Conference Session

CoNECD Session : Day 3 Slot 1 Technical Session 1

Collection

2021 CoNECD

Authors

Kayla R. Maxey, Purdue University at West Lafayette (College of Engineering); Morgan M. Hynes, Purdue University at West Lafayette (College of Engineering)

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Paper ID #28461A Reflective Evaluation of a Pre-College Engineering Curriculum toPromote Inclusion in Informal Learning EnvironmentsMrs. Kayla R. Maxey, Purdue University-Main Campus, West Lafayette (College of Engineering) Kayla is a doctoral student in the School of Engineering Education at Purdue University. Her research interest includes the influence of informal engineering learning experiences on diverse students’ attitudes, beliefs, and perceptions of engineering, and the relationship between students’ interests and the practices and cultures of engineering. Her current work at the FACE lab is on teaching strategies

Conference Session

CoNECD Session : Day 2 Slot 5 Technical Session 2

Collection

2021 CoNECD

Authors

Lisa M. Weber, Colorado State University; Rebecca A. Atadero, Colorado State University

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5 Diversity and Inclusion in CBE Curriculum First‐Year Courses Introduction to Chemical  Introduction to MATLAB  and Biological  for Chemical and  Engineering Biological Engineers Implicit Bias  Theatre  Regular  Gender‐Pay  Reflection  Activity Troupe Surveys Gap Coding  Questions on  Assignments ResultsWeber and Atadero. 2020 Annual CoNECD Conference

Conference Session

CoNECD Session : Day 2 Slot 3 Technical Session 4

Collection

2021 CoNECD

Authors

Sarah Trainer, Seattle University; Agnieszka Miguel, Seattle University; Jean M. Jacoby, Seattle University; Jodi O'Brien, Seattle University

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CoNECD Paper Submissions, Diversity

Institutional Transformation grant-funded project ”What Counts as Success? Recognizing and Rewarding Women Faculty’s Differential Contributions in a Comprehensive Liberal Arts University” (2016-2021).Dr. Jodi O’Brien, Seattle University Jodi O’Brien is Professor of Sociology at Seattle University and Director of SU ADVANCE, a National Science Foundation-funded program for the advancement of women and minoritized faculty. Her work focuses on everyday discrimination, and transgressive identities and communities. Her books include The Production of Reality; Social Prisms: Reflections on Everyday Myths and Paradoxes; and Everyday Inequalities. Her recent articles include, Stained-Glass Ceilings: Religion, Leadership, and the

Conference Session

CoNECD Session: Day 3 - Slot 3 -- Technical Session 4

Collection

2021 CoNECD

Authors

Brandi P. Jones, University of Southern California; Helen Choi, University of Southern California; Cheyenne Gaima

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CoNECD Paper Submissions, Diversity

and opportunities to reflect inpreparation for teaching others, Student Trainers strive to enhance their feelings ofpurpose, agency, and community with others. They learn that their roles in these jobshave great purpose and value, and that as peer educators - they can reach others ina way that instructors cannot. And they learn that their willingness to take risks and bevulnerable can have powerful consequences in building connections with others.For these first-year students, who are receiving this storytelling module as part of theirintroduction to engineering curriculum, learning outcomes include exercising listeningskills, participating in short storytelling activities through which they can begin toexamine their values and identities

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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) brings to a short-term intensive study abroad program for undergraduate engineering students at a predominantly-White Institution such as the University of Missouri (MU).  Created by the Office of Diversity and Outreach Initiatives and the International Engineering & STEM Programs office EDGES (Engineering Diversity Global Experience & Service) is an academic program that combines a social science and engineering curricula to provide students with hands on leadership, diversity, and project management skills in a global context.  Using a mixed method methodology, this research study uses the Intercultural Development Inventory (IDI), personal reflections, and

Conference Session

CoNECD Session : Day 3 Slot 8 Technical Session 2

Collection

2021 CoNECD

Authors

Philippa Anne Martin, University of Canterbury; Eileen Frances Britt, University of Canterbury

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extensive experience training MI and isa member of the MI Network of Trainers, an international collective of MI trainers which promotesbest practice in MI training and practice. Due to the challenges in getting 17 people from sixdifferent departments or service units in one place, the course was run as two weekly 1-hoursessions for a total 15 sessions. This allowed the participants who had little to no counsellingbackground to gain confidence and skills. They were able to practice reflective listening and MIskills between sessions and share experiences with the group. This also built a learning community,which will be important for debriefing after difficult conversations. As one participant said, “Theway the course was delivered in small doses

