Conference Session

Undergraduate Education Track - Technical Session I

Collection

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

Authors

Ann F. McKenna, Arizona State University; Medha Dalal, Arizona State University; Ieshya Anderson, Arizona State University; Thien Ngoc Y Ta, Arizona State University

Tagged Topics

Diversity, Undergraduate Education

Paper ID #242422018 CoNECD - The Collaborative Network for Engineering and ComputingDiversity Conference: Crystal City, Virginia Apr 29Insights on Diversity and Inclusion from Reflective Experiences of DistinctPathways to and through Engineering EducationDr. Ann F. McKenna, Arizona State University Dr. Ann F. McKenna is a Professor of Engineering and Director of the Polytechnic School in the Ira A. Fulton Schools of Engineering at Arizona State University. Prior to joining ASU, she served as a program director at the National Science Foundation in the Division of Undergraduate Education. She received her B.S. and M.S

Conference Session

Undergraduate Track - Technical Session VII

Collection

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

Authors

Ana M. Dison, University of Texas, Austin

Tagged Topics

Diversity, Undergraduate Education

Timeline - Teaching Canvas class management system • Weekly attendance required • Group Presentation – What is an REU? • Project Presentations - Beginning of the semester – introduction of project - End of semester – final presentation • Research Poster • Faculty Interview • Reflective Questions • Final PaperManaging Expectations• Introductory program – not curing cancer• Many different forms/types/settings for research work• Important to be flexible & open to the experienceStudent Learning Outcomes Teamwork Presentation Self-confidence Skills Social Flexibility interaction Time

Conference Session

Undergraduate Track - Technical Session III

Collection

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

Authors

Corinna Marie Fleischmann P.E., U.S. Coast Guard Academy; Richelle Leone Johnson

Tagged Topics

Diversity, Undergraduate Education

. The missionunderpinning all efforts at the United States Coast Guard Academy is to produce officerready Leaders of Character. As defined by our institution, a Leader of Character is “aleader who embodies the Coast Guard values and influences and inspires others toachieve a goal by seeking to discover the truth, deciding what is right, and demonstratingthe courage to act accordingly… always”. During this 200-week experience, cadets learnto lead self and to lead others using the LEAD model. Learn from Theory. Experience through Practice. Analyze using Reflection. Deepen understanding through Mentoring.The LEAD model emphasizes four components that enhance holistic leader developmentand contribute to developing Leaders of Character. LEAD

Conference Session

Undergraduate Track - Technical Session III

Collection

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

Authors

Elizabeth R. Kurban, University of Maryland, College Park; Paige E. Smith, University of Maryland, College Park

Tagged Topics

Diversity, Undergraduate Education

into ourseminars. Though it was a relatively new practice for Virtus students in the seminars, we sought 4to focus on facilitating class discussion and dialogue around each topic, encouraging students toengage in reflection and critical thinking. Through this piloting process we were able to strengthen our partnerships across campusand our exposure and access to relevant resources. This contributed to our building foundationalresources in the content area of diversity and inclusion in engineering and beginning toimplement this content into our class seminars. Throughout the semester, the instructors of theFlexus and Virtus seminars worked

Conference Session

Undergraduate Track - Technical Session II

Collection

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

Authors

Elisabeth (Lisa) Stoddard, Worcester Polytechnic Institute; Geoff Pfeifer, Worcester Polytechnic Institute

Tagged Topics

Diversity, Undergraduate Education

our institution. We have alsoanalyzed the impacts bias and stereotyping on student learning, student experience and sense ofbelonging, as well as on team productivity. Our findings, consistent with Meadows et al. (2015)and Wolfe et al. (2016), showed that women and students of color experience higher rates ofhaving their ideas ignored or shut down, having their voices silenced, being assigned work tasksdeemed less valuable, having to deal with a domineering teammate, and having their work gounacknowledged or credit stolen by another teammate (Pfeifer and Stoddard, 2018).In the quote below, a white female student at our institution reflects on what Meadows et al(2015) have identified as, ‘task assignment bias’, when students assign themselves

Conference Session

Undergraduate Track - Technical Session II

Collection

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

Authors

Asha Godbole, Oregon State University; Beverly Miller, University of Virginia; Michelle Kay Bothwell, Oregon State University; Devlin Montfort, Oregon State University; Susannah C. Davis, Oregon State University

Tagged Topics

Diversity, Undergraduate Education

: “You just got [the scholarship] becausethey’re looking for girl engineers.” She responded: “I thought it was my hard work that got methe scholarship. I never thought that it was because I was female until he made that comment. Ithought it was just because ‘oh hey, look at me’ and then he said that and it made me feel badabout it.” While these types of responses were rare for soon-to-be graduating students, they weremore common in focus groups of students entering our programs.High sense of belonging, acknowledgment of privilege, power and oppression. The other half ofresponses from students who identify along social identity categories that are centered in USculture also reflected a strong sense of belonging in CBEE, but this group

Conference Session

Undergraduate Track - Technical Session VI

Collection

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

Authors

Najmah Thomas, University of South Carolina, Beaufort; Ronald Erdei, University of South Carolina, Beaufort

