Conference Session

Track 8: Technical Session 6: A work in progress narrative literature review exploring the impact of minority engineering programs on the experiences of Black students in undergraduate engineering programs

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

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

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CoNECD Paper Sessions, Diversity

(AERA) and Tau Beta Pi, and the 2018 recipient of the Clemson University Class of ’39 Award for Faculty Excellence. She earned a B.S. in Bioengineering (1978) from the University of Vermont, and M.S. (1986) and Ph.D. (2002) in Bioengineering from Clemson University. ©American Society for Engineering Education, 2024A work-in-progress narrative literature review exploring the impact ofminority engineering programs on the experiences of Black students in undergraduate engineering programs at predominantly White institutionsIntroductionBackgroundPredominantly White institutions (PWI) have traditionally engaged in the unequal coverttreatment of Black students coupled with fallacious

Conference Session

Track 8: Technical Session 4: Grading: The (Mis)use of Mathematics in Measuring Student Learning and its Disproportionate Impact on Equity and Inclusion

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Sharona Krinsky, California State University, Los Angeles; Robert Christopher Bosley, California State University, Los Angeles; Dina Verdin, Arizona State University, Polytechnic Campus; Eva Schiorring, STEMEVAL; Emily L. Allen, California State University, Los Angeles

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CoNECD Paper Sessions, Diversity

re-engage after COVID and a prolonged absence from campus and face-to-face instruction.● Most team members reported low and attendance and flagging engagement, a pattern that was not limited to the redesigned courses but rather was reported consistently across Cal State LA.● Attempts at communicating the new grading system that gave the false impression that students could “wait” to engage with the feedback loops. Many students skipped early attempts at demonstrating learning of the learning outcomes, thereby not receiving critical feedback.Key findings from interviews continued:Some key initial errors in implementation included:● Workload varied dramatically depending on implementation and the number of

Conference Session

Track 2: Technical Session 5: Understanding Decision Processes Related to Pathways of Community College Engineering Students

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Rene Alberto Hernandez, Virginia Tech; David B Knight, Virginia Polytechnic Institute and State University; Walter C. Lee, Virginia Polytechnic Institute and State University; Amy Richardson, Virginia Tech Department of Engineering Education; Sarah Rodriguez, Virginia Tech; Bevlee A. Watford, Virginia Polytechnic Institute and State University

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CoNECD Paper Sessions, Diversity

students (Laugerman et. al,2019; Ogilvie, 2017, Wyner et al., 2019). Chamely-Wiik et al. (2021) highlights programing thatfocuses on different transfer student challenges around academic and social interventions liketransfer shock, early student engagement in research, mentorship by faculty, and building onacademic belonging. These kinds of programs focus on assisting community college studentswhen they arrive at their four-year institution. For example, prior work by Grote et al. (2022) hashighlighted the experiences of successful transfer students in navigating coursework transfer inengineering after they had participated in a pre-transfer program that provided students withscholarships, advising, cohort participation, and a study abroad

Conference Session

Track 3: Technical Session 6: Organizational Transformation for Graduate Education: Intentionally Engaging Graduate Students as Partners in Equity Work

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Julia Machele Brisbane, Virginia Polytechnic Institute and State University; Teirra K Holloman, Virginia Tech Department of Engineering Education; Natali Huggins, Virginia Tech ; Walter C. Lee, Virginia Polytechnic Institute and State University

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CoNECD Paper Sessions, Diversity

has recently been put towards improving the experiences of people frommarginalized groups pursuing graduate degrees in engineering. In response to a call from theNational Science Foundation to establish a center for equity in engineering, a collective, namedPROTEGE, focused on organizational change at the graduate level is being established. One ofthe guiding principles for PROTEGE is to empower graduate students. This principle ismotivated by community engagement, where by involving community members in the decision-making and outcome-production process, they can feel more invested in the results of the workand feel a sense of ownership in the outcomes of the initiatives. However, PROTEGE recognizesthe tension between not wanting to