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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education culture, reflects normative values and can actas a gatekeeper in engineering. Despite the decades of research to broaden participation inengineering education, very little research has explicitly explored the construct of smartnesswithin the context of engineering education and its’ exclusionary implications. For this researchpaper, we focused on the beliefs of high school students as selection of a collegiate major is oftenchosen during high school and student beliefs about smartness have serious implications for whoconsiders themselves smart enough (or not) to pursue an engineering degree. Althoughconstructions of smartness intersect with race, class, gender, and other social identities, for thisexploratory study we chose to investigate

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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interests include student persistence and pathways in engineering, gender equity, diversity, and academic policy. Dr. Orr is a recipient of the NSF CAREER Award for her research entitled, ”Empowering Students to be Adaptive Decision-Makers.” American c Society for Engineering Education, 2021 The Centrality of Black Identity for Black Students in Engineering: A Reflection on Methods and TheoryKeywords: Race/ethnicity, Black identity, undergraduate programsIntroductionThe recent emphasis on increasing the number of engineering graduates has been coupled withgreater concern about the lack of diversity in engineering fields. However, despite

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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participating in the firstcohort to implement the E4USA curriculum. Table 1 details demographic information for thenine teachers from which three participants were selected considering the maximum level ofvariation they presented with regard to geographical location, student diversity, and schoolcontext. The participating educators teach in Arizona, Maryland and Tennessee withpredominantly Hispanic, African American, and Caucasian student bodies, respectively. Tobetter understand similarities and differences among teaching experiences of these teachers, arich data set was collected consisting of: 1) semi-structured interviews with teachers at multiplestages during the academic year, 2) reflective journal entries shared by the teachers, and 3)multiple

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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that werecompleted with the storyboard, including identifying privileged/oppressed identities, filling outthe power lines on the intersectionality wheel, and creating -isms on the intersectionality wheel.Activity 3. In the third and final activity, we continue to reflect on power and privilege anddevelop strategies to address and mitigate power relations on teams. This activity is acontinuation of activity 2. We begin by giving each attendee a team change wild card thatincludes a detailed description of a new member who joins their team. Attendees then place thisperson on the intersectionality wheel so that they can identify ways that this new member may bejoining from positions of power or oppression. We encourage attendees to identify ways

Conference Session

CoNECD Session : Day 1 Slot 7 Technical Session 2

Collection

2021 CoNECD

Authors

Elizabeth Litzler, University of Washington; Julia M. Williams, Rose-Hulman Institute of Technology; Cara Margherio, University of Washington; Kerice Doten-Snitker, University of Washington; Sriram Mohan, Rose-Hulman Institute of Technology; Eva Andrijcic, Rose-Hulman Institute of Technology

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Engineering from the University of Madras and M.S and Ph.D. degrees in Computer Science from Indiana University. During his time at Rose-Hulman, Sriram has served as a consultant in Hadoop and NoSQL systems and has helped a variety of clients in the Media, Insurance, and Telecommunication sectors. In addition to his industrial consulting activities, Sriram maintains an active research profile in data science and education research that has led to over 30 publications or presentations. At Rose-Hulman, Sriram has focused on incorporat- ing reflection, and problem based learning activities in the Software Engineering curriculum. Sriram has been fundamental to the revamp of the entire software engineering program at Rose

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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(s) and do not necessarily reflect the views of NSF.Who do we have in the room?Brainstorm:Who/what are gatekeepers tobroadening participation inengineering? Motivation“Consider a birdcage. If you look very closely at just one wire in the cage, youcannot see the other wires. . . It is only when you step back, stop looking at thewires one by one, microscopically, and take a macroscopic view of the wholecage, that you can see why the bird does not go anywhere . . . It is perfectlyobvious that the bird is surrounded by a network of systematically relatedbarriers, no one of which would be the least hindrance to its flight, but which, bytheir relations to each other, are as

Conference Session

CoNECD Session : Day 2 Slot 2 Technical Session 4

Collection

2021 CoNECD

Authors

Yousef Jalali, Virginia Tech ; Shernita Lee, Virginia Tech; Justin Grimes, Virginia Tech

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CoNECD Paper Submissions, Diversity

participants’ experiences at the program, evaluate its effectiveness, and explorethe factors influencing the creation and persistence of inter-institutional partnerships.In this paper, we discuss the program as a model for facilitating inter-institutional partnershipand some preliminary results that capture the impact of the program with the focus on students’engagement and recruitment. In what follows, we elaborate on the importance of broadeningparticipation, as one of the major objectives of the program. Then, we present the backgroundand major elements of the summit. Next, we briefly describe the 2018 HBCU/MSI ResearchSummit, outline the details of our evaluation strategies and present the results for the year 2018.Finally, we reflect on our

