Conference Session

Technical Session 9 - Paper 1: The New Normal: Student Perspectives on Supportive University Policies during COVID and Beyond

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Maimuna Begum Kali, Florida International University; Stephen Secules, Florida International University

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CoNECD Paper Sessions, Diversity

method to reach awide number of students, as well as to see how people exchange and build on each other’sideas through conversational exchanges in a group setting. Focus groups are useful foracquiring insight or gathering baseline information about a topic of interest from a group’sperspective, allowing multiple opinions and perspectives to be heard and debated rather thanindividual meaning-making [41].4.1 Institutional ContextThis exploratory investigation was conducted at the researchers’ university, a public R1Hispanic-Serving Institution (HSI), with over 50,000 undergraduate students. During thespring 2020 semester, the university moved to remote settings and was preparing to return toin-person instruction for a fall 2021 semester at the

Conference Session

Technical Session 7 - Paper 6: Lived Experiences of African American Engineering Students at a PWI Through the Lens of Navigational Capital

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Stephanie Ashley Damas, Clemson University; Lisa Benson, Clemson University

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CoNECD Paper Sessions, Diversity

Education. Her research focuses on the interactions between student mo- tivation and their learning experiences. Her projects focus on student perceptions, beliefs and attitudes towards becoming engineers and scientists, development of problem solving skills, self-regulated learn- ing, and epistemic beliefs. She earned a B.S. in Bioengineering from the University of Vermont, and M.S. and Ph.D. in Bioengineering from Clemson University. American c Society for Engineering Education, 2022Lived Experiences of African American Engineering Students at a PWI Through the Lens of Navigational CapitalIntroduction There are significant disparities

Conference Session

Technical Session 2 - Paper 2: Lessons Learned from Conducting a Diversity-Focused Faculty Cluster Hire at a Predominantly White Institution

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Robyn Sandekian, University of Colorado Boulder; Dana Francesca Stamo, University of Colorado Boulder; Clayton Lewis, University of Colorado Boulder

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CoNECD Paper Sessions, Diversity

departments to participate. This context forced college-wideinspection of our campus’ cultural norms through a nuanced lens—a necessary step towardsshifting toward a more inclusive culture.In recent years there has been a growing consensus on specific hiring and retention practices thatimprove the recruiting experiences and likelihood of hiring a more inclusive and diverse facultybody than has previously been the case in engineering [14, 15]. White women and BIPOC-identifying people of all genders have supposedly benefitted from long-standing, federal anti-discrimination laws [16] yet have gained little ground in representation on research-universityfaculty even as the student bodies at those same institutions have diversified [9, 17]. Reasons

Conference Session

Technical Session 13 - Paper 2: Program: A focused, 5-year effort to increase the number of African American, Hispanic/Latino(a), Native American (AHLN) 7th-grade students who are academically prepared to take algebra

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Virginia Lynn Booth-Womack, Purdue University at West Lafayette (COE); Saundra Johnson Austin, University of South Florida; Renee Serrell Gibert, Purdue University; Carol S Stwalley P.E., Purdue University at West Lafayette (COE); Lesley M Berhan, The University of Toledo; Tamara Markey, Purdue University, Minority Engineering Program; Cynthia Murphy-Ortega, Chevron Corporation

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CoNECD Paper Sessions, Diversity

. 2Asians and Whites are overrepresented among STEM professionals compared with their share ofemployment across all occupations. Whites represent 67% of STEM professionals. These statisticstranslate into increased earning potential for overrepresented groups and further exacerbates thesocioeconomic racial divide that exists between racial groups and occupations (Pew Research Center,2021).Math is a foundational subject that is required for students to earn degrees in STEM fields (Ibrahim &Johnson, 2019; Lane et al., 2020). Yet, educators are challenged with engaging all students to be successfulin math (Stansell, Tyler-Wood, & Austin, 2016). Student tracking in K-12 schools begins as early as firstgrade and depending on the ‘track’ that they

Conference Session

Technical Session 12 - Paper 3: Increasing Minority Student Applications to STEM Graduate Programs: Lessons Learned and Outlook for a New Program