Tagged Topics

Diversity, Undergraduate Education

andServices Administration funds the Nursing Workforce Diversity (NWD) program with the goalof increasing access to culturally competent nursing that is reflective of the diversity of thecommunities in which they serve; this program assists students from disadvantaged backgroundsto obtain nursing credentials [18]. A successful component of many NWD programs includespairing future nurses with mentors who come from similar backgrounds; the ‘like me’nomenclature is an example of the value of cross-discipline knowledge transfer in terms ofoverall discourse. The nursing field differs in many ways from engineering or computer science,however needs related to underrepresented populations are very similar and knowledge aboutwhat works should be transferred

Conference Session

Undergraduate Track - Technical Session II

Collection

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

Authors

Donald Winiecki Ph.D., Boise State University; Noah Salzman, Boise State University; Timothy Andersen, Boise State University; Amit Jain, Boise State University; Dianxiang Xu, Boise State University

Tagged Topics

Diversity, Undergraduate Education

influence – often negatively – their pursuit of careers in engineering and computerscience [2], [5]–[9].While at one time, computer science was seen as a profession that was both welcoming and open todiverse membership [10]–[15], this vision was either never realized or quickly lost [16]–[19]. Culturaland gendered expectations (what everybody `knows` and commonsensically `performs`, but fewactually think about) that have been part of the lived reality of this technological society seem to havefound their way into computer science, and it is not working in everybody’s favor. Faced with claimsthat computer science’s `face` as stereotypically white or Asian, and male, is somehow reflective of asort of evolutionary inevitability – `that’s just the way

Conference Session

Undergraduate Education Track - Technical Session I

Collection

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

Authors

Stephen Secules, University of Georgia; Nicola W. Sochacka, University of Georgia; Joachim Walther, University of Georgia

Tagged Topics

Diversity, Undergraduate Education

- orative Lounge for Understanding Society and Technology through Educational Research (CLUSTER), is a dynamic interdisciplinary team that brings together professors, graduate, and undergraduate students from engineering, art, educational psychology, and social work in the context of fundamental educational research. Dr. Walther’s research program spans interpretive research methodologies in engineering edu- cation, the professional formation of engineers, the role of empathy and reflection in engineering learning, and student development in interdisciplinary and interprofessional spaces. c American Society for Engineering Education, 2018 New Directions from Theory: Implications for Diversity

Conference Session

Undergraduate Track - Technical Session VII

Collection

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

Authors

Kasi Kiehlbaugh, University of Arizona; Paul Blowers, University of Arizona

Tagged Topics

Diversity, Undergraduate Education

combination of the literatureand relevant survey responses. Our future work will involve rigorously evaluating our interventions todetermine which interventions are most effective in supporting female engineers to graduation as wepursue our long-term goal of empowering students to take charge of their own learning and persist tograduation.To support dissemination of the results to our colleagues, we have established a faculty learningcommunity within the College of Engineering to reflect on teaching methodologies, share best practices,and conduct peer observations. As we measure which interventions are most effective in supportingfemale engineers to graduation, we will have an immediate cohort of engineering instructors withwhom we can deploy the

Conference Session

Undergraduate Track - Session V

Collection

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

Authors

Ni Li, California State University, Los Angeles; Gustavo B. Menezes, California State University, Los Angeles; Emily L. Allen, California State University, Los Angeles; Paul S. Nerenberg, California State University, Los Angeles

Tagged Topics

Diversity, Undergraduate Education

of three major parts: inquiry-based lecturing, in-class activities,and reflection, as is shown in Figure 7.The inquiry-based lecturing time was mainly spent on learning theory. The whole learning process wasguided by a series of logically connected questions to strengthen students’ critical thinking and learningabilities. To raise student’s interest and keep students engaged throughout the class, videos anddemonstrations of real-world applications were used. Figure 7. Basic structure of classThe classes usually started with an animated cartoon, a movie or a problem, and then questions relatedto the scene or problem are posed to students, leading them into thinking about the concepts involved(Figure 8

Conference Session

Undergraduate Track - Technical Session V

Collection

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

Authors

Monica Evette Allen, University of North Carolina, Charlotte; Sandra Loree Dika, University of North Carolina, Charlotte; Brett Tempest, University of North Carolina, Charlotte; Miguel A. Pando, University of North Carolina, Charlotte

Tagged Topics

Diversity, Undergraduate Education

) I can succeed (earn an A or B) in an advanced engineering 5.66 (1.30) course.C. Participants Participants in the study were students who identified as engineering majors in theirjunior or senior year of study at the urban research institution. The majority of participantsidentified as male (81%) and nearly three-quarters of participants identified as White (74%);these proportions are reflective of the engineering student population at the institution. Transferstudents comprised a little over half of the sample (55%), with a plurality of students reportingthat neither parent had obtained a college degree (38%). Based on lack of racial/ethnic diversityin the sample, researchers did not examine differences in

Conference Session

Undergraduate Track - Technical Session IV

Collection

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

Authors

Woodrow Wilson Winchester III, Robert Morris University; Jameela Al-Jaroodi, Robert Morris University; Rika Wright Carlsen, Robert Morris University

