Displaying all 4 results
- Conference Session
- Track : Graduate - Technical Session 10
- Collection
- 2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity
- Authors
- Ashleigh Wright, North Carolina State University; Rebecca Brent, Education Designs, Inc; Elizabeth C. Dickey, North Carolina State University; Kimberly S. Weems, North Carolina Central University; Brian J. Reich, North Carolina State University; Caesar R. Jackson, North Carolina Central University
- Tagged Topics
- Diversity, Graduate Education
Carolina State University Professor Elizabeth Dickey is a Professor and Associate Department Head in the Department of Materials Science and Engineering at North Carolina State University. She also directs an NSF Industry/University Cooperative Research Center on Dielectric and Piezoelectric Materials, and she is the director of an NSF Research Traineeship program on Data-Enabled Science and Engineering of Atomic Structure.Dr. Kimberly S. Weems, North Carolina Central University Kimberly S. Weems is Associate Professor of Mathematics at North Carolina Central University (NCCU). Her research interests include generalized linear models and statistics education. Since joining NCCU in 2015, she has been instrumental in
- 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
resulting in a call to view the concept of belonging as complex,multi-faceted, and impacted by extra-institutional factors [6]. Recent research on sense of belonging among graduate students has begun to consider demographicattributes and characteristics of the academic environment [7-10]. Gardner et al.’s [8] exploration ofdoctoral students’ sense of belonging across different disciplines indicates that engineering doctoralstudents reported a relatively lower sense of belonging within their academic department compared tostudents in other disciplines. Recent work by O’Meara et al. [11] echo this claim, reporting that fewerfacilitators of sense of belonging exist within STEM doctoral program environments than in non-STEMprograms. These
- Conference Session
- Track : Graduate - Technical Session 7
- Collection
- 2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity
- Authors
- Marcia Gumpertz, North Carolina State University; Rebecca Brent, Education Designs, Inc; C. Dean Campbell, North Carolina A&T State University ; Maureen Grasso, North Carolina State University; Yvette Maria Huet, University of North Carolina, Charlotte; Keith A. Schimmel P.E., North Carolina A&T State University
- Tagged Topics
- Diversity, Graduate Education
, VA: National Science Foundation; 2015 https://www.nsf.gov/statistics/2016/nsf16300/[2] Sowell R, Allum J, Okahana H. Doctoral initiative on minority attrition and completion. Washington, D.C. 2015 http://cgsnet.org/ckfinder/userfiles/files/DIMAC_2015_final_report_PR.pdf[3] Sowell, R. S., Zhang, T., Bell, N., & Redd, K. (2008b). Ph.D. completion and attrition: Analysis of baseline demographic data from the Ph.D. Completion Project. Washington, DC: Council of Graduate Schools.[4] A. Kezar and P. Eckel, “Examining the institutional transformation process: The importance of sensemaking, interrelated strategies, and balance,” Research in Higher Education, vol. 43, no.3, pp 295-328, June
- 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
describedbeing exalted for being the first in their family to pursue such advanced education. In this way Intersectional Perspectives 10they felt pressure to stay in their doctoral programs even when they questioned if it was right forthem. Erica’s familial experience highlighted this conflicting message: Since I'm the only one in my family who has gone to college and to graduate school, every time I come around, my family is like, "oh, you're gonna be a doctor!"… [So] every single time that I'm at work and I'm considering "is this really what I want to do," I have that in the back of my mind, wait, I'm going to let all these people down? And it feel[s