socialindicators of smartness, their epistemic beliefs, and their mindset beliefs, and 3) students whoidentity as male and female socialized in the same academic environment

Conference Session

CoNECD Session : Day 1 Slot 2 Technical Session 3

Collection

2021 CoNECD

Authors

Karis Boyd-Sinkler, Virginia Tech; Cynthia Hampton, Virginia Tech; Taylor Lightner, Virginia Tech; Natali Huggins, Virginia Tech ; Cherie D. Edwards, Virginia Commonwealth University ; Walter C. Lee, Virginia Tech; David B. Knight, Virginia Tech

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providedby underrepresented students themselves, at both the undergraduate and graduate levels.Accordingly, the purpose of this paper is to explore the impact that broadening participation volunteerismhas on engineering students from underserved communities. Volunteerism traditionally refers to thevoluntary, sustained, and ongoing helpfulness of one individual to another. We argue that, despite somestudents being compensated for their contributions, their contribution to BPE efforts should be viewed asvolunteerism because: 1) their involvement is non-compulsory, and 2) they are not substantiallycompensated when compared to what they could be alternatively doing with their engineering training.This work-in-progress is part of a larger study aimed at

Conference Session

CoNECD Session : Day 1 Slot 6 Technical Session 3

Collection

2021 CoNECD

Authors

Teirra K. Holloman, Virginia Tech Department of Engineering Education; Walter C. Lee, Virginia Polytechnic Institute and State University; Kirsten A. Davis, Purdue University at West Lafayette (COE); Jeremi S. London, Virginia Polytechnic Institute and State University; David B. Knight, Virginia Polytechnic Institute and State University; Tremayne O'Brian Waller, Virginia Polytechnic Institute and State University; John J. Lesko, Virginia Polytechnic Institute and State University

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both of these needs, with foci on both graduate students as well as faculty andadministrators in the College. This work-in-progress paper discusses one part of this initiative:the development and implementation of a required seminar for newly matriculating graduatestudents in engineering degree programs. This one-credit course (Graduate Student Success forMulticultural Environments, or GSSME) was designed to help first-year doctoral and master’sstudents: (1) integrate into the university environment, (2) navigate the interpersonalrelationships associated with graduate school, (3) prepare for professional success as a studentand scholar, (4) build awareness of diversity and inclusion values, and (5) understand their rolein the research mentor

Conference Session

CoNECD Session : Day 3 Slot 3 Technical Session 1

Collection

2021 CoNECD

Authors

Justin Charles Major, Purdue University at West Lafayette (COE); Allison Godwin, Purdue University at West Lafayette (COE); Adam Kirn, University of Nevada, Reno

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author(s) and do not necessarily reflect the views of NSF. The ideas we present here are part of a much larger thought process (Authors, 2021, in progress) in which we are thinking about the ways in which we use quantitative methods in engineering education, and how they might be better realigned or reformed to achieve the same diversity and equity outcomes we feel are more readily achieved by qualitative methods at the time. Our treatment and presentation of demographic data variables here represent a starting point. 1 The “doing” of engineering education is full of many delicate power