Conference Session

Track: Graduate - Technical Session 12

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Kerrie G. Wilkins-Yel, Indiana University ; Bianca L. Bernstein, Arizona State University; Jennifer M. Bekki, Arizona State University; Amanda James Reed

Tagged Topics

Diversity, Graduate Education

Science Teaching, 44(8), 1187–1218. https://doi.org/10.1002/tea.20237Dill, B. T., & Zinn, M. B. (2016). Theorizing difference from multiracial feminism. In Race, Gender and Class (pp. 76-82). Routledge.Fram, S. M. (2013). The constant comparative analysis method outside of grounded theory. The Qualitative Report, 18(1), 1.Glaser, B. G. (1965). The constant comparative method of qualitative analysis. Social problems, 12(4), 436-445.Kachchaf, R., Ko, L., Hodari, A., & Ong, M. (2015). Career–life balance for women of color: Experiences in science and engineering academia. Journal of Diversity in Higher Education, 8(3), 175.Ko, L. T., Kachchaf, R. R., Ong, M., & Hodari, A. K. (2013). Narratives of the

Conference Session

Track: Learning Spaces, Pedagogy & Curriculum Design Technical Session 13

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Kyle F. Trenshaw, University of Rochester; Elif Miskioglu, Bucknell University; Philip Asare, Bucknell University; Nir Aish

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

Lewisburg, PA, USA kyle.trenshaw@rochester.edu elif.miskioglu@bucknell.edu philip.asare@bucknell.edu Abstract—The Workshop Program at the University of Hispanic, and Native Hawaiian students are less likely toRochester infuses collaborative learning into a variety of attend Workshops than White and Asian students [4]. We seeintroductory STEM and non-STEM courses through small, this trend across disciplines and course levels. The trendweekly, peer-led problem-solving sessions called "Workshops." becomes even more concerning when considering our findingsDecades of data from these Workshops indicate that 1) American that every

Conference Session

Track: Special Topic - Social Justice & Reform Technical Session 3

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Rachel M. Johnson, University of Minnesota; Michelle Kay Bothwell, Oregon State University; Devlin Montfort, Oregon State University; Kali Furman, Oregon State University

Tagged Topics

Diversity, Special Topic: Social Justice & Reform

conceptual understanding of oppression and privilege.IntroductionMany engineering departments are seeking to diversify their communities and establish a climateof inclusion and collaboration. College-wide efforts at the authors’ institution have beenpreviously described [1], and include initiatives to enhance students’ and faculty’s capacities toengage issues of inclusivity, equity and social justice. Associated faculty developmentprogramming and curricula reform at both undergraduate- and graduate-student levels arepushing beyond multicultural awareness/cultural diversity, or growth in cultural competency,towards understanding intersections of institutionalized systems of power, privilege, andinequity. These educational opportunities center

Conference Session

Track: Pre-college - Technical Session 5

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Margaret Hart, Johns Hopkins University; Christine A. Newman, Johns Hopkins University; Sai Pinni

Tagged Topics

Diversity, Pre-College

Program Structure Baltimore CityMentored Schools Maryland Science Olympiad SchoolsNear Peer Mentoring Expansion Growth of Science Olympiad Teams30 28 25 252520 17 17 1615 12 10 910 7 7 55 1 10 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018 2018-2019

Conference Session

Track: Pre-college - Technical Session 3

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Whitney Gaskins, University of Cincinnati; Darryl Dickerson, Purdue University, West Lafayette; Virginia Lynn Booth-Womack, Purdue University, West Lafayette; Delano White, The Gaskins Foundation

Tagged Topics

Diversity, Pre-College

Emerging Ethnic Engineers (E3) Program. She teaches Calculus 1 during the Summer Bridge program and instructs Cooperative Calculus 1 during the school year. Continuing with her commitment to community involvement, Whitney has previously served on the Na- tional Executive Board for the National Society of Black Engineers, a student-managed organization with more than 30,000 members. She served as the Planning Chairperson for the 2013 Annual Convention and is currently an advisor for the Great Lakes Region. Dr. Gaskins the President of the Sigma Omega graduate chapter of Alpha Kappa Alpha Sorority, Inc. She is also a member of the Society of Women Engineers, the Women’s Alliance, the National Technical Association