Conference Session

Track 6: Technical Session 3: Teaching Equity through Assets-Based Journaling: Using Community Cultural Wealth to Guide Student Reflections

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Gabriella Coloyan Fleming, University of Texas at Austin; Jessica Deters, University of Nebraska - Lincoln; Maya Denton, University of Oklahoma

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CoNECD Paper Sessions, Diversity

water resources engineering from the University of Texas at Austin (UT-Austin), and her PhD in STEM education from UT-Austin. Before graduate school, she worked for an industrial gas company in a variety of engineering roles. Her research in engineering and STEM education focuses on career pathways within engineering and issues of diversity, equity, and inclusion. ©American Society for Engineering Education, 2024Teaching Equity throughAssets-Based Journaling:Using Community Cultural Wealth to Guide Student Reflections Gabriella Coloyan Fleming, Jessica Deters, Maya Denton 1

Conference Session

Track 8: Technical Session 8: The Role of an Artificial Intelligence Certificate in the Computing Identity Formation of Hispanic-Serving Community College Students who Work

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Sarah L Rodriguez, Virginia Tech; Taylor Y. Johnson, Virginia Polytechnic Institute and State University; Paul Charles Bigby Jr., Virginia Polytechnic Institute and State University

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CoNECD Paper Sessions, Diversity

students different social identities, it's important to recognize that we all have more than one. in cases where the students are in more than one minoritized category, we have to consider intersectionality, which we will also address in more detail in a few slides.Project Context Computing Identity Development for Latin* Students ▪ Engagement and centeredness with Latin* communities was important for transfer students(Herrera & Sanchez, 2022) ▪ Few scholars have directly addressed the experiences of Latin* students and STEM identity, let alone the disaggregation by computing discipline, specifically within Hispanic-serving community college settings

Conference Session

Track 3: Technical Session 2: Using a Collective Impact Approach to Establish a Center for Equity in Engineering Focused on Graduate Education: Lessons Learned from Phase I

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Teirra K Holloman, Virginia Tech Department of Engineering Education; Natali Huggins; Julia Machele Brisbane, Virginia Polytechnic Institute and State University; Walter C. Lee, Virginia Polytechnic Institute and State University; Michelle D Klopfer, Virginia Tech Department of Engineering Education; David B Knight, Virginia Polytechnic Institute and State University; Tremayne O'Brian Waller, Virginia Polytechnic Institute and State University; Jeremi S London, Vanderbilt University

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CoNECD Paper Sessions, Diversity

. Community forums 28 [discuss our shared understanding of useful communications strategies.] IMPLICATIONS 29Next, we will discuss the lessons we’ve learned from engaging with each of the 5conditions.Lessons Learned: Collective Impact in Grad Ed● The challenge of organizing large change efforts● The value of guiding principles● The utility of understanding College priorities and operations● The centrality of the student-employee tension● The importance of optimism 30 [discuss

Conference Session

Track 2: Technical Session 1: An ecological belonging intervention for equity: Impacts to date and promising directions

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Allison Godwin, Cornell University; Linda DeAngelo, University of Pittsburgh; Eric Trevor McChesney, University of Pittsburgh; Erica McGreevy, University of Pittsburgh; Gerard Dorvè-Lewis, University of Pittsburgh; Anne-Ketura Elie, University of Pittsburgh; Kevin Jay Kaufman-Ortiz, Purdue University at West Lafayette (COE); Jacqueline Ann Rohde, Georgia Institute of Technology; Heather Lee Perkins, Purdue University at West Lafayette (PPI); Charlie Díaz, University of Pittsburgh; Kevin R. Binning

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CoNECD Paper Sessions, Diversity

