Conference Session

Session 6 - Track 2: Illuminating the APIDA Experience in Engineering Education: A Scoping Review

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

Michelle Choi Ausman, Virginia Polytechnic Institute and State University; Qin Zhu, Virginia Tech

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CoNECD Paper Sessions, Diversity

Americans: A Revisionist Analysis of the ‘Model Minority’ Thesis,” Amerasia Journal, vol. 4, no. 2, pp. 23–51, Jan. 1977.[10] J. Y. Wing, “Beyond Black and White: The Model Minority Myth and the Invisibility of Asian American Students,” Urban Rev, vol. 39, no. 4, pp. 455–487, Nov. 2007.[11] C. Kang, H. Jo, S. W. Han, and L. Weis, “Complexifying Asian American student pathways to STEM majors: Differences by ethnic subgroups and college selectivity,” Journal of Diversity in Higher Education, p. No Pagination Specified-No Pagination Specified, 2021.[12] J. Chan, “Complexities of Racial Identity Development for Asian Pacific Islander Desi American (APIDA) College Students,” New Directions for Student Services, vol. 2017, no. 160, pp

Conference Session

Session 3 - Track 1: Advocates and Allies Across Multiple Institutions: A Discussion of Best-Practices to Support Gender Equity

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

Cristinel Ababei, Marquette University; John Borg P.E., Marquette University; Lisa Borello, University of Dayton; Dennis Brylow, Marquette University; David Daleke; Alan Richard Denton, North Dakota State University; Nathan Ensmenger, Indiana University; H. Richard Friman, Marquette University; Roger A. Green, North Dakota State University; John Grych, Marquette University; Thomas W James, James; Donald F. Johnson; Gary Krenz, Marquette University; Jonathan T Macy, Indiana University Bloomington; Robert W Peoples, Dept of Biomedical Sciences, Marquette University; Joshua E. Perry, Indiana University, Kelley School of Business Bloomington; Chris M Ray; Martin R St. Maurice, Marquette University; Patrick W Thomas; Matthew D Zink

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CoNECD Paper Sessions, Diversity

suspensions to polymer solutions and biomaterials. He enjoys teaching a spectrum of courses, from introductory to advanced graduate, and has a passion for playing with physics toys in community outreach activities. He strives to promote gender equity through his engagement with the FORWARD Advocates and the Commission on the Status of Women Faculty at NDSU.Nathan Ensmenger, Indiana University Nathan Ensmenger is an associate professor in the Luddy School of Informatics, Computing, and Engi- neering at Indiana University. His 2010 book, *The Computer Boys Take Over: Computers, Programmers, and the Politics of Technical Expertise* is a labor and gender history of computer programming. He is currently working on a global

Conference Session

Session 6 - Track 3: The only difference is now it counts: Exploring the Role of a Summer Bridge Program in Shaping Student Expectations of Engineering

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

Taylor Y. Johnson, Virginia Polytechnic Institute and State University; Malini Josiam, Virginia Tech; Walter C. Lee, Virginia Polytechnic Institute and State University

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CoNECD Paper Sessions, Diversity

penultimate week in the summer bridgeprogram. The workshop consisted of two main activities: (1) an icebreaker and (2) scenarioresponse. For this paper, we only analyzed responses from the second activity. In the secondactivity, we presented students with a subset of scenarios to respond to through individual writtenresponse, small group written response and discussion, and facilitated large group discussion. Weprompted them to write down how they thought they would respond to the four scenarios theywere given. The scenarios were one sentence scenarios (e.g. “Your first round of tests did not gowell and your usual studying habits are not working”) that fell into one of six categories:academic performance, faculty and staff interactions

Conference Session

Session 5 - Track 1: Introducing the C2West Framework for Analyzing Assets of Black Undergraduate Students in Engineering

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

Jessica Allison Manning, Clemson University; Catherine E. Brawner, Research Triangle Educational Consultants; Aimee Sayster; Catherine Mobley, Clemson University; Marisa K. Orr, Clemson University; Rebecca Brent, Education Designs, Inc

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CoNECD Paper Sessions, Diversity

these communities[6], p.75. The six assets are aspirational, linguistic, familial, social, navigational, and resistantcapital. Aspirational capital is the “ability to maintain hopes and dreams for the future” (p. 77)which fosters an environment that allows students the opportunity to envision themselves incircumstances beyond their present situations. Linguistic capital is the set skills, specificallyintellectual and social, that students gain through the ability to communicate in multiplelanguages or language styles. Familial capital is the familial support and past cultural knowledgegiven to an individual which also includes a larger understanding of family, such as extendedfamily and close friends. Social capital is defined as “networks of