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Kingsley Nwosu Jr, Virginia Polytechnic Institute and State University; Tremayne O'Brian Waller, Virginia Polytechnic Institute and State University; Mandy J Wright, Fields Wright Consulting; Mike Ekoniak, Youngstown State University - Rayen School of Engineering

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CoNECD Paper Sessions, Diversity

for Multicultural Education 11(2), 149- 159.32 32 References Fifolt, M., Engler, J., & Abbott, G. (2014). Bridging STEM Professions for McNair Scholars through Faculty Mentoring and Academic Preparation. American Association of Collegiate Registrars and Admissions Officers. Griffin, K. A. (2019). Institutional barriers, strategies, and benefits to increasing the representation of Women and Men of Color in the Professoriate: Looking beyond the pipeline. Higher Education: Handbook of Theory and Research: Volume 35, 1-73. Hurtado, S., Eagan, M. K., Tran, M. C., New man, C. B., Chang, M

Conference Session

Technical Session 7 - Paper 2: Retaining a diverse group of undergraduate students in Engineering Technology Majors

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Melanie Villatoro, New York City College of Technology

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CoNECD Paper Sessions, Diversity

Paper ID #35606Retaining a diverse group of undergraduate students in EngineeringTechnology MajorsProf. Melanie Villatoro, New York City College of Technology Melanie Villatoro, Chair of the Department of Construction Management and Civil Engineering Technol- ogy at NYC College of Technology, is a licensed Professional Engineer in the State of New York. Prof. Villatoro is passionate about student retention and performance, as well as STEM Outreach in K-12. She has served as Project Director for the National Transportation Summer Institute sponsored by the Federal Highway Administration multiple years. Prof. Villatoro leads a

Conference Session

Technical Session 13 - Paper 1: Transformational Resistance and Identity Development: A Case Study of an Asexual Woman Engineer

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Vivian Xian-Wei Chou, University of Texas at Austin; Jerry Austin Yang, Stanford University; Brandon Bakka, University of Texas at Austin; Maura J. Borrego, University of Texas at Austin; Patricia Clayton, Wake Forest University

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CoNECD Paper Sessions, Diversity

willingness to share their experiences. Additionally, we would like to thank thecase study participant for taking extra time to member-check our paper. We would also like tothank the anonymous reviewers for their feedback. Finally, we would like to acknowledgeCypress Lefebre for providing additional insights into this topic through her valuablediscussions. References[1] J. A. Yang, M. K. Sherard, C. Julien and M. Borrego, "LGBTQ+ in ECE: Culture and (Non)Visibility," in IEEE Trans. Edu., March 2021, pp. 1-8, doi: 10.1109/TE.2021.3057542.[2] J. A. Yang, M. K. Sherard, C. Julien and M. Borrego, “Resistance and Community-Building in LGBTQ+ Engineering Students,” J. Women and Minorities in

Conference Session

Technical Session 8 - Paper 5: Cultivating Inclusivity: A Systematic Literature Review on Developing Empathy for Students in STEM Fields

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Stephanie Jill Lunn, Georgia Institute of Technology; Cristi L. Bell-Huff, Georgia Institute of Technology; Joseph M LeDoux, Georgia Institute of Technology

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CoNECD Paper Sessions, Diversity

, and to help them approachinteractions, tasks, and product design while considering the perspectives and needs of others,educators should think about how to embed empathy into the curriculum. Employing appropriatelearning activities can be beneficial for developing empathy in students. Prior research on K-12students has shown that infusing empathy into STEM lessons can advance interest in pursuing acareer in STEM, and it can also foster a sense of belonging [4, 5].While such practices may be efficacious in higher education as well, more understanding isneeded. It is important to foster empathy in undergraduate/graduate students and faculty to worktowards more inclusive mindsets and environments. Previously Hess and Fila [6] demonstratedthat

Conference Session

Technical Session 5 - Paper 1: #BlackLivesMatter: A content analysis of top engineering institutions’ responses to social-political activism

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Taylor Lightner, Virginia Tech Department of Engineering Education; Jeremi S London, Virginia Polytechnic Institute and State University