Conference Session

Track: Pre-College - Technical Session 8

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Suzanne Sontgerath, Worcester Polytechnic Institute; Chrysanthe Demetry, Worcester Polytechnic Institute

Tagged Topics

Diversity, Pre-College

Polytechnic Institute Dr. Chrysanthe Demetry is Associate Professor of Mechanical Engineering and Director of the Morgan Teaching and Learning Center at Worcester Polytechnic Institute. Her teaching and scholarship focus on materials science education, use of educational technology, K-12 engineering outreach, and intercultural learning in experiential education abroad. As director of the Morgan Center at WPI since 2006, Demetry coordinates programs and services fostering excellence and innovation in teaching at WPI and supports course-based and program-level assessment of student learning outcomes. c American Society for Engineering Education, 2019Slide 1 Collaborative Network for

Conference Session

Track: Learning Spaces, Pedagogy & Curriculum - Technical Session 11

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Catherine E. Brawner, Research Triangle Educational Consultants; Catherine Mobley, Clemson University; Rebecca Brent, Education Designs, Inc; Marisa K. Orr, Clemson University; Maya Rucks, Clemson University; Cindy Waters, Naval Surface Warfare Center

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

[1-2]. In particular, electricaland computer engineering are relatively better than mechanical engineering at attracting Blackstudents. Lord and colleagues found that 30% of first time in college (FTIC) Black males and22% of Black females starting in engineering started in electrical engineering and another 12%each of Black males and females started in computer engineering [1]. By comparison, only 19%of Black male and 10% of Black female engineering starters began in mechanical engineering[2]. Conversely, mechanical engineering (ME) is relatively better at retaining students tograduation. In ME, Black women starters are far more likely than Black men to persist tograduation (42% to 34%), although both Black men and women persist at a higher

Conference Session

Track: Learning Spaces, Pedagogy, and Curriculum Design Technical Session 4

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Benjamin David Lutz, California Polytechnic State University, San Luis Obispo; Michelle Kay Bothwell, Oregon State University; Nick AuYeung, Oregon State University; Trevor Kenneth Carlisle, Oregon State University; Natasha Mallette P.E., Oregon State University; Susannah C. Davis, Oregon State University

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

, accompanying shifts in policies, as 1well as availability of increased professional development opportunities concerning equity,inclusion, and social justice, provided a strong backdrop for the work our PLC undertook. Ofparticular relevance was alignment of our work with two projects engaged by the newly formedCOE Change Team: (1) Development of a scaffolded approach to enhancing undergraduatestudents’ knowledge and skills supporting inclusive and socially just teaming practice; and (2)Design of modules to enhance graduate students’ capacities to engage issues of inclusivity,equity, and social justice (see Bothwell et al., 2018a for more detail). Overlapping

Conference Session

NEW SESSION Track: Special Topic - Computing & Technology Technical Session 4

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Olivia Mambo Nche, Clemson University; Murali Sitaraman, Clemson University; Elizabeth L. Colbert-Busch, Clemson University; Victor Zordan

Tagged Topics

Diversity, Special Topic: Computing & Technology

children using different of engaging students of all ages, especially minorities andrepresentations and helps them to learn and practice traditionally excluded groups [3]. The target students for ourthe concepts using a “hands-on” approach. Further, use experiment are all African Americans and are amongst theof multiple representations supports the learning needs least likely to have access to and benefit from CS withoutof diverse learners, considering the grades and ages of intervention. Considering the ages of our population and thethe participants. Specifically, we present CS concepts to notion that CS concepts tend to be abstract, we employed astudents in three formats: 1) using

Conference Session

Track: Collegiate - Technical Session 13

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Beth A. Myers, University of Colorado, Boulder; Angela R. Bielefeldt, University of Colorado, Boulder; Jacquelyn F. Sullivan, University of Colorado Boulder

