Conference Session

Technical Session 12 - Paper 4: Supporting lecturers by building community, promoting agency, and increasing leadership opportunities

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Pauline Khan, University of Michigan; Elizabeth J Bailey, Center for Research on Learning and Teaching in Engineering, University of Michigan; Heidi M Sherick, University of Michigan

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CoNECD Paper Sessions, Diversity

Engineering and a Masters of Science in Technical Communication, both from the University of Michigan. Her Doctorate in Education was earned from Southern New Hampshire University.Dr. Elizabeth J Bailey, Center for Research on Learning and Teaching in Engineering, University of Michigan Dr. Elizabeth Bailey is an Instructional Consultant at the Center for Research on Learning and Teaching in Engineering at the University of Michigan. She leads programs to prepare graduate students for success in faculty roles and to support new faculty at the College of Engineering. Dr. Bailey earned a Ph.D. in Chemistry at Columbia University. Her work on preparing future faculty and supporting teaching faculty has been published in To

Conference Session

Technical Session 13 - Paper 5: Creating and Sustaining Inclusive Learning Communities in Engineering

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Melissa M. Bilec, University of Pittsburgh; Jessica Moriah Vaden, University of Pittsburgh; April Dukes, University of Pittsburgh; Amy Hermundstad Nave, Colorado School of Mines

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, peer-recommended, and expert evaluated• Develop a menu of practices that focus on high-impact inclusive classroom practices that align with the arc of the course• Evaluate the menu of practices by implementing and monitoring the recommendations in three diverse engineering programs• Create and pilot inclusive learning communities• Assess both students and faculty to create succinct, high- impact recommendations on creating inclusive engineering classrooms 17 “Inclusion is not bringing people into what already exists; it is making a new space, a better space for everyone." George Dei 18Alamy.com

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

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

STEM FieldsAbstractAs demand for qualified workers in science, technology, engineering, and mathematics (STEM)fields continues to rise, there is a need to not only consider how to improve engagement andretention, but also an opportunity to strive towards broadening participation. To create a moreequitable workforce, and in particular, one that encourages the enrollment and persistence ofunderrepresented minorities, pedagogy centered around cultivating inclusivity is key. Along theselines, empathy as a construct can play a crucial role in aiding students to consider the impact oftheir own decisions and behaviors on others and society. Given the necessity of embedding theconcept of empathy within post-secondary education, we sought to understand

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

populations (e.g., Black, Latinx, first-generation students,community college transfer students) [5]. Some of these students enter the university withexisting mental health concerns; others develop mental health challenges during college. Awide range of backgrounds and factors can influence a students’ mental health and wellbeing:living and financial conditions [6], academic preparation [7], student-faculty interactions [8],food insecurity, and family responsibilities [3], and peer relationships [9]. These stressorshave wider impacts on student success [3]: a decrease in a student’s wellbeing can negativelyimpact their educational experiences, leading to academic dissatisfaction, resulting indecreased academic performance or attrition [10]. A

Conference Session

Technical Session 10 - Paper 3: Bridging the STEM Gender Gap through Women-focused Outreach

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Isabel A Boyd, University of Tennessee, Knoxville; Anne Skutnik, Tickle College of Engineering Academic and Student Affairs, University of Tennessee Knoxville ; Jalonda Nakay Thompson, University of Tennessee at Knoxville; Marcel Brouwers, University of Tennessee, Knoxville

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CoNECD Paper Sessions, Diversity

Paper ID #35553Bridging the STEM Gender Gap through Women-focused OutreachMs. Isabel A Boyd, University of Tennessee, Knoxville I am a first-year student at the University of Tennessee, Knoxville studying biomedical engineering and a member of the Chancellor’s Honors Program.Dr. Anne Skutnik, Tickle College of Engineering Academic and Student Affairs, University of TennesseeKnoxville Anne Skutnik received her degree in Educational Psychology from the University of Tennessee Knoxville. The focus of her research is on engineering faculty teaching and instructional design. She works as the Engagement and Outreach Coordinate

Conference Session

Technical Session 8 - Paper 3: Academic Success of College Students with ADHD: The First Year of College

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Laura Carroll, University of Michigan; Cynthia J. Finelli, University of Michigan; Stephen L DesJardins

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CoNECD Paper Sessions, Diversity

