Conference Session

Track 3: Technical Session 8: Self-Advocacy Professional Programming as a Framework to Support Non-Academic Outcomes of STEM PhD Graduate Education

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Carmen Maria Lilley, The University of Illinois at Chicago

Tagged Topics

CoNECD Paper Sessions, Diversity

for Engineering Education, 2024 Self-Advocacy Professional Programming as a Framework to Support Liberatory Outcomes of STEM PhD Graduate Education Using the framework of servingness as conceptualized in research of Hispanic ServingInstitutions (HSI), measures of student’s success can be characterized using academic and non-academic outcomes (i.e. liberatory outcomes) [1]. Academic outcomes are commonlyinstitutional quantitative measures such as GPA, time to graduation, retention, etc. However,within the framework of servingness of an institution, there are additional indicators, includingidentifying the experiences of students and their non-academic outcomes. Some examples ofnon-academic outcomes are academic self

Conference Session

Track 4: Technical Session 7: Siloed Efforts and Collaboration Among STEM Equity Initiatives: An Organizational Network Analysis

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Daniel Mackin Freeman, University of Washington; Emily Knaphus-Soran, University of Washington; Pauline Charlotte Dott, University of Washington

Tagged Topics

CoNECD Paper Sessions, Diversity

environments,universities in the US have increasingly prioritized equity, diversity, and inclusion (EDI)initiatives, reflecting a broader societal commitment to equity and social justice [1]. Thisparadigm shift has prompted universities to engage in numerous initiatives aimed at creating amore inclusive environment for students. The benefits of EDI efforts in higher education arewell-documented, ranging from enhancing innovation to improved academic performance andretention rates among underrepresented student populations [2], [3]. As the US grapples withshifting notions of equity and justice, recent Supreme Court decisions in SFFA v. Harvard andSFFA v. UNC which have effectively eliminated affirmative action have added a significant layerof

Conference Session

Track 2: Technical Session 4: View from the Kaleidoscope: Conceptualizing antiracist priorities for engineering as a collective across vantages

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Brooke Charae Coley, Arizona State University; Alaine M Allen, Carnegie Mellon University; Sharnnia Artis, George Mason University; Jennifer M Bekki, Arizona State University, Polytechnic Campus; Khalid Kadir, University of California, Berkeley; Meagan C Pollock, Engineer Inclusion; Renetta Garrison Tull, University of California, Davis; Linda Vanasupa, Franklin W. Olin College of Engineering; Rochelle L Williams, Northeastern University; Haley R. Hatfield, University of Georgia; Ebony Omotola McGee, Vanderbilt University

Tagged Topics

CoNECD Paper Sessions, Diversity

center for racial equity circa Summer2023. The beauty of this meeting is the plethora of perspectives represented on theadvisory board, thus, the kaleidoscope, to understand the emergent insights. Theseinsights have also informed development of themes of urgency, which have served toguide the center’s national agenda. This will be an interactive and engaging sessionand we hope to provide information that other can leverage in synergistic efforts. 1 Which of these photos most closely represents

Conference Session

Track 5: Technical Session 3: Weaving Students into Engineering Versus Weeding Them Out: A Framework for Institutions

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Jenna P. Carpenter, Campbell University

Tagged Topics

CoNECD Paper Sessions, Diversity

-secondaryexperience? What supports helped you the most?2) What barriers do post-secondary students face when participating in,experiencing, or learning about STEM concepts? What are your copingmechanisms to overcome these barriers?3) How might these barriers further motivate or challenge students’ pursuit ofengineering in post-secondary education?4) How could we get research off the pedestal and into something tangible in thereal world?5) How can we do a better way of describing engineering research in a way thatstudents can relate to?ERVA-ASEE Listening SessionCommon Themes from Student Responses:1) No major differences between the described barriers & opportunities based oneducational level.2. Fundamental human needs (financial, food, shelter security

Conference Session

Track 7: Technical Session 6: When Two Worlds Become One

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Yvette Renee Moore, University of Pittsburgh; Mary E. Besterfield-Sacre, University of Pittsburgh