Tagged Topics

Collegiate, Diversity

served on multiple NAE committees, and on the NSF ENG division’s Advisory Committee. c American Society for Engineering Education, 2019 Quantifying the Pool of Underrepresented Minority Students for Engineering StudiesAbstract: A widely held belief exists among engineering educators and policy-makers that if pre-college student interest in engineering were broadly increased, the population of studentspursuing a collegiate engineering education would be more diverse [1]. However, after years ofworking in engineering admissions, a more probable hypothesis emerged that the pool ofengineering-eligible students that come from communities of color is smaller than might beexpected. To reach parity in

Conference Session

Track: Special Topic - Identity Technical Session 13

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Catherine E. Brawner, Research Triangle Educational Consultants; Susan M. Lord, University of San Diego; Catherine Mobley, Clemson University; Michelle M. Camacho, University of San Diego; Joyce B. Main, Purdue University, West Lafayette

Tagged Topics

Diversity, Special Topic: Identity

multiple dimensions of identity using an intersectional lens toanswer three research questions: 1) Why did BSVEs join the military? 2) Why did BSVEschoose engineering? and 3) How do BSVEs enact their veteran, engineering, and racial identitieswhile in school? We find that family influences, a desire to be part of something bigger thanthemselves, and economics were factors in BSVEs’ decision to join the military. Technical jobsin the military that often included exposure to engineers and engineering problems led them tothe belief that as engineers, they would be able to solve many of the problems they faced whilemaintaining military hardware. All seven BSVEs claimed that their military and engineeringidentities were central, or nearly so, to their

Conference Session

Track: Pre-College - Technical Session 11

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Christine Newman, Johns Hopkins University; Margaret Hart, Johns Hopkins University; Andrea M. Perry, Garrison Forest School; Anitra Michelle Washington, Western High School; Laura Garcia

Tagged Topics

Diversity, Pre-College

 should just um learn about it.*music fades* 7WISE was established in the fall of 2005 at Garrison Forest School, a private girls school, with funding from a local foundation.  Although the funding ended, the program continues because the school can charge their families for the program.  WISE attracts students to this school.We added Western High School, an all‐girls public school, in fall 2013. Started with 1 student per semester; now can have up to 5 students per semester.In the beginning, the science department chair at Western was able to spend time to monitor the student and help them with their presentation because they were in her research

Conference Session

Track: Learning Spaces, Pedagogy & Curriculum Design Technical Session 9

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Stephanie Farrell, Rowan University; Kyle F. Trenshaw, University of Rochester; Robyn Sandekian, University of Colorado, Boulder

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

 Exclusion  Alienation from healthcare 25Source: www.tser.org 26Source: https://transgenderequality.files.wordpress.com/2013/06/broken-bargain-infographic-transgender-1.jpg 27Microaggressions  An expression of bias Do you have and/or transphobia, often to take unconscious hormones?  Intentional or unintentional, everyday

Conference Session

Special Topic: Safe Zone Session 2

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Stephanie Farrell, Rowan University; Robyn Sandekian, University of Colorado, Boulder; Tiago R. Forin, Rowan University; Alisha L. Sarang-Sieminski, Franklin W. Olin College of Engineering

Tagged Topics

Special Topic: Safe Zone

interpretation of for discrimination (21 states + DC) prohibition on sex discrimination No explicit prohibition Sexual orientation and/or gender ID (2 states) Sexual orientation only (1 state) No protection (26 states) Awaiting for ruling to explicitly interpret federal prohibition (26 states)Source: www.lgbtmap.org/equality-maps/non_discrimination_laws 24Climate for LGBTQ+ Workers 46

Conference Session

Track: Special Topic - Social Justice and Reform Technical Session 6

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Ellen Foster, Purdue University, West Lafayette; Jennifer Karlin, Minnesota State University, Mankato; Stephanie Quiles-Ramos, ​Virginia Polytechnic Institute & State University; Donna M. Riley, Purdue University, West Lafayette

Tagged Topics

Diversity, Special Topic: Social Justice & Reform

strategic campaign with and for engineering educators who want to enactstructural change that addresses inequity in engineering. We also hope to foster space andopenness for dialogue with those who might not yet see the need for structural change in thisfield, but who are interested in making engineering education better and more accountable toequity, diversity, and engagements with diverse publics and needs. This work is part of anoverarching Relational Organizing/Action Research (ROAR) project, in which we are interestedin achieving two goals as outcomes of research with and about engineering educators: (1)changing rewards structures in ways that value engineering education research contributions; and(2) enacting structural change that enhances