ADHD are more likely to exhibit higher levels of creative and divergentthinking relative to their peers without ADHD [3], [7], [8]. This type of thinking is advantageousfor solving real-world interdisciplinary problems and developing innovative solutions, yet notfully appreciated in traditional engineering education [3]. Taylor and coauthors recommend“allowing room for divergent and creative thinking” in engineering education to improveinclusivity [3, p. 13].Our goal is to explore the first-year academic success of college students with ADHD majoringin SEM, with a specific focus on students’ first-year college experiences. Guided by Terenziniand Reason’s [9] college impact model, we will explore how the college experience (classroom,curricular

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

communication between students. Practitioner A asked ateaching assistant to monitor the chats and participants interactions, whereas Practitioner Bmonitored the chat himself. Practitioner A shared the following: “The TA (teaching assistant) helped a lot by monitoring students’ use of the chat and reaction functions. The TA also ensured that students had cameras on during instruction. Additionally, the TA was instrumental in determining if students were logged on, fully engaged, and completing tasks and assignments.”.”Practitioners C and D were more structured when addressing virtual etiquette expectations. Bothpractitioners instructed students to mute their mics unless speaking, operate with cameras on, andto use the chat only

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

present their names and pronouns, beingmore mindful of dynamics at play in group work, and being flexible and accommodating with deadlines. Many of these conversations and community-voiced concerns have informed the work of the DEIAmbassadors in developing their Theater-Based Workshops to build a more inclusive and safe community.F. Theater-Based Workshops In our previous work, we have observed that it is challenging to engage undergraduate students inDEI themed workshops and other activities if they are offered as an extracurricular activity. On the otherhand, faculty are frequently reluctant to cover DEI topics in classes, either because they view them as notrelated to the course material, because they feel uncomfortable or unqualified to

Conference Session

Technical Session 7 - Paper 3: Forming and Fulfilling Expectations: Perspectives of Underrepresented Computer Science Doctoral Students

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Vidushi Ojha, University of Illinois at Urbana-Champaign; Raul Enrique Platero, University of Illinois at Urbana-Champaign; Beleicia B Bullock, Stanford University

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CoNECD Paper Sessions, Diversity

throughout their graduate school career. We also note that students’ expectations of themselves are likely to be interwoven with theirown perception of what it means to be successful in graduate school. For this reason, we have cho-sen here to focus primarily on expectations that relate to requirements set by either the departmentor the advisor, as these connect directly to degree completion. However, it is difficult to separatewhich expectations stem from the advisor, and which of them are impacted by the student’s ownsense of what they need or ought to accomplish. In the same vein, it is conceivable that students’expectations of themselves are affected by their background and their social identities. Futurework studying this question can engage

Conference Session

Technical Session 5 - Paper 3: Enhancing Participation of Underrepresented Student Populations and Women in Engineering and Computer Science – An Experience Report

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Shihong Huang, Florida Atlantic University; Nancy Romance, Florida Atlantic University; Tamsyn Nicole Carey, Florida Atlantic University-College of Engineering and Computer Science

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CoNECD Paper Sessions, Diversity

. Romance is Professor of Science Education in the College of Education at Florida Atlantic Univer- sity (FAU) and a graduate faculty member in both the College of Engineering and Computer Science and the College of Science at FAU.Her research interests address meaningful learning in complex STEM do- mains, applying a learning sciences lens in addressing issues ranging from building elementary teachers knowledge and skill in teaching science to coordinating learning communities addressing mathematics curriculum as a persistent barrier impacting student success and retention in undergraduate STEM pro- grams. She is currently OI on a NSF DR K-12, Co-PI on a USDOE Title III Hispanic Serving Institution, internal evaluator

Conference Session

Technical Session 7 - Paper 4: Adapting to an unexpected hybrid campus: e-mentored femaleengineering students’ intrinsic motivation, sense of belonging, and perception of campus climate

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Mayari Illarij Serrano Anazco, Purdue University at West Lafayette (PPI); Suzanne Zurn-Birkhimer, Purdue University at West Lafayette (COE)

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CoNECD Paper Sessions, Diversity