Conference Session

CoNECD Session : Day 2 Slot 6 Technical Session 2

Collection

2021 CoNECD

Authors

Ekundayo Shittu, George Washington University; Jennifer Dashiell-Shoffner, North Carolina A&T State University; Hyung Nam Kim, North Carolina A&T State University

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] areevaluated.2. Program ElementsThe program is conducted across two institutions with a total of three black diaspora graduatestudents in the process of model development, reflection and narrative inquiry. These elementsand the participant recruitment process are detailed in the following sections.2.1 Model DevelopmentThe research strategy is to generate an integrated framework that evaluates the role of anticipatory    cognition in the research tasks that the students conduct. In other words, while the students focuson the research topics for their dissertation, data on their reflections through narrative enquiry arecollected. For example, the students address modeling efforts related to how

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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me nowadays.Nevertheless, there still must be a consideration of the types of issues that BPE volunteers must encounterto assist students, with the above participant acknowledging their own challenges. The understandingfunction that is present here exhibits the multi-layered and complex level of student support needed thatthis participant had to navigate. The above reflection of the participant and their role also extends to thebroader picture of their own marginalization in certain areas of BPE volunteerism. One participant says: ...they do push a lot more of the ones they have in their grasp because the ones that are here are passionate about that and they at times it seems like overextend us. Um, and one, uh, which I, I

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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is a shifting phenomenon across era andregion, intersecting with race, ethnicity, religion, age, and other identities. This socialnature is important to underscore as no single chromosomal, hormonal, orpsychological factor has been found to be a direct determinant in one’s genderidentity or expression. Psychological research finds that humans haveconceptualizations and expressions of gender which are fluid and unmappable tofixed biological binary, even for cisgender subjects [4]. Instead, the “human brainmosaic” represents fluidity and multiplicity across all humans [5]. Investigatinggender in engineering should reflect this nuanced complexity. Studying genderbecomes almost academically dishonest when it is reduced to a binary variable

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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their incoming graduate students. In this paper, focusing on the 5-week version,we outline the initial format and structure of the course, discuss the curriculum and studentengagement during the first-two implementations of the course, and highlight some of the earlylessons learned and plans for improvement from this effort. We begin with an introduction to theframework we are using to guide the development of the GSSME course.The Academic Plan ModelThis paper is structured around Lattuca and Stark’s (2015) model of an Academic Plan inSociocultural Context, which we used to guide our reflection on the initial implementation of theGSSME course and opportunities for improvement. The Academic Plan model was developed toprovide a framework through

Conference Session

CoNECD Session : Day 3 Slot 8 Technical Session 3

Collection

2021 CoNECD

Authors

Margaret B. Bailey P.E., Rochester Institute of Technology; Naveen Sharma, Rochester Institute of Technology; Lana Verschage, Rochester Institute of Technology; Timothy T. Conlon

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 these experiential learning experiences. The SE department is within a large, private university which is committed to experiential learning within its undergraduate engineering curriculum.  The university has one of the oldest cooperative education programs in the country and firmly believes in learning through doing. This presentation will describe how an experiential learning model is used to improve learning and accelerate needed academic cultural changes within the department.  The experiential learning methodology is based on an existing educational model which includes four basic stages; active experiences, reflective observations, abstract conceptualization, and active experimentation.  This experiential learning model is used

Conference Session

CoNECD Session : Day 1 Slot 8 Technical Session 1

Collection

2021 CoNECD

Authors

Tiffiny Antionette Butler, Worcester Polytechnic Institute; Ryan Meadows, Worcester Polytechnic Institute; Katherine C. Chen, Worcester Polytechnic Institute; Suzanne Sontgerath, Worcester Polytechnic Institute

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CoNECD Paper Submissions, Diversity

stories in STEM and the changing demographics of our institutionwhile being situated in a community that reflects the diversity represented throughout thecountry Sue and Kathy set out to start a pilot program called the Women’s Research andMentoring program (WRAMP) to introduce STEM to women, specifically women of color,pursuing a career in a STEM field. To address representation and engage our diversecommunity of students a multitiered mentorship program was created. The program hadthree levels of women in engaged in education, high school women from the localcommunity, undergraduate women at WPI serving as mentor and mentee and graduatewomen at WPI engaged in research at WPI. All students were engaged in research at WPIwith high school women

Conference Session

CoNECD Session : Day 3 Slot 4 Technical Session 2

Collection

2021 CoNECD

Authors

Ellen Foster, Purdue University at West Lafayette (College of Engineering); Donna M. Riley, Purdue University at West Lafayette (College of Engineering); Andrea Haverkamp, Oregon State University; Soheil Fatehiboroujeni, Cornell University; Justin Charles Major, Purdue University at West Lafayette