Tagged Topics

CoNECD Paper Sessions, Diversity

• Academic Counseling an average of 46 1-on-1 scholar meetings a week (including weekends) Since the Pandemicbegan before, but COVID created the need for growth Awards Fundraising Scholars Workshops GEM Academic Leadership SummitFellowship Counseling 100% Post-Graduate Employment Pitt EXCEL Experiences and Engagement• 10 scholars awarded prestigious GEM fellowship for sponsorship to graduate school• 100% Post-Graduate Employment (industry and graduate)• 16 alumni of Pitt EXCEL received PhDs Pitt EXCEL Experiences and Engagement• 305 Scholars in Population

Conference Session

Track 4: Technical Session 2: PWE: An Inclusive Summer "Bootcamp" for First year students

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Serita W Acker Mrs., Clemson University

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CoNECD Paper Sessions, Diversity

Highlights• 1 Credit Course to be taken first Fall semester• Mentoring & Coaching Hours Requirements• Weekly Reflection AssignmentsPWE Impact: RetentionAre PWE students more likely to remain enrolled at Clemson? Are PWE students more likely to remain in STEM? PWE 2017 PWE 2018 Total at Clemson 49 Total at Clemson 34 Total Attended 50 Total Attended 34 PWE Participants 72% PWE Participants 73.5% Retained in CECAS Retained in CECAS PWE Participants 98% PWE Participants 100% Retained at

Conference Session

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

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

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

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CoNECD Paper Sessions, Diversity

. 1 1 INTRODUCTION 2 BROADER STUDY Agenda 3 METHODS 4 FINDINGS 5 DISCUSSIONIntroduce the flow of the presentation and what structure the audience can expect. 2 Introduction BASED ON A SURVEY BY THE HEALTHY MINDS NETWORK BETWEEN 2013 AND 2021 FROM 350,000 COLLEGE STUDENTS AT OVER 300 CAMPUSES 135% INCREASE IN 110% INCREASE IN

Conference Session

Track 6: Technical Session 8: Title: Real life experiences in recruiting, retaining, and supporting LGBTQIA+ engineering students

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Amy Rachel Betz, Kansas State University; Craig Wanklyn P.E., Kansas State University; Rachel Levitt, Kansas State University

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CoNECD Paper Sessions, Diversity

, and was on the board of governors for the Rocky Mountain chapter of ASHRAE. He holds a bachelor’s and master’s degree in architectural engineering and an MBA. He is a licensed professional engineer and a LEED-accredited professional in building design and construction.Rachel Levitt, Kansas State University ©American Society for Engineering Education, 2024 Real life experiences inrecruiting, retaining, and supporting LGBTQIA+ engineering students Dr. Amy Betz (she/her)1 Craig Wanklyn, PE, MBA (he/him)1 Dr. Rachel Levitt (they/them)2 Mariya Vaughn (she/they)3 1-Col l ege of Engineering, 2

Conference Session

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

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

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

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CoNECD Paper Sessions, Diversity

theunprecedented challenges faced by this generation of students due to the pandemic, the ROPESprogram aimed to bridge the gap and provide a transformative educational experience for thoseleft behind.ObjectivesThe four major objectives of the ROPES initiative are provided below: 1. Promote opportunities for student success and enhanced workforce readiness in career fields such as teacher education, engineering, social services, computer science, and music business. This goal aligned with the institution's focus on preparing students for in-demand careers and equipping them with the necessary skills. 2. Engage students in experiential activities, fostered relationships with Rowan faculty and staff and connected them with student

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

Tagged Topics

CoNECD Paper Sessions, Diversity

community to University of Maryland 2 | eng.umd.eduEquity-centered engineering starts with K-12 education. The GOAL Engineering Kitsseek to close the opportunity gaps in engineering education by:1. Supporting a pathway for K-12 students to engage with high quality engineeringactivities, with a current focus on middle and high school students and especiallyhistorically underrepresented and first generation students.2. Supporting local K-12 educators with integrating engineering activities, includingteacher curriculum support and connecting students and teachers to highereducation and admission pathways.3. Empowering undergraduates to engage with their local community and educators,including focusing on incorporating DEI in the design