Conference Session

Session 10 - Track 2: Get Outside and Learn (GOAL) Engineering Kits

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

Jennifer Bishop, University of Maryland College Park; Vincent Nguyen, University of Maryland College Park; Paige E Smith, University of Maryland College Park; Elisabeth Smela, University of Maryland College Park

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CoNECD Paper Sessions, Diversity

andcurriculum to guide their students through exercises designed to introducefoundational concepts and inspire future engineers. Engineering is still an emergingcurriculum in many public K-12 schools, and the GOAL program exposes students andteachers to high-quality engineering experiences that involve making and testingsolutions. The culminating events add an additional component beyond the physicalkits and allow for direct interaction with students for both the challenge competitionsand introducing students to engineering education pathways. Evolution of Kit Design Version 1-Dragsters Version 2-PropCarts 6 | eng.umd.eduVersion 1 of the GOAL Kit utilized a purchased Rubber Band Dragster kit withadditional

Conference Session

Session 1 - Track 4: What does an Engineering Instructional Faculty do? Voices of Engineering Instructional Faculty at Hispanic-Serving Institutions

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

Viyon Dansu, Florida International University; Alexandra Coso Strong, Florida International University; Meagan R. Kendall, University of Texas at El Paso

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CoNECD Paper Sessions, Diversity

. Higher Educ., vol. 69, no. 6, p. 647, 1998.[23] J. F. Sullivan, S. E. Davis, J. L. deGrazia, and D. W. Carlson, “Beyond the pipeline:building a K-12 engineering outreach program,” in FIE’99 Frontiers in Education. 29th AnnualFrontiers in Education Conference. Designing the Future of Science and Engineering Education.Conference Proceedings (IEEE Cat. No.99CH37011, 2003.[24] R. S. Al-Mansoori and M. Koç, “Transformational leadership, systems, and Intrinsicmotivation impacts on innovation in higher education institutes: Faculty perspectives inengineering colleges,” Sustainability, vol. 11, no. 15, p. 4072, 2019.[25] C. Fitzmorris, D. Trytten, and R. Shehab, “The career pathways of non-tenure-track full-time engineering

Conference Session

Session 2 - Track 3: From website to work environment: Exploring minority undergraduate engineering students conceptualizations of engineering careers

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

Acaydia Campbell; Venicia Castro Villatoro; Angel Alexis Lopez, Florida International University; Janice L. Hall, Florida International University; Alexandra Coso Strong, Florida International University

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CoNECD Paper Sessions, Diversity

(Brunhaver, et al., 2021). Our work is theoretically groundedby Savickas (2013) career construction theory; briefly, the theory states that a person's careerdevelops through their interpretation of life and career situations. Our rationale for using careerconstruction theory over other prominent career theories, is because it allows us to interrogatehow individuals negotiate their jobs and make sense of their professional selves in light of theirmilieu (Savickas, 2013). Our work seeks to complement existing research on the school to work transition ofengineers by studying engineers in their post-graduation career planning milieu. To that end, thepurpose of this work is to understand how the media content (e.g., websites) presented by

Conference Session

Session 11 - Track 1: "Emotions can hinder Professional Experiences:" Emotional states of first-generation engineering students when introduced to hidden curriculum

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

R. Jamaal Downey, University of Florida; Idalis Villanueva Alarcón, University of Florida; Victoria Beth Sellers

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CoNECD Paper Sessions, Diversity

literature suggests that FG students are not givenaccess to important social and institutional capital specific to engineering programs that allowthem to navigate their learning and working environments similarly to their non-FG peers. WhileMoll et al. [6] stress the importance that different funds of knowledge should be seen as assets,their different funds of knowledge are seen through a deficit lens rather than assets. Additionally,most FG students might not have obtained the institutional and social capital needed inengineering that could help them better process their emotional experience [7]. Non-first-generation students (non-FG) have a larger pool and/or community who are closer to the field ofengineering which might also include how one

Conference Session

Session 7 - Track 1: Expanding Conversations about Accessibility to Include Faculty

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

Cali Anicha PhD, North Dakota State University; Cecilia Aragon, University of Washington; Canan Bilen-Green, North Dakota State University; Brianna Blaser, University of Washington; Larry Napoleon Jr., North Dakota State University

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CoNECD Paper Sessions, Diversity