Paper ID #40738An ecological belonging intervention for equity: Impacts to date andpromising directionsDr. Allison Godwin, Cornell University Allison Godwin, Ph.D. is an associate professor in the Robert Frederick Smith School of Chemical and Biomolecular Engineering at Cornell University. Her research focuses on how identity, among other af- fective factors, influences diverse students to choose engineering and persist in engineering. She also studies how different experiences within the practice and culture of engineering foster or hinder belong- ing and identity development. Dr. Godwin graduated from Clemson

Conference Session

Track 7: Technical Session 2: Lessons Learned from Development of an Elective Undergraduate Course on DEI in STEM

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Leigh S McCue, George Mason University; Christopher Alexander Carr, George Mason University; Kevin William Kuck, George Mason University; Dhiambi Otete; Violet Veronika Reges

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CoNECD Paper Sessions, Diversity

, outside the context of a museum designed specifically with this intent. Thatsaid, in practice, the field trip proved to be a valuable community-building activity for the class,giving yet another opportunity to better understand each other’s perspectives and values. With newexhibits focused on infrastructure and redlining – to topics around climate change, the impact ofengineers from minoritized backgrounds was brought to the forefront for students and instructorsto experience, highlighting the value and importance of DEI in engineering.Students also participated in an assessment of intercultural development as designed by theIntercultural Development Institute. Working to build the students intercultural understanding iskey to accomplishing the

Conference Session

Track 8: Technical Session 5: Disrupting Computing Department Cultures, One Cohort at a Time

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Alicia Nicki Washington, Duke University; Shaundra Bryant Daily, Duke University; Cecilé Sadler, Massachusetts Institute of Technology

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CoNECD Paper Sessions, Diversity

Ensure policies, and space for community of demonstrable practices (un)learning practice result of participationAgain, our approach is to center the people, policies andpractices that impact marginalized students. We provide aclosed and safe space for both learning and unlearning,while building a community of practice. And we don’tstop with this. Every participant is required to produce amodule, course, or policy solution in order to complete theprogram. 10 2-year, Virtual Format Spring Y1 Fall Y2 Spring Y2

Conference Session

Track 8: Technical Session 3: Exploring Engineering Faculty Views on their Role in Broadening Participation in Engineering

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Gerica Brown, University of Dayton

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CoNECD Paper Sessions, Diversity

relationshipsas a way to create an environment where students would seek help when needed. This was notonly in relation to academic support, but was discussed in relation to personal and professionalguidance as well. Faculty who held the belief that building relationships was important seemedto acknowledge students as whole people who have lives which could impact their academics.Faculty saw their relationships with students as a catalyst to open communication andappropriately guiding and supporting students during their times of need and otherwise.Much of the literature which discusses the positive impact that faculty can have on studentpersistence in STEM disciplines often discusses the importance of faculty-initiated positiverelationships and student

Conference Session

Track 6: Technical Session 6: Stewardship of the Stories: Learning from Black Engineering Students' Lived Experiences

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Tanya D Ennis, University of Colorado Boulder; Donna Auguste Ph.D., Auguste Research Group, LLC; Cynthia Hampton Ph.D., Virginia Polytechnic Institute and State University

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CoNECD Paper Sessions, Diversity

students away from STEM fieldsand this tracking occurred very early in these students’ educational experiences [10] - [14]. 5Seymour & Hewitt [15] described the experience of a Black female student whose professorquestioned why she was enrolled in a physics course and what she could possibly want to learnabout physics. Additionally, Sue et al. [16] described the microaggressions people face,including Black students on predominantly white campuses, which negatively impact a student’sself-esteem, self-doubt and are exhausting and fatiguing. In addition to microaggressions, someBlack students experience financial hardship, which could affect their

Conference Session

Track 8: Technical Session 9: On the Importance of Spatiality and Intersectionality: Transgender and Gender Nonconforming Undergraduate Engineering Experiences Through Critical Collaborative Ethnographic Site Visits

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Finn Johnson M.A., Oregon State University; Michelle Kay Bothwell, Oregon State University