Conference Session

Track: Collegiate - Technical Session 6

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Julian Viera Jr., University of Texas, El Paso; Elsa Q. Villa, University of Texas, El Paso; Christina Convertino; Erika Mein, University of Texas, El Paso; Sarah Hug, University of Colorado, Boulder

Tagged Topics

Collegiate, Diversity

knowledge rather than solely consumers of knowledge.BackgroundA 2016 Harvard Business School report found a faltering United States economy and a need forreform [1]. One principal reason for this faltering economy is the United States’ inability todevelop qualified science and engineering (S&E) human capital, in particular women andminorities. However, diversity in the S&E workforce has not improved over the last decade [2];and, given Hispanics aged 21 years and older represent 15% of the U.S. population, a mere 6%of the S&E workforce are Hispanic [2].The Bureau of Labor Statistics has projected that total employment in S&E jobs will increase at afaster rate (1.1% compound annual growth rate) from 2016 to 2026 than employment in

Conference Session

Track: Collegiate - Technical Session 7

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Jennifer Blue, Miami University; Amy Summerville, Miami University; Brian P Kirkmeyer, Miami University

Tagged Topics

Collegiate, Diversity

engineering program: women, who are 34% of ourparticipants, non-White and non-Asian students, 13% of our participants, and studentsof lower socioeconomic status, 17% of our students. I. Social BelongingThe need for a feeling of social belonging is vital, and the search for belonginginfluences many behaviors [1]. A feeling that students belong in school has positivecorrelations with academic self-efficacy [2], and this sense of belonging correlates tobehaviors like active engagement in class and seeking assistance outside theclassroom [3]. A feeling that students belong in school might be the most importantvariable influencing their achievement at school [2].Student retention rates increase when students are

Conference Session

Track: Learning Spaces, Pedagogy, and Curriculum Design Technical Session 5

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Chanel Beebe, Purdue University, West Lafayette

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

. c American Society for Engineering Education, 2019 Storytelling And Utopia AsResistance To Marginalization Of African American Engineers At A PWI Chanel Beebe April 2019 WATCH AND REFLECT https://www.youtube.com/watch?v=RD2o6soOe1I How did that make you feel? What stuck with you? What did you see? Key pointsEducation should prioritize active learning and embodied knowledgeEducational opportunities are different for different groups of people Marginalization exists AGENDA• My Story• Background of Project• Phase 1 and Phase 2• Phase 3• Summary of Findings• Recommendations• TakeawaysPROJECT BACKGROUND: MY

Conference Session

Track: Pre-college - Technical Session 4

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Tanya D. Ennis, University of Colorado, Boulder; Beth A. Myers, University of Colorado, Boulder

Tagged Topics

Diversity, Pre-College

process [1]. Figure 1 provides arepresentation of conjecture mapping which defines the high level conjecture, embodiments,mediating processes and outcomes used to frame the design. When designing learningenvironments, the process begins with establishing a high level conjecture which outlines thekind of learning the design attempts to support. Embodiments generate the mediating processesthat produce the desired outcome. These embodiments could include tools, materials, tasks andparticipant structures, and discursive practices. A design may or may not include all theseelements. Mediating processes are required to produce outcomes; they utilize particular tools fora particular task in a learning environment enacted in certain ways to produce

Conference Session

Track: Special Topic - Identity Technical Session 13

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

J. McLean Sloughter, Seattle University; Agnieszka Miguel, Seattle University; Mara Rempe, Seattle University; Katie Kuder P.E., Seattle University

Tagged Topics

Diversity, Special Topic: Identity

 impacts of transfer versus first‐time‐in‐college status, students’ prior mathematics and science background, and pressures related to differing levels of unmet financial need [1].  URM‐identifying students tended to show shorter time to graduation than non URM‐identifying students. Female‐identifying students tended to show shorter time to graduation than male‐identifying students. Students who did not graduate tended to have higher levels of unmet financial need, particularly URM‐identifying students. Female‐identifying and URM‐identifying graduates tend to have lower financial need than their male‐identifying or non URM‐identifying counterparts. Moderate unmet financial need did not seem to be detrimental to graduation. Female‐identifying