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socioeconomically just engineering education. American c Society for Engineering Education, 2021 Week of Action: #EngineersShowUp as intersectional advocatesIntroductionIn this roundtable and open panel discussion, members of the engineering education communitywill reflect upon their experiences during a planned week of action that took place February 23rd– 29th as part of a larger project on addressing root causes of inequity. This event follows aplanning and organizing workshop held at the 2019 CoNECD conference, and continued effortssince then to meet virtually and plan towards collective actions to build awareness and shiftnarratives. Through these meetings and open-ended

Conference Session

CoNECD Session : Day 1 Slot 2 Technical Session 4

Collection

2021 CoNECD

Authors

Courtney Zongrone, Virginia Polytechnic Institute and State University; Cassandra J. McCall, Virginia Polytechnic Institute and State University; Marie C. Paretti, Virginia Polytechnic Institute and State University; Ashley Shew, Virginia Polytechnic Institute and State University; Denise Rutledge Simmons P.E., University of Florida; Lisa D. McNair, Virginia Polytechnic Institute and State University

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, but I really just wear jeans and a t-shirt. Yeah. Looking back, I think that maybe I should've considered that a little more. I find the engineering center to be a pretty hostile place.Upon reflection of this decision, Edith indicates a sense of regret (i.e., “...maybe I should’veconsidered that a little more.”), describing her institution’s engineering center as “a hostileplace”. Analysis of Edith’s interview yielded 47 codes distributed almost equally across themedical (32%), social (34%), and social-relational (34%) models, reflecting a time where Edithwas simultaneously experiencing diagnosis procedures and the dominant engineering culture attheir university. The following comment illustrates the interweaving of these models

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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mindfulness, resilience, and grit. This coursework includes: ● A first-year STARS seminar facilitated by STARS advising staff, which offers a space for students to reflect on their learning and educational experiences; brainstorm strategies for self-improvement; and develop “master schedules” to improve students’ time management and study skills. The seminar also provides an overview of non-STARS university resources for students such as counseling services and writing and tutoring centers. Students participating in the seminar also receive professional development opportunities through collaboration with the College of Engineering community and career centers. Engineering faculty and professionals discuss the

Conference Session

CoNECD Session : Day 1 Slot 7 Technical Session 1

Collection

2021 CoNECD

Authors

Laura Bottomley, North Carolina State University; Crystal R. Emery, URU The Right to Be, Inc.; Valeria Sinclair Chapman

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addition to theBuilding Bridges conferences, this organization offers a range of conferences aimed at celebrating, promoting, andimproving diversity in STEMM in K-12 education, higher education, and industry.3 According to the Association of Women in Science, making the academy and industry spaces where more womencan thrive will require, “implementing innovative approaches to systemic change” [AWIS, n.d.,https://www.awis.org/intersectionality/]. We maintain that Building Bridges, with its attention to difficultconversations and real-time activities designed to facilitate self-reflection and commitment to nurturing sisterhood isone such innovative approach.Our theoretical framework draws from literature in several areas, including literature

Conference Session

CoNECD Session : Day 2 Slot 8 Technical Session 2

Collection

2021 CoNECD

Authors

Kimberly Young-McLear, U.S. Coast Guard Academy; Sharon Zelmanowitz P.E., U.S. Coast Guard Academy; Royce Warner James Ph.D., United States Coast Guard Academy/Air Force Institute of Technology; Dani Brunswick, U.S. Coast Guard; Thomas W. DeNucci, U.S. Coast Guard Academy

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be fully committed toeliminating all forms of oppression.Moral Courage:Building upon psychologically safe work environments, the Coast Guard must create a morallycourageous workforce, where all members have an immediate bias for action to intervene againstany culture or practice that inhibits the safety of any of our members. “Managers who treat ethicsas a routine activity, by holding people accountable, encouraging reflection and discourse aroundethical issues, and responding to challenges with moral courage, can help prepare felloworganizational members to identify and address similar issues before they become full-blownproblems [5].” Coast Guard members must have the moral courage to intervene againstviolations of laws, policies, or the

Conference Session

CoNECD Session : Day 2 Slot 4 Technical Session 4

Collection

2021 CoNECD

Authors

Sharnnia Artis, University of California, Irvine; Gregory N. Washington, George Mason University