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CoNECD Paper Sessions, Diversity

ignored, part of our academic community. Thispaper directs attention to two engineering students who matriculated in the same engineeringprogram at the same institution and seeks to highlight the importance and significance of placeand space on transgender and gender non-conforming undergraduate engineering experiences, aswell as the struggles that result from combating the depoliticization of engineering culture. Thedepoliticization of engineering culture and its negative impact on students with politicizedidentities have been documented [4], [5], [6]. One of the most significant findings from previousphases of this research is that each student’s identity, location, political worldview, and supportsystem influenced widely different experiences

Conference Session

Track 6: Technical Session 1:Technology Students' Recognition of Algorithmic Data Bias through Role-Play Case Studies

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Ashish Hingle, George Mason University; Aditya Johri, George Mason University

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CoNECD Paper Sessions, Diversity

implementation on using role-play casestudies to engage students in learning about the social implications ofdeveloping algorithmic technology. We talk about data bias in thispresentation, but the broader impact is having students recognize thatdeveloping technology is not an isolated activity. Creating newtechnology affects everyday life-altering what people can and can’t do,and different people have varying levels of access to these services.Fundamentally, students are made aware of the impacts of the work theywill be doing after graduation.This work is partly supported by U.S. National Science FoundationAwards#1937950, 1939105; USDA/NIFA Award#2021-67021-35329. Anyopinions, findings, conclusions, or recommendations expressed in thismaterial are those

Conference Session

Track 3: Technical Session 1: An Ecosystem of Support Initiatives for BIPOC, Women, and Domestic Graduate Students in STEM

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Andrew Edmunds, Clemson University; Melissa Smith, Clemson University

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CoNECD Paper Sessions, Diversity

. Today we are going to use this concept of the ecosystem to understand how to build, protect, and prevent disruptions to an ecosystem of support for graduate students. Strayhorn (2019) Sense of Belongingness Definition: “In terms of college, sense of belonging refers to students’ perceived social support on campus, a feeling or sensation of connectedness and the experience of mattering or feeling cared about, accepted, respected, valued by, and important to the campus community or others on campus such as faculty, staff, and peers (p.4).”Strayhorn’s definition of Sense of Belonging will provide a common understanding ofthe concept for the purposes of this session and will serve as a gateway

Conference Session

Track 3: Technical Session 7: Promotion of Student Well-being via Successful Navigation through Conflict Resolution Pathways

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Boni Frances Yraguen, Vanderbilt University; Bettina K Arkhurst; Stuart Montgomery, Georgia Institute of Technology; Derek Ashton Nichols, Georgia Institute of Technology; Jennifer Molnar, Georgia Institute of Technology

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CoNECD Paper Sessions, Diversity

Paper ID #40712Promotion of Student Well-being via Successful Navigation throughConflict Resolution PathwaysDr. Boni Frances Yraguen, Vanderbilt University Boni Yraguen is a recent PhD graduate from Georgia Tech. Her dissertation work is in the field of combustion/thermo./fluids. She studies a novel diesel injection strategy: Ducted Fuel Injection (DFI), which is used to drastically decrease soot emissions during diesel combustion. In addition to her thesis work, Boni is passionate about engineering education. She has led and participated in various educational studies on the impact of student reflections, authentic

Conference Session

Track 2: Technical Session 9: Establishing and Sustaining Inclusive Learning Communities for Supporting Faculty Creating More Inclusive Engineering Classrooms

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Dianne Delima, University of California, Irvine; Pheather R Harris, University of California, Irvine

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CoNECD Paper Sessions, Diversity

minoritized students and these students’ communities. ● Most of the respondents (8/11) reported currently working with minoritized students in STEM and wanting to learn how to better support them. ● Most of the respondents (9/11) reported feeling comfortable having conversations with peers and colleagues about systemic inequity and its impact on minoritized students in STEM. Finding #3 The faculty respondents still have much to learn about ways to navigate issues related to access, equity, diversity, and inclusion.The survey finds that, even though faculty want to do this work, they still have much tolearn about how to incorporate access, diversity, equity, and