. Mentors useprofessional and personal knowledge to guide their mentees 4 . These relationships aremulti-dimensional, complex, and can be long-term 5 . In academic institutions, mentoringrelationships are crucial as mentors transmit knowledge that cannot be obtained from formalcourses 6 . Implementation of mentoring programs that target undergraduate students has spreadacross college campuses 1 . However, research on the impact of face-to-face mentoring programs isstill scarce 1 , and even more so on technology-mediated mentoring programs. This research voidbecame obvious when, nationwide, social distancing restrictions were put in place to address the2020 pandemic. Academic institutions that remained open adjusted with either a hybrid(face-to-face

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

 women make up more than 50% of university students.  6 Purpose of Research The University started a Women in Science and Engineering (WISE) mentoring program in Fall 2019, and continued it through the pandemic, during the Spring and Fall 2020, and Spring 2021 terms. The purpose of this presentation is to provide mentoring program best practices that we applied and assessed that had a positive impact on women’s feeling of community, connectedness, and engagement in the mentoring program

Conference Session

Technical Session 8 - Paper 2: PhD’ing While Black: Unpacking the Emotions of Navigating Engineering as a Black Student and the Implications for Mental Health

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Michael Lorenzo Greene, Arizona State University, Polytechnic campus; Brooke Charae Coley, Arizona State University, Polytechnic campus; Katreena Thomas, Arizona State University, Polytechnic campus; Julia Machele Brisbane, Virginia Polytechnic Institute and State University; Debalina Maitra, Arizona State University, Polytechnic campus; Jeremi S London, Virginia Polytechnic Institute and State University

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CoNECD Paper Sessions, Diversity

services," Journal of College Student Development, vol. 47, no. 3, pp. 247-266, 2006.[4] J. T. Decuir-Gunby and M. R. Williams, "The Impact of Race and Racism on Students' Emotions. A Critical Race Analysis.," Emotion in Education, pp. 205-219, 2007.[5] C. T. Gloria and M. A. Steinhardt, "Relationships Among Positive Emotions, Coping, Resilience, and Mental Health," Stress & Health, vol. 32, no. 2, pp. 145-156, 2014.[6] E. O. McGee, "Devalue Black and Latino Racial Identities: A by-product of STEM college culture?," American Educational Research Journal, vol. 53, no. 6, pp. 1626-1662, 2016.[7] R. Pekrun and L. Linnenbrink-Garcia, "Academic emotions and student engagement," in Handbook of Research on Student Engagement, 2012.[8

Conference Session

Technical Session 2 - Paper 3: Increasing Academic Success for Underrepresented Minority PhD Graduate STEM Students Through Self-Advocacy Education

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Carmen M Lilley, The University of Illinois at Chicago; Gregory V Larnell, University of Illinois at Chicago

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CoNECD Paper Sessions, Diversity

panel discussion on “Social Justice in STEM” with Drs. Greg Larnell,[Name], [Name], and [Name]. During the summer, a networking event was hosted based on thefeedback from program participants. Finally, also during the summer an affinity group meetingamong the women was also hosted by the director Dr. Lilley. Informal feedback was collectedfrom the students using one-on-one mentoring conversations, from Slack Channel conversationsand from seminar discussions. For example, the Slack Channel was created for the group withthe program team also enrolled based on the request of one program participant and readilyadopted as the platform for communication among the participants. To date, students are engaged and part of the program planning has

Conference Session

Technical Session 1 - Paper 1: An Exploratory Investigation of the Experiences of Navigating Campus Resources of Black Immigrant Women in Engineering

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Debalina Maitra, Arizona State University, Polytechnic campus; Brooke Charae Coley, Arizona State University, Polytechnic campus; Katreena Thomas, Arizona State University, Polytechnic campus; Meseret F. Hailu, Arizona State University

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CoNECD Paper Sessions, Diversity

, and identity. Her latest work at ASU focused on exploring the racial identity of Black engineering students while navigating their professional space and exploring the transition of marginalized students from community college to higher academia and professional fields.Dr. Brooke Charae Coley, Arizona State University, Polytechnic campus Brooke Coley, PhD is an Assistant Professor in Engineering at the Polytechnic School of the Ira A. Fulton Schools of Engineering at Arizona State University. Dr. Coley is Principal Investigator of the Shifting Perceptions, Attitudes and Cultures in Engineering (SPACE) Lab that aspires to elevate the experiences of marginalized populations, dismantle systematic injustices, and transform