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CoNECD Paper Submissions, Diversity

youth development. Afterschool Matters, 16, 48–57. 8. Jolly, E.J., Campbell, P.B., & Perlman, L. 2004. Engagement, Capacity and Continuity: A Trilogy for Student Success. GE Foundation. www.campbell-kibler.com. Accessed April 1, 2016. 10. Campbell, P.B., and Jolly, E.J. Ten Years of Engagement, Capacity and Continuity: Reflections on a Triology for Student Success, http://www.campbellkibler.com/ECC_10_final.pdf. Accessed April 1, 2016. 9. Campbell, P. B., Jolly, E. J., Hoey L., & Perlman, L. K. (2002). Upping the Numbers: Using Research-Based Decision Making to Increase Diversity in the Quantitative Sciences. Newton, MA: Education Development Center, http://www.campbellkibler.com

Conference Session

CoNECD Session : Day 1 Slot 1 Technical Session 4

Collection

2021 CoNECD

Authors

Medha Dalal, Arizona State University; Stacy S. Klein-Gardner, Vanderbilt University; Jennifer Kouo, Towson University; Kenneth Reid, University of Indianapolis; Cheryl Beauchamp, Regent University; Briana O'Neal, University of Maryland College Park; Jackelyn Raquel Lopez Roshwalb, University of Maryland, College Park; Darryll J. Pines, University of Maryland College Park

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for anxiety experienced in evaluative situations [17]. ● Provide students with alternate, positive stereotypes [21]. ● Emphasize high standards as you provide feedback to students, holding them accountable to those standards. Reassure students that they are capable of meeting the standards [22]. ● Teach students to self-affirm – the act of reflecting on a valued, personal attribute. [23], [24]. ● Teach female math students about women who have achieved high levels of success in math [25]. ● Limit or eliminate variables that are likely to “trigger” negative stereotypes during test- taking situations [26]. ● Improve a group’s critical mass in a setting as this may allow the marginalized group to

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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CoNECD Paper Submissions, Diversity

collaborationinternationally. One significant work was a series of sessions that were held in differentinternational engineering education conferences from July 2007 to December 2008 in whichengineering education research and scholarship were discussed (Borrego et al. 2009; Jesiek et al.2010). Borrego et al. (2009) reported that participants in the workshops agreed on the need ofcollaboration, knowledge, and skills from multiple disciplines to advance engineering educationscholarship. They also reflected on the challenges of collaboration such as language barriers,exchanges between engineers and non-engineers, shared language, culture, and body ofknowledge. In another effort, Beddoes et al. (2011) reported the details and the results from threeinternational workshops

Conference Session

CoNECD Session : Day 3 Slot 2 Technical Session 3

Collection

2021 CoNECD

Authors

Julia D. Thompson, University of San Francisco; Amalia Kokkinaki, University of San Francisco; Jes Parker, University of California, Berkeley; Hana M. Böttger, University of San Francisco; N. Jeremy Kasdin, University of San Francisco

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CoNECD Paper Submissions, Diversity

equity and inclusion, we invited the vice provost of diversity and inclusion to conducta workshop with the students on microaggressions in summer zero. Additionally, within the firstyear project course, we held conversations of saviorism and had regular reflection assignmentsfor them to integrate how topics of equity are important within their work as engineers and howthey can regularly engage and reflect on equity within their work.As faculty members, we take regular professional development opportunities to create a moreinclusive space. Currently, the first author is exploring ways to integrate an anti-racist gradingapproach in the first year project course, with a faculty learning community on campus. Theantiracist grading process, originally

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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, this was not feasible. Feedback surveys reflected the desire tomeet in person with hands-on learning using labs and interactives. This will be integrated intofuture courses. Figure 7: Feedback Survey Results on the course success Figure 8: Feedback Survey Results - Answer choices from "As the results of this course " As a result of this course, students reflected that they have had a better understanding ofphysics in real life, followed by consideration of a career in STEM. They also expressed increasedinterest in taking higher-level Physics and Math courses as well as learning more about theUniversity of Cincinnati. We received two write in responses which consisted of “I’m a nerd now”and “Learning more about

Conference Session

CoNECD Session : Day 4 Slot 1 Technical Session 1

Collection

2021 CoNECD

Authors

Kristina Rigden, California State Polytechnic University, Pomona

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, whichincludes 6,521 undergraduate and graduate students. Within the demographics,international students are identified as Non-Resident Aliens according to the Cal PolyPomona Institutional Research, Planning, and Analytics office. Twenty point eightpercent of students are female, 79.154% are male and 0.046% identify as nonbinary. 11The pie chart (figure 3) above reflects engineering undergraduate and graduatestudents and their first-generation status. The pie chart reflects students that identifyas first in their family to attend college in pursuit of a degree, no response and notfirst-generation status