Tagged Topics

Diversity, Undergraduate Education

a countermeasure, affords greater reflection, intentionality, and voice toconsiderations of inclusion within the design process. While Afrofuturism, in particular, aids thedesigner in identifying those salient “cultural retentions that blacks/African-Americans bring tothe technologies that they use” [20], its use supports decision making that affords a morecomplete and inclusive picture of ALL people within the technology design engagement.Afrofuturism, as such, is a design lens through which the needed motivation and actions be bothcatalyzed and operationalized in increasing inclusivity and thus equity within the culture andprocesses of engineering design.Moreover, the value of Afrofuturism extends beyond the considerations of the black

Conference Session

Undergraduate Track - Technical Session VII

Collection

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

Authors

Laura E. Sullivan-Green, San Jose State University

Tagged Topics

Diversity, Undergraduate Education

% 8.6% 100.0% 84.6% 15.4% F/W 0 27 0.0% 15.4% 100.0% 100.0% 0.0% Total 49 175 Table 5. Fall 2017 results for Physics I show that 89.8% of students received a grade of “C” or better as compared to 71.4% in the traditional sections. The increase of 18.4% is a larger improvement than the 9.1% improvement in the first year of implementation.Year 2 Course ResultsInitial results for Year 2 courses are presented in the following section. These results are reflective of thefirst semester of instruction using the flipped classroom approach and newly developed course materials.In addition, CSULA transitioned from a quarter system

Conference Session

Undergraduate Track - Technical Session II

Collection

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

Authors

Adam Stark Masters, Virginia Tech

Tagged Topics

Undergraduate Education

community.” In his post, he acknowledged the role of his privilege stating,“my response reflected my unconscious biases; and the negative impact of my tweets wasamplified by the fact that I, a white, Western, male CEO of a key company in the Makercommunity, publicly questioned a young, female, self-employed Chinese maker.” Remarkably,Dougherty committed to work closely with Wu to 1) feature her work in Make: publications, 2)feature Wu at World Maker Faire 2018, 3) publish a diversity audit of the Make: company andset goals for advancing diversity and inclusion, and 4) develop a Maker Faire advisory board tooversee the events and ensure representation of full maker community [17].Closing – A Need for Mid-Course CorrectionDougherty’s most recent

Conference Session

Undergraduate Track - Technical Session VI

Collection

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

Authors

Bruk T. Berhane, University of Maryland, College Park

Tagged Topics

Undergraduate Education

of a non-URM group. It would seem then that there are three possiblerecommendations from the literature regarding supportive faculty and staff: 1) Anyadministrator, regardless of race or ethnicity, can provide support to URM STEM students; 2)The involvement of URM faculty and staff leads to higher success rates for students in thesefields; and 3) Campus administrators should not only be URMs, but actually of the same race orethnicity as the students of color with whom they interact in order to make the most significantimpact (i.e., Black faculty and staff are best suited to support Black students; Hispanic facultyand staff are best suited to support Hispanic students, etc.). This poses a quandary in thescholarship that reflects similar

Conference Session

Undergraduate Track - Technical Session V

Collection

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

Authors

J. Sonnenberg-Klein, Georgia Institute of Technology; Edward J. Coyle, Georgia Institute of Technology; Randal T. Abler, Georgia Institute of Technology

Tagged Topics

Diversity, Undergraduate Education

process is not the first aspect of the program promoted to students, it isexplained on the webpage. It is also reflected in the online application, which only requestsstudent identity, major, year in school, requested team, number of credit hours (1 forsophomores, 1 or 2 for juniors and seniors, and 3 for Senior Design), and comments. Thecomment box is unassuming, and usually elicits a few sentences from students explaining whythey’re interested. Unlike most research experiences, students do not have to write essays, fillout lengthy forms, or polish their resumes. Interested students apply and are accepted on a spaceavailable basis. Returning students are automatically accepted back onto their teams, and teamsare marked “full” when no more space

Conference Session

Undergraduate Track - Technical Session III

Collection

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

Authors

Beth A. Myers, University of Colorado, Boulder; Emily Knaphus-Soran, University of Washington; Donna C. Llewellyn, Boise State University; Ann Delaney, Boise State University; Sonya Cunningham, University of Washington; Pamela Cosman, University of California, San Diego; Tanya D. Ennis, University of Colorado, Boulder; Katherine Christine Tetrick, Washington State University; Eve A. Riskin, University of Washington; Janet Callahan, Boise State University; Kevin Pitts, University of Illinois, Urbana-Champaign

Tagged Topics

Diversity, Undergraduate Education

. These programs appear to be effective atincreasing the retention and graduation of under-prepared but otherwise motivated andacademically talented students, but it could be that these struggles are reflective of broaderchallenges in attracting women to engineering. Redshirt programs can only help students whoapply - there is clearly more work to be done to encourage women to pursue engineering.While the Redshirt in Engineering model is designed with students from low-incomebackgrounds in mind, it provides a framework for supporting the success of students from othergroups historically excluded from engineering. The redshirt model targets both personal andstructural obstacles to retention - in addition to providing financial and academic support