Conference Session

Track 1: Technical Session 2: Tailoring DEIA Programming through Current Field Analysis: Promoting Allyship in STEM of University Graduate Students

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Mia Leigh Renna, University of Maryland College Park; Emily Lawson-Bulten, University of Illinois at Urbana-Champaign

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CoNECD Paper Sessions, Diversity

levels of discrimination. Despite the target audience of AiSprogramming being graduate students at UIUC, our team recognized the need to expand theparticipants of our study to encompass the environment graduate students at UIUC will enterafter completing their programs, as well as, to garner input from those who may have beendiscouraged from engaging in or continuing to pursue academic pursuits or careers in STEM dueto discrimination. Therefore, the study allows for anyone to participate if they are over the age of18 years old and currently reside in the United States (US) or one of its territories. The reasonparticipants are required to live in the US or its territories is due to the impact differing laws andregulations have on not only

Conference Session

Track 2: Technical Session 7: Assessing Key STEM Identity Constructs among Hispanic Engineering Students and Professionals

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Dayna Lee Martínez, Society of Hispanic Professional Engineers, Inc.; Kimberly D Douglas P.E., Society of Hispanic Professional Engineers, Inc.; Esther Gonzalez; Andrea D. Beattie, Society of Hispanic Professional Engineers, Inc.

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CoNECD Paper Sessions, Diversity

within the STEM community. Thissense of community fosters resilience, boosts self-confidence, and provides invaluable resourcesand role models, ultimately contributing to the retention and success of underrepresentedindividuals pursuing STEM careers. That being said, a key to understanding the success of theirefforts is being able to measure the impact they have on factors that influence recruitment andretention in STEM academic and professional careers.STEM identity and a sense of belonging play pivotal roles in shaping college student success andretention in STEM degree programs. Research in this area highlights the significance of thesefactors in influencing students' persistence and academic achievement. A strong STEM identityis often

Conference Session

Track 4: Technical Session 3: Considerations for assessment, evaluation, and continuous improvement of a pre-college STEM summer program for promising Black high school students

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Jesika Monet McDaniel, Virginia Tech Department of Engineering Education; Cynthia Hampton Ph.D., Virginia Polytechnic Institute and State University; Kim Lester, Virginia Polytechnic Institute and State University

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CoNECD Paper Sessions, Diversity

areas for change” and initiate assessment of the impact of said changes [3]. Thisthematic finding by the authors resulted from a systematic literature review on the assessmentcycle of broadening participation in engineering and computer science. The authors additionallydiscuss the prevalence of various types of data, the types of findings communicated, focus onpre-college programming at predominantly white institutions (PWI), and focus on program-levelassessment.Program Theory and OverviewDISTINCTION offers an opportunity to explore engineering at a high-research university whilelearning about college life. Rising junior and senior high school students are split into fourgroups of 12-15 member cohorts, each with a distinct name, specific

Conference Session

Technical Session: Transforming Engineering Education Is Possible! A Descriptive Case Study of Reimagining Engineering Education and Delivering a Wake Forest Engineering Student Experience Promoting Inclusion, Agency, Holistic Learning, and Success

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Olga Pierrakos, Wake Forest University

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CoNECD Paper Sessions, Diversity

engineering education researcher and engineering educationpractitioner. This is a story that demonstrates how educational research (from engineering,social sciences, and beyond) guided educational practice at Wake Forest Engineering, as dideducational practice guiding questions and ideas that informed educational research (applied andfundamental). A guiding question in sharing this journey (and in guiding the author in her roleas the Founding Chair of Wake Forest Engineering) was and is:What strategies support a transformative engineering education experience leading to inclusion,innovation and positive impact for our students and our communities?This paper will focus on the work that impacted the student experience. Future papers will shinelight on

Conference Session