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

amonth was immediately challenged and transformed into a virtual model. The support and resourcesprovided through the program were even more critical, as many students were and will continue to beadversely impacted by COVID-19 learning disruptions. The separation from brick-and-mortar constraintsquickly yielded a level of program versatility that had not yet been realized. As most Ab7G mentors leftcampus and returned to their homes across the country, a virtual program framework was developed toengage our student cohorts. Thus, allowing us to complete the academic school year and offer theinaugural 2020 Ab7G six-week summer virtual camp. With the conveniences and resources of on-campusgathering taken away, a revised approach to engagement was

Conference Session

Technical Session 3 - Paper 3: International engineering students’ resistance to isolating university experiences: An opportunity for greater inclusion in engineering education

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Memoria Matters, Purdue University at West Lafayette (COE); Patrice Marie Buzzanell, University of South Florida; Carla B. Zoltowski, Purdue University at West Lafayette (COE)

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CoNECD Paper Sessions, Diversity

domestic students? RQ3: How can engineering schools better support international and all students based on this information?Instances of exclusion that particularly affected international students included the languagebarrier and social isolation. International students’ persistence strategies mainly consisted ofvarious ways students adapted or conformed themselves to the domestic environment, eitheralone or with the help of others. In the conclusion, we use our results to make recommendationsfor initiatives to improve the international student experience. These include more activelearning, collaborative learning, and multicultural and group communication education for allstudents.Theoretical frameworkThe theoretical framework

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

; [and in particular] ▪ to provide academic, professional https://eng.vt.edu/ceed/about- and personal support programs. ceed.htmlFrom our quick overview, you can see that CEED takes a multi-pronged approach toits mission and welcomes new ideas from its leadership and constituents to bridgegaps in this programming and to connect and engage students, faculty andprofessionals, and the community. A Step to the Doctorate was created in responseto one of the gaps identified in existing programming, bridging betweenundergraduate and graduate programs. The program aims to support the mission ofCEED and selected CEED objectives and goals, namely "to increase the

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

developed fromCollins’ (2018) BSSI model by addressing ways in which faculty conceptualize STEM identity andseek to strengthen the STEM identity of their students, particularly their undergraduate womenstudents in the classroom.Virtual interviews were administered one-on-one. They averaged 60 minutes in length and weredigitally recorded for transcription.The four-stage process of phenomenological data analysis as outlined by Moustakas (1994) was thenfollowed including epoche, horizonalization, imaginative variation, and synthesis.Multiple verification strategies were included to ensure the findings were trustworthy (Lincoln &Guba, 1985; Nowell et al., 2017). Strategies employed include thick, rich descriptions with facultyquotations, engagement

Conference Session

Technical Session 4 - Paper 4: Developing a Strategy to Include Financially Disadvantaged Undergraduate Students into Graduate Engineering Programs

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Sanjivan Manoharan, Grand Valley State University; Shabbir Choudhuri, Grand Valley State University; Brian Krug, Grand Valley State University; Paul D. Plotkowski, Grand Valley State University

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CoNECD Paper Sessions, Diversity

Engineering ProgramsAbstractLongitudinal analysis of nationwide single and multi-institutional data shows the positiverelationship between student educational outcomes and a diverse student population. Variousposition papers and empirical studies have raised awareness about the importance of diversity inhigher education within the academic community and policy makers over the past half century.However, lack of participation by underrepresented students in higher education remains achronic and multidimensional problem. Mitigating any particular factor and expecting broadbased impact has not worked and will not work. The U.S. Department of education suggestedsome proven, over-arching principles for institutions of higher education to increase diversity

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

, & Lee (2019) used UVIs to improvealgebra performance for community college students. Although they note that UVIs were moreeffective for improving men’s scores than women’s, the men in the sample were also lowerperforming than women, suggesting a positive impact for students most in need of help. Andwhile research in engineering specifically remains limited, Turoski & Schell (2020) implementedUVIs in an engineering design course and their preliminary findings point to increases in studentinterest and motivation related to engineering. UVIs thus represent a potentially high-impactpractice with a relatively low barrier to entry.We focus on UVIs here because as researchers have noted, UVIs tend to benefit students whomight be more likely

Conference Session

Technical Session 3 - Paper 1: For Us, By Us: Recommendations for Institutional Efforts to Enhance the Black Student Experience in Engineering