: http://www.nsf.gov/statistics/wmpd/[4] K. C. Aquino, E. Kim, C. Bilen-Green, C. M. Ray, and C. Anicha, “Working it backwards: student success through faculty professional development,” in Disability as Diversity in Higher Education: Policies and Practices to Enhance Student Success, 1st ed., New York, NY, USA: Routledge, 2017, pp. 122–137.[5] S. Bassler, “‘But you don’t look sick’: Dismodernism, disability studies and music therapy on invisible illness and the unstable body,” Voices: A World Forum for Music Therapy, vol. 14, no. 3, Oct. 2014, doi: 10.15845/voices.v14i3.802.[6] S. Lindsay and K. Fuentes, “It is time to address ableism in academia: a systematic review of the experiences and impact of

Conference Session

Session 4 - Track 3: Exploration of the role and needs of high school counselors in supporting broader participation within engineering fields

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

Jeanette Chipps, Johns Hopkins University; Medha Dalal, Arizona State University; Adam R Carberry, Arizona State University; Jennifer Kouo, Institute for Innovation in Development, Engagement, and Learning Systems (IDEALS)

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CoNECD Paper Sessions, Diversity

high school. Grossman and Porsche (2014)similarly explored influences on student STEM success using a mixed methods approach. Theyfound high school students reported their school counselors could play a supportive role inSTEM engagement through encouragement to pursue STEM and help in recognizingmicroaggressions. An association between perceived support and STEM aspirations for girlswas also revealed but not for underrepresented minorities. Together, these studies identify theimportance of school counselors in influencing STEM career trajectories and suggests apotential mechanism by which this influence can be a positive impact on future intent. However,they also indicate that there may be differences in the influence that counselors have

Conference Session

Session 8 - Track 3: Framing Cultural Bridges For Relational Mentorship

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

SYLVANUS N. WOSU, University of Pittsburgh

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CoNECD Paper Sessions, Diversity

in Graduate Education Sylvanus N. Wosu University of Pittsburgh Swanson School of Engineering, Pittsburgh, PAAbstract Effective mentorship is a key factor for driving success in completing a doctoralprogram or achieving tenure in the professoriate. The effectiveness of a mentor-leader inengaging and empowering mentees depends on the mentor’s ability to influence desiredattitudinal or performance character changes. This takes place through relational connections forinteraction of values, attitudes, behaviors, and principles that are nurtured, constructed, andpracticed, building and supporting a mentee-mentor cultural bridge to achieve the desired goal.The mentor and mentee

Conference Session

Session 5 - Track 2: Community College Computing Programs' Unique Contexts for Promoting Gender Equity

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

Erin Carll, University of Washington; Elizabeth Litzler, University of Washington; Gretchen Achenbach, University of Virginia; Nancy Binowski, County College of Morris; Catherine E. Brawner, Research Triangle Educational Consultants; Jamie Lee Huber Ward, WEPAN, Inc.; Sherri L Sanders; Melissa C Stange, Laurel Ridge Community College; Zhen Wu

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CoNECD Paper Sessions, Diversity

2 within computing programsspecifically within the CC context. This issue has motivated the National Center for Women &Information Technology (NCWIT) Extension Services to expand its programming to CCs.NCWIT’s relevant goals focus on recruitment and retention efforts to address theunderrepresentation of women through its Learning Circles (LCs) initiative.In this paper, we make a case for the importance of CCs for shaping the computing workforceand outline the state of gender equity in CCs, as well as what we know about retention in CCs,transferring to 4-year institutions, and the unique contexts of CCs. We then describe the LCinitiative in more detail and share some lessons we have learned through this project that may beuseful to

Conference Session

Session 8 - Track 2: Resistance to advocacy around hidden curriculum in engineering

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

Victoria Beth Sellers, University of Florida; R. Jamaal Downey; Idalis Villanueva Alarcón, University of Florida

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CoNECD Paper Sessions, Diversity

, consider their own experiences and specific knowledges, and share theirrecommendations with the broader community.Literature reviewHidden curriculum Early scholarship around the hidden curriculum (HC) occurred within K-12 educationalsettings. Giroux [18] noted: “there is a failure to recognize the complex, intimate relationshipbetween the institution of the school and the nation’s economic and political institutions [18, p.21]. Thus, HC includes “unstated norms, values, and beliefs that are transmitted to students inboth the formal content, as well as the social relations of school and classroom life” [18, p. 22].HC does not only occur in K-12 educational settings and has also been studied in other fieldswithin higher education such as