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CoNECD Paper Sessions, Diversity

users interact with Black lives matter through hashtag use. Ethnic and Racial Studies, 40(11), 1814–1830. https://doi.org/10.1080/01419870.2017.1334931Khazan, Olga. (2020, June 2nd). “Why People Loot” The Atlantic.Kim, Catherine. (2020, May 31st). “Images of police using violence against peaceful protesters are going viral” Vox.Kimmons, R., Veletsianos, G., & Woodward, S. (2017). institutional uses of Twitter in U.S. higher education. Innovative Higher Education, 42(2), 97-111.Linvill, D. L., McGee, S. E., & Hicks, L. K. (2012). Colleges’ and universities’ use of Twitter: A content analysis. Public Relations Review, 38, 636–638.Lockard, D. T., Baker, D. J., & Blissett, R. S. (2019). Student and administrative

Conference Session

Technical Session 4 - Paper 2: Successful Practices for a Women in Engineering and Science Mentoring Program for First Year Students

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Sandra L. Furterer, University of Dayton; Elizabeth Hart, University of Dayton; Lily Behnke, University of Dayton

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CoNECD Paper Sessions, Diversity

 program at the University in the Fall of 2019. The goal of the program is to help Women in Science and Engineering make connections and grow to form a successful and supportive network of women. The relationships and supportive network formed through the mentoring program will help students throughout their college experience and beyond. The program pairs first year students with an upperclassman student who will be their mentor throughout the year. The program also has events throughout the semester to allow all program participants to network with one another. The second year of the mentoring program kicked off in Fall 2020 during the COVID‐19 pandemic. The program was designed to implement one‐on‐one peer mentoring within the WISE program

Conference Session

NOTE NEW TIMESLOT: Technical Session 7 - Paper 1: Auto-ethnographic Reflections : Lessons from Leading a STEM Initiative for Girls in School While We Ourselves Were in School

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Kayli Heather Battel, Tufts University; Kritin Mandala, Saguaro High School; Sreyoshi Bhaduri, Society of Women Engineers; Natalie Anna Foster, Sisters in STEM - Saguaro High School; Lilianny Virguez, University of Florida; Lissa Erickson, Battel Engineering; Krishna Pakala, Boise State University

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CoNECD Paper Sessions, Diversity

Paper ID #35595Auto-ethnographic Reflections : Lessons from Leading a STEM Initiativefor Girls in School While We Ourselves Were in SchoolKayli Heather Battel, Tufts University Kayli Battel is currently a sophomore at Tufts University, majoring in Human Factors Engineering and minoring in Education and Art. One of SiS’s three original founders, she organized, led, marketed, and fundraised the program from 2018-2020, and continues to mentor SiS to this day. As a leader then President of Saguaro’s FRC Robotics team, Kayli led numerous STEM outreach events at local middle and elementary schools, and beyond. The success of

Conference Session

Technical Session 13 - Paper 3:Uncomfortable Conversations with Faculty and Students in Zoom: Experiences with diversity and inclusion spurred by police brutality and racial injustice in the U.S.

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Lance Leon Allen White, Texas A&M University; Tracy Anne Hammond, Texas A&M University; Samantha Ray, Texas A&M University; Donna Jaison, Texas A&M University; Christine A Stanley, Texas A&M University

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CoNECD Paper Sessions, Diversity

makesit even more challenging to hold a discussion about those issues and how they are evolving overtime. However, that same participant also added that the group successfully navigated through allsuch confusions and were able to have healthy conversations.The second theme revealed form this analysis was “Expansion” of the participants’ mindset andunderstanding of social justice issues. The knowledge gained through this participation experiencehas expanded the thinking of the attendees beyond their own spheres of knowledge. One of theparticipants shared: “We’re all knowledgeable in our own ways within our own kind of subgroups.I think we all have some ignorance about other groups”. It was also mentioned that the diversenature of the book club

Conference Session

Technical Session 5 - Paper 5: The Impact of Prior Programming Experience on Computational Thinking in First-Year Engineering Experience.