Conference Session

Track: Learning Spaces, Pedagogy & Curriculum Design Technical Session 10

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Mary Ann E. Leung, Sustainable Horizons Instittute; Silvia Crivelli

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

.1 IntroductionComputational science and engineering (CSE) was established as one of the pillars of scientific discoverymany decades ago and the field has seen much growth since then. The coupling of high end computingwith CSE has led to even more growth and the field has become an increasingly important paradigm toadvance scientific knowledge and develop the nation’s economy. With this growth comes an increasingdemand for a highly skilled CSE workforce. A National Council report on competitiveness identifies high-end computing as playing a “vital role in driving private-sector competitiveness” (1). The U.S.Department of Energy (DOE) has played a pivotal role in the development and use of CSE and high endcomputing and maintains a leadership

Conference Session

Track: Special Topics - Social Justice & Reform Technical Session 2

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Alice L. Pawley, Purdue University, West Lafayette; Erin A. Cech, University of Michigan; Stephanie Farrell, Rowan University; Donna M. Riley, Purdue University, West Lafayette

Tagged Topics

Diversity, Special Topic: Social Justice & Reform

STEM Education Diversity Scholarship.” The Collaborative Network for Engineering and Computing Diversity (CoNECD), April 30 2018. Pawley, Alice and Donna Riley (2018) “Targeted harassment in EER equity research,” ASEE Annual Conference and Exposition, Salt Lake City UT, June 24 2018. Riley, Donna (2019) “Pipelines, Persistence, and Perfidy: Institutional Unknowing and Betrayal Trauma in Engineering.” Feminist Formations, 31(1) 1-19.3 What is “targeted harassment?” How would you define it?4 What is “targeted harassment?” Often virtual (phone, email, social media) Personal Threatening violence Expressing misogyny, homophobia, or racism Coordinated and repeated5 What does it look like in academia

Conference Session

Track : Collegiate - Technical Session 8

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Jon Carter Buchanan, Texas A&M University; Amy Suzan Klinkovsky, Texas A&M Engineering

Tagged Topics

Collegiate, Diversity

 exploring necessary variations to promote future success in recruitment and retention. According to the U.S. Census Bureau, 2018 population estimates for Texas were 42 percent white, 39 percent Hispanic/Latino, 13 percent black or African American, 5 percent Asian and 1 percent other [1]. We believe tailored marketing strategies will help achieve the ultimate goal of an enrollment reflecting the demographics of Texas. History of the Partnerships In 2013, a version of what would become the Engineering Academies was piloted under the name Blinn TEAM‐E and housed under the Transition Academic Programs department at Texas A&M University. This initial partnership was established with Blinn College, a 2‐year institution located approximately 5 miles

Conference Session

Track: Pre-college - Technical Session 6

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Malle R Schilling, University of Dayton; Margaret Pinnell, University of Dayton

Tagged Topics

Diversity, Pre-College

2012, the President’s Council of Advisors on Science and Technology reported thatone million more science, technology, engineering and math (STEM) professionals would needto be introduced into the workforce to keep up with economic demands [1]. The council alsorecommended a variety of tools to recruit students to STEM programs, including the use ofsummer camps, research courses, and pathways from two to four-year institutions [1]. Thoughthe time has expired for this call to action, the importance of having educated STEMprofessionals and engagement of students in STEM is imperative. Engineering camps, a method of recruitment supported by PCAST, have been activesince the middle of the 20th century [2]. These camps often feature hands-on

Conference Session

Track : Special Topics - Identity Technical Session 8

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Stephen Secules, Purdue University, West Lafayette ; Cassandra J. Groen-McCall, Virginia Tech