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Katreena Thomas, Arizona State University, Polytechnic campus; Michael Lorenzo Greene, Arizona State University, Polytechnic campus; Brooke Charae Coley, Arizona State University, Polytechnic campus; Debalina Maitra, Arizona State University, Polytechnic campus; Julia Machele Brisbane, Virginia Polytechnic Institute and State University; Jeremi S London, Virginia Polytechnic Institute and State University

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CoNECD Paper Sessions, Diversity

CAFECS (Chicago Alliance for Equity in Computer Science), a NSF-funded Research Practice Partnership, for almost two years. She completed her Ph.D. in Literacy Education in 2017 with a minor in Qualitative Research Methods. Her research interests are equitable pedagogy, racial equity, culturally relevant pedagogy, and identity. Her latest work at ASU focused on exploring the racial identity of Black engineering students while navigating their professional space and exploring the transition of marginalized students from community college to higher academia and professional fields.Julia Machele Brisbane, Virginia Polytechnic Institute and State University Julia Brisbane is a Ph.D. student in the Engineering Education

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

]. Thus, mentorship and co-curricular support for minoritizedstudents typically represent minor theories of change because they serve institutional efforts tosatisfy quantitative metric student success indicators [31] without requiring that institutions makechanges to their underlying structures that maintain oppression.Social Justice Education and Liberative Pedagogy as Major ReformsIn recent years, Colorado School of Mines has developed two upper-division,humanities-focused elective courses for engineering students, Engineering and Social Justice andIntercultural Communication [32]. Engineering and Social Justice focuses on questioning andchallenging meritocracy and depoliticization in engineering through personal reflection andhistorical and

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

how administrators’responsibility includes creating public spheres that provide opportunities for students to becomeactive and engaged participants in their communities. Social media has been proven a helpfulmechanism to disseminate plans and establish a sense of community on college campuses. Thereis much research on student activism, but there is not much insight into the role of institutions inthe U.S. in social-political movements of today, such as Black Lives Matter. First, we willprovide an overview of the Black Lives Matter Movement (BLM) and discuss higher education’sutilization of social media. Following, we will discuss the utilization of a “movement framing”theory and the methodology for which tweets were collected for this study

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

equity, which is reflected in her publications, research, teaching, service, and mentoring. More at http://srl.tamu.edu and http://ieei.tamu.edu.Samantha Ray, Texas A&M University Samantha Ray is a Computer Engineering PhD student at Texas A&M University. Her research focuses on creating intelligent systems for tasks that require human-like levels of understanding. She has previously worked on human activity recognition (HAR) systems for promoting healthy habits and educational tools using sketch recognition and eye tracking.Ms. Donna Jaison, Texas A&M University Donna Jaison is a PhD student under Dr. Karan Watson in the Multidisciplinary Engineering Depart- ment at Texas A&M College Station. She is a

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

our learningobjectives based on our “beliefs and assumptions about what students do and should know andwhat they can and should be able to do” [37]. Our culture and perception of diversity, roles,student needs, and students’ prior knowledge can block progress toward inclusivity [39]–[41],and silence challenges to the status quo [42]. Training programs could help student-facingfaculty and staff critically examine their practices through an ableism lens [43]. Communities ofpractice could be established to help faculty and staff interrupt and challenge their assumptionsand beliefs. If such programs are not yet available, as is commonly the case, I would recommendinstructors, advisers, administrators, and staff engage with andragogical coaches

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

identifying as URM,we sought to answer the following research question: What impact does use of the career-forward curriculum have on self-efficacy, identity as an engineer and commitment to anengineering career, and in particular, for students identifying as female or URM?For our purposes it is important to clearly define how the terms persistence and commitment areconceptualized and measured, both of which are consistent with the Mediation Model ofResearch Experience (MMRE) [5], which served as the theoretical framework. Commitment isdefined as the student’s willingness to persist towards a specific long-term goal, in this case anengineering career and was measured as an outcome variable through a set of items that loadeddirectly to the construct

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

Paper ID #35649Transformational Resistance and Identity Development: A Case Study of anAsexual Woman EngineerVivian Xian-Wei Chou, University of Texas at Austin Vivian Chou is a first year Master student in Mechanical Engineering at the University of Texas at Austin. They are conducting research on how successful communities are established within LGBTQ+ student or- ganizations. Vivian is an advocate for marginalized students and seeks to be a voice for their LGBTQIA+ peers.Jerry Austin Yang, Stanford University Jerry A. Yang is a doctoral student and graduate research assistant at Stanford University pursuing a PhD

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