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Noemi V Mendoza Diaz, Texas A&M University; Deborah A. Trytten, University of Oklahoma; Russ Meier, Milwaukee School of Engineering; Janie M Moore, Texas A&M University

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CoNECD Paper Sessions, Diversity

Discussion section are AsianAmerican, as our sample population was biased towards this group. Racial and ethnic groups canhave unique processes for racial identity development [25]. The process of Asian Americanidentity development is quite different than that for other racial/ethnic groups. Asian Americanstypically go through five stages: ethnic awareness, white identification (either active or passive),awakening to social political consciousness, redirection to an Asian American consciousness,and incorporation [26]. We will focus on two stages. White identification begins with racialharassment (e.g., mockery) and leads to Asian Americans trying to fit into white society (passivewhite identification) or claiming a white identity (active white

Conference Session

Technical Session 10 - Paper 2: Lived Experiences and Literature Reviews: Leveraging Experiential Knowledge in STEM Education Doctoral Studies

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Sharetta M. Bufford M.Ed., Clemson University; Stephanie A Damas, Clemson University; Matthew Voigt, Clemson University; Eliza Gallagher, Clemson University

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CoNECD Paper Sessions, Diversity

and Statistical Sciences and to the Department of Education and Human Development. Her research centers issues of diversity, equity, and inclusion in STEM through the lens of identity development. American c Society for Engineering Education, 2022 Lived Experiences and Literature Reviews: Leveraging Experiential Knowledge in STEM Education Doctoral Studies Abstract Writing a doctoral dissertation is a daunting task under the best of circumstances.Students must organize and synthesize their research and academic knowledge to make acompelling case for why their research matters and why their results are

Conference Session

Technical Session 1 - Paper 2: Challenging the Hegemonic Culture of Engineering: Curricular and Co-Curricular Methodologies

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Bailey Bond-Trittipo, Florida International University; Joseph Valle, University of Michigan - Ann Arbor; Stephen Secules, Florida International University; Andrew Green, Florida International University

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CoNECD Paper Sessions, Diversity

culture of engineering.Action-Oriented Education and Organizing as Beyond ReformsBowen et al. [34] formed the Undergraduate Engineering Collaborative Growth Series (UECGS),seeking to “design a program for marginalized engineering students that reduced barriers to theexpression of their whole selves, including the value of their identities within the engineeringeducational space” [p. 1]. This was done through four two-hour workshops in addition to a seriesof one-on-one feedback and coaching sessions to provide participants reflective space to discussthe series itself and how it connected to other components of participants’ lives. The firstworkshop consisted of focus groups on naming barriers within and relating to engineering thatthey perceive

Conference Session

Technical Session 13 - Paper 4: Promoting First-Semester Persistence of Engineering Majors with Design Experiences in General Chemistry Laboratory

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Corey Payne, University of Florida; Kent J. Crippen, University of Florida

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CoNECD Paper Sessions, Diversity

design,” in Proceedings of the American Society for Engineering Education, Salt Lake City, UT, 2018, doi: 10.18260/1-2--29965.[38] H. Barrows, “Is it Truly Possible to Have Such a Thing as dPBL?,” Distance Education, vol. 23, no. 1, pp. 119–122, May 2002, doi: 10.1080/01587910220124026.[39] National Academy of Engineering [NAE], “Grand Challenges - 14 Grand Challenges for Engineering,” 2008. [Online]. Available: http://www.engineeringchallenges.org. [Accessed: 04-Jul-2020][40] T. Moore, H. Diefes-Dux, and P. K. Imbrie, “Developing First-Year Students’ Perceptions of the Engineering Profession through Realistic, Client-Driven Problems,” in Proceedings Frontiers in Education 35th Annual Conference, 2005

Conference Session

Technical Session 8 - Paper 1: Combining Forces: Putting Equity to Work

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Fatima Alleyne, University of California, Berkeley; Ricky Vides, University of California, Berkeley; Grace D O'Connell, University of California, Berkeley

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CoNECD Paper Sessions, Diversity

, she is leading the charge with the following mission:CLICKTo transform the lives of our students by preparing them to become successful leaders and innovators for positive change.CLICKTo expand knowledge and create transformative technology through original research to tackle the world’s biggest challenges.CLICKTo work toward a transformed society, in which all members can thrive, through service to government, industry and the engineering professions.At the core of our mission are values that drive us to educate inclusive leaders and create knowledge equitably in service of a diverse society. 3Under the leadership of former Associate Dean Kara

Conference Session

Technical Session 11 - Paper 1: Using Utility Value Interventions to Explore Student Connections to Engineering Mechanics Topics