Tagged Topics

Diversity, Special Topic: Identity

researchparticipants, and communicating to an audience. For this paper, we focus on the themes relatedto research implementation and dissemination that were deemed most salient to the CoNECDaudience. In the following sections, we discuss 1) research questions, 2) relating to participants,and 3) communicating findings. Reflections on epistemology, ontology, and methodology will bepresented in subsequent publications. Collaborative Inquiry AnalysisWhat questions do we ask and answer?Stephen’s reflection on the questions he asks: Growing up, I was conscious of a desire to help the world, but I was also intellectuallycurious, and I didn’t like being bored. When identifying my future career options, I oftenstruggled between

Conference Session

Track : Graduate - Technical Session 8

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Sharnnia Artis, University of California, Irvine; Stacie LeSure, Engineers for Equity

Tagged Topics

Diversity, Graduate Education

CASE STUDIES FOR Too Black to be Woman and Too Much Woman to be a Man: Best Practices from Black Women Persisting through Doctoral Engineering and Computing Programs Case Study #1: Black EyesHow does your race impact your experience in your doctoral program?My race impacting my experience in this department is huge because not only am Ithe only Black PhD candidate in Computer Science in the history of this school,there’s only been five other black students who have graduated from thisdepartment. Knowing this makes me think more about the school and why it beenso difficult for the staff here to recruit other students like me. I know they exist, soit's strange for me to sit here and know that I'm the

Conference Session

Track : Collegiate - Technical Session 7

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Janice Leshay Hall, Virginia Tech; Dina Verdin, Purdue University, West Lafayette; Walter C. Lee, Virginia Tech; David B. Knight, Virginia Tech; Allison Godwin, Purdue University, West Lafayette

Tagged Topics

Collegiate, Diversity

efforts.IntroductionFinancial, physical, and human capital resources are used to provide additional efforts intendedto support undergraduate students in STEM, particularly underrepresented racial, ethnic, gendergroups in certain disciplines [1]-[3]. With U.S. demographic projections indicating a growth indiversity of the population, we can anticipate an increasingly diverse population ofundergraduate students. In preparation for this shift in demographics and in response to historicalissues of diversity in STEM, it is important that we begin to rethink our offerings of studentsupport.The larger project in which this paper is situated aims to help colleges improve their studentsupport investments by developing and testing the validity evidence for an instrument

Conference Session

Track: Faculty - Technical Session 5

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Leanne DeVreugd, Oakland University; Laila Guessous, Oakland University; Julie Walters, Oakland University; Bradley John Roth; Sanela Martic

Tagged Topics

Diversity, Faculty

Conference Session

Track: Graduate - Technical Session 9

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Eunsil Lee, Arizona State University; Jennifer M. Bekki, Arizona State University; Adam R. Carberry, Arizona State University; Nadia N. Kellam, Arizona State University

Tagged Topics

Diversity, Graduate Education

international student perspective. We seek agreater understanding of the following: 1) experiences that contribute to international students’ perceivedsense of belonging, and 2) contributors to international students’ perceived quality of interactions with peersand faculty. A qualitative research approach using the critical incident technique with a constructivistperspective was used for this study. The overall results, and in particular understandings about the conceptof ‘sense of belonging’ that emerged from the students’ lived experiences, will provide insights fordeveloping an improved and inclusive institutional support structure for international students within U.S.engineering doctoral education.Sense of belonging Sense of belonging is

Conference Session

Track: Collegiate - Technical Session 9

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Dustin M. Grote, Virginia Tech; Walter C. Lee, Virginia Tech; David B. Knight, Virginia Tech; Abbey Rowe Erwin, Virginia Tech; Bevlee A. Watford P.E., Virginia Tech

Tagged Topics

Collegiate, Diversity

capital, a key factor in transfer student outcomes. Thesefindings suggest a need for institutions to consider how they communicate information ontransfer of coursework processes and policies, how they manage information accuracy, and howadvising service structures may influence transfer students’ access to accurate information ontransfer of coursework.Keywords: Transfer, Engineering, 2-Year Institution, 1st Generation MotivationThe Engineer of 2020 [1] calls for the engineering field to broaden participation ofunderrepresented minority (URM), first-generation, and low income students in the workforce.Efforts to broaden participation must address challenges from early adolescence and high school(e.g., lack