Conference Session

Faculty Track - Technical Session III

Collection

2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference

Authors

Michelle Kay Bothwell, Oregon State University; Kali Furman, Oregon State University; Qwo-Li Driskill, Oregon State University; Rebecca L. Warner, Oregon State University; Susan M. Shaw, Oregon State University; H. Tuba Ozkan-Haller, Oregon State University

Tagged Topics

Faculty

oppression and encouraged to reflect on their own location withinstructures of power and privilege. Critical pedagogies are particularly useful in challengingparticipants to explore structural inequities within the university, to examine how policies,procedures, and practices have been constructed in ways that reproduce hierarchy anddominance, and to imagine a transformed future in which institutional structures and individualbehaviors are socially just. This paper describes two types of transformative learning practicesthat have been found particularly effective in helping ADVANCE seminar participants meetlearning outcomes: critical imagery and messaging analysis, and the theatre of the oppressed.Specific examples of each type of transformative

Conference Session

Faculty Track - Technical Session IV

Collection

2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference

Authors

Scott Franklin, Rochester Institute of Technology; Eleanor C. Sayre, Kansas State University; Mary Bridget Kustusch, DePaul University

Tagged Topics

Faculty

synthesizing results into a theory for climate change. Afternoons arespent in explicit metacognitive reflection, learning about a variety of affective and metacognitiveconcepts that affect learning. By hosting the field school concurrently with the IMPRESS summerexperience, participants could engage in a hands-on experience with logistical and ethical aspectsof classroom video data collection and management, as they pursued research questions ofinterest.Given the distributed nature of the ongoing research after the field school, participation in thismodel is targeted at high autonomy individuals and groups, who are often somewhat isolated attheir home institutions. Over four years, the number of participants has grown each year from sixin 2014 to

Conference Session

Track: Faculty - Technical Session I

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Meagan R. Kendall, University of Texas, El Paso; Alexandra Coso Strong, Florida International University; Ines Basalo, University of Miami; Gemma Henderson, University of Miami

Tagged Topics

Diversity, Faculty

further the understanding of how educators at HSIsperceive their undergraduate students, including their assets and needs. Thirty-six engineering educatorsfrom 13 HSIs in Arizona, Florida, New Mexico, and Texas attended one of two workshops in the springof 2018. Participants engaged in individual and group activities that helped them reflect on their studentsand actively design an educational innovation for their institution, using information previously gatheredthrough interviews with students. Qualitative analysis of the data across the thirty-six educators at bothworkshops identified differences between how instructors describe characteristics of Latinx engineeringstudents across regions and instructor type. The overall findings provide a set

Conference Session

Faculty Track - Technical Session V

Collection

2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference

Authors

Teresa J. Cutright, University of Akron; Rebecca Kuntz Willits, University of Akron; Linda T. Coats, Mississippi State University; Lakiesha N. Williams, Mississippi State University; Debora F. Rodrigues, University of Houston

Tagged Topics

Faculty

ofthe summer training. Although the majority strongly agreed (45.2%) or agreed (45.2%) with thepace, 7.7% thought the training session might have been too long. To address this potentialissue, a preliminary interest survey for the 2018 professional development workshop askedapplicants if they prefer a two-week training with weekends free or a delivery of nine days in arow. The results were split, and therefore the 2018 training will be delivered in the sametimeframe but with additional sessions for reflection. Table 3. ACADEME Fellows perceptions of the quality of the professional development workshop Statement % % Agree % Strongly

Conference Session

Faculty Track - Technical Session I

Collection

2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference

Authors

Michelle Kay Bothwell, Oregon State University; Padma Akkaraju, Oregon State University; Joseph McGuire, Oregon State University; Thuy T. Tran, Oregon State University; Andrea Zigler, Oregon State University

Tagged Topics

Diversity, Faculty

tenure; and (iii) the professional development of faculty and staff. The intent ofthe first two is to promote more equitable, inclusive, and just advancement of tenured and tenure-track faculty. The intent of the third is to promote a college climate that reflects a shared valuefor equity, inclusion, and justice among all employment sectors. As summarized below, readyaccess to excellent guidance on best practices for search and selection processes and for properapplication of promotion and tenure criteria, suggest a straightforward path toward progress onthose fronts. Progress on the third is achievable, but even with access to very useful resourcesacross campus, we have found that path will likely require considerably more creative

Conference Session

Faculty Track - Technical Session IV

Collection

2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference

Authors

Autumn Marie Reed, University of Maryland, Baltimore County; Nilanjan Banerjee, University of Maryland, Baltimore County; Elsa D. Garcin, University of Maryland, Baltimore County; Wayne G. Lutters, University of Maryland, Baltimore County; Susan McDonough, University of Maryland, Baltimore County; Christopher Murphy, University of Maryland, Baltimore County; Kevin Erling Omland, University of Maryland, Baltimore County

Tagged Topics

Faculty

, visualization tools for system administrators, virtualized help desk systems for small busi- nesses, and reflective social media systems. He has served as a Program Director for Human-Centered Computing at the National Science Foundation. He earned his M.S. and Ph.D. in Information and Com- puter Science from the University of California, Irvine and his B.A. in both Cognitive Science and History from Connecticut College. c American Society for Engineering Education, 2018Dr. Susan McDonough, UMBC Susan McDonough is Associate Professor of History at UMBC. She is a historian of gender and her 1Recruiting

Conference Session

Faculty Track - Technical Session III

Collection

2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference

Authors

Shawna Vican, University of Delaware

Tagged Topics

Faculty

, the ADVANCE Institute conducts a faculty climatesurvey every two years. The survey was piloted in 2014, before the grant was awarded, in orderto collect baseline data. The original survey was modeled off of faculty climate surveys fromother ADVANCE grantees including the University of Wisconsin and the University ofMichigan. The last version of the survey, set to be fielded in February 2018, was revisedsubstantially to better reflect current climate concerns and areas of programmatic interest forADVANCE. That being said, we have chosen to leave core questions unchanged in order toanalyze longitudinal data over the life of the grant.The faculty climate survey is a primary source of data to understand the experiences of faculty ofcolor on

Conference Session

Faculty Track - Technical Session II

Collection

2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference

Authors

Nicole N. Aljoe, Northeastern University; Stacy Blake-Beard, Simmons College; Michele C. Deramo, Virginia Tech; Barbara J. Guthrie, Northeastern University; Kathleen Kenney, Northeastern University; Carol B. Muller, Stanford University; Jan Rinehart, Northeastern University; Rania Sanford, Stanford University; Shawna Vican, University of Delaware

Tagged Topics

Faculty

change their institution’s policies and practices, they are also seeking out mentors [10],[12], and [23]-[27], and networks of mentors [11], [12], [19] to provide strategies and support asthey move through their academic lives. This paper provides four examples of conferencesdeveloped by universities as an avenue to build communities for women of color who are currentor prospective faculty members. Goals, strategies, outcomes, and lessons learned from each ofthe conferences are described. The strategies reflect the varying cultures of the institutions andindividuals involved in developing them. The paper concludes with a summary of actions theseuniversities are taking forward to continue to build communities and networks for current