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Isabella Grace Sorensen, California Polytechnic State University, San Luis Obispo; Dominick Trageser, California Polytechnic State University, San Luis Obispo; Brian P. Self, California Polytechnic State University, San Luis Obispo; Benjamin David Lutz, California Polytechnic State University, San Luis Obispo

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CoNECD Paper Sessions, Diversity

educators have sought to increase student motivation and success is through theuse of Utility Value Interventions (UVIs) (Hecht et al., 2020; Hulleman, Kosovich, Barron, &Daniel, 2017). UVIs typically take the form of short writing assignments that prompt students tothink about course content and the relationship that content might have to their own lives orgoals. UVIs have been used in STEM education as well as other disciplines to increasemotivation and a growing body of research has demonstrated positive student outcomes. Forexample, Hulleman et al. (2017) used UVIs in an introductory psychology course anddemonstrated their positive impact on interest, expectancy for success, and subsequentperformance. Relatedly, Kosovich, Hulleman, Phelps

Conference Session

Technical Session 9 - Paper 2: Course Interventions to Promote Diversity, Equity, and Inclusion in Engineering Curricula

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Richard Blackmon, Elon University; Sirena C. Hargrove-Leak, Elon University

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CoNECD Paper Sessions, Diversity

diversity in Engineering beforebeing guided through an exercise to identify inclusive practices they could establish to promotediversity.In 2019, The DEI instructor did not teach this course but instead guest-lectured in the twosections that were offered. The course instructor for each of those sections was asked to assignthe Wolf article as a reading exercise for homework. The next day, the DEI instructor gave ashort lesson on the need for diversity in engineering. Students were guided through an exercise tofirst identify engineering projects that would benefit from a diverse perspective, then to identifythe unique perspectives they bring to the table, and finally to identify inclusive practices theycould start now that would promote diversity

Conference Session

Technical Session 4 - Paper 1: Valuable Professional Learning and Development Activities for Black STEM Postdoctoral Scholars

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Sylvia L. Mendez, University of Colorado at Colorado Springs; Valerie Martin Conley, University of Colorado at Colorado Springs; Canek Moises Luna Phillips, Rice University; Tammy Michelle McCoy, Georgia Institute of Technology; Comas Lamar Haynes, Georgia Tech Research Institute; Kathryn Joan Watson, University of Colorado Colorado Springs; Sarah Elizabeth Cooksey, University of Colorado Colorado Springs; Kathryn Elizabeth Starkey, University of Colorado at Colorado Springs

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CoNECD Paper Sessions, Diversity

research labs, throughservice experiences with K-12 students, through individual mentoring which nearly all participantsspoke of with great pride as making a difference for the few women persisting through an engineeringundergraduate major, and through advising their local chapter of the Society of Women Engineers.Faculty also reported encouraging students to attend office hours, form peer study groups, andparticipate in conferences and seminars—which is generally seen as good advising practices. 13 IMPLICATIONS FOR PRACTICE • The findings reveal the importance of creating engineering faculty  development programming designed to

Conference Session

Technical Session 1 - Paper 5: Navigating the academy in the absence of graduate disability accommodation policies

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

D. C. Beardmore, University of Colorado Boulder

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CoNECD Paper Sessions, Diversity

]. Alternatively, the conceptualization ofdisability-as-oppression fits within the social model of disability [9]. The social model ofdisability presents disability as a consequence of a systemically excluding and oppressiveenvironment [3], [6], [7]. It acknowledges that we, as a society, have manufactured and enforcedsystemic barriers, derogatory attitudes, and social exclusion for individuals who are differentfrom those in power [7]. Additionally, some scholars view disability through a neoliberal-ableism critical lens. This model acknowledges both the realities of impairment and implicatessociety in the enforced disablement of “non-desirable others” [9]. It celebrates disability as anidentity that disrupts norms and subverts ableist values of society

Conference Session

Technical Session 11 - Paper 3: Engineering Faculty Perspectives: The Conceptualization of and Promotion of STEM Identity among Undergraduate Women in the Classroom

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Sylvia L. Mendez, University of Colorado at Colorado Springs; Emily Kulakowski, University of Colorado Colorado Springs ; Elizabeth Peterson, University of Colorado at Colorado Springs

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CoNECD Paper Sessions, Diversity

representation to the leaky pipeline andthat with time representation would improve. 13Despite faculty struggling to connect with the concept of STEM identity, many citated ways in whichthey promoted student STEM identity outside the classroom, be it in their research labs, throughservice experiences with K-12 students, through individual mentoring which nearly all participantsspoke of with great pride as making a difference for the few women persisting through an engineeringundergraduate major, and through advising their local chapter of the Society of Women Engineers.Faculty also reported encouraging students to attend office hours, form peer study

Conference Session

Technical Session 12 - Paper 2: DEI Student Ambassadors Program

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

J. McLean Sloughter, Seattle University; Brooke I Wynalda; Agnieszka Miguel, Seattle University

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CoNECD Paper Sessions, Diversity

the final groupof ambassadors. These five ambassadors worked through spring quarter of academic year 2019-20. Fourof them continued through the academic year 2020-21 (one decided to leave the group due to othercommitments). Because three out of the four ambassadors were graduating in spring of 2021, we had to select oursecond cohort of DEI Student Ambassadors at the end of the academic year. The process was very similarto how we selected the first cohort with one difference: current student ambassadors were involved ininterviews of the candidates alongside faculty/staff members of the DEI Committee. As a result, weselected 8 students to be ambassadors during the academic year 2021-22. One of these students is acontinuing ambassador from

Conference Session

Technical Session 6 - Paper 3: Practitioners' Reflections on Developing and Implementing Virtual Educational Programming During COVID-19

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Paula Davis Lampley Esq., University of Cincinnati; Whitney Gaskins, University of Cincinnati; Krizia L. Cabrera-Toro

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CoNECD Paper Sessions, Diversity

Administration in Quantitative Analysis and her Doctorate of Philosophy in Biomedical Engineering/Engineering Education. In her role as Assistant Dean, Dr. Gaskins has revamped the summer bridge program to increase student support and retention as well as developed and strengthened partnerships in with local area school districts to aid in the high school to college path- way. In 2009, she founded The Gaskins Foundation, a non-profit organization, whose mission is to educate and empower the African American community. Her foundation recently launched the Cincinnati STEM- ulates year round K-12 program, which is a free of charge program that will introduce more students to Math and Science. She was named the 2017 K12 Champion

Conference Session

Technical Session 6 - Paper 4: Retention Strategies for Educators from Women STEM Graduates of the 1970’s & 1980’s

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Kathleen Buse, Advancing Women in the Workforce; Debra Musch, Rising Careers, LLC; Allison Goodman, ArtCenter College of Design

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CoNECD Paper Sessions, Diversity

Paper ID #35582Retention Strategies for Educators from Women STEM Graduates of the1970’s & 1980’sDr. Kathleen Buse, Advancing Women in the Workforce Kathleen Buse is a business leader whose work focuses on helping organizations be more successful through the development of engaged and inclusive work cultures. As President and Founder of Advancing Women in the Workforce, she helps employers recruit, retain, and advance women. Kathleen’s experience includes 25 years in industry, beginning as an engineer and advancing to executive leadership. She spent ten years in academia where she became an award-winning researcher and

Conference Session

Technical Session 12 - Paper 1: Creating Pathways for Success and Engagement for Women in Engineering

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Jalonda Nakay Thompson, University of Tennessee at Knoxville; Anne Skutnik, Tickle College of Engineering; Jamie Baalis Coble, University of Tennessee at Knoxville; Anahita Khojandi, University of Tennessee at Knoxville; Angelica M Palomino, University of Tennessee at Knoxville; Veerle Keppens, University of Tennessee at Knoxville; Ozlem Kilic, University of Tennessee at Knoxville

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CoNECD Paper Sessions, Diversity

share how we use existing best practices to create andsustain innovative retention programs for undergraduate women, assist ourgraduate students in becoming well-rounded engineers through networkingprograms, and support our women faculty through continued professionaldevelopment. This process engages university constituents as well as K-12administrators, teachers, counselors and students, alumni and Board of Advisorsby utilizing tools, resources, and best practices for student success. 3 Background: Why focus on women? Undergraduate Students  Graduate Students  T/TT Faculty (Enrolled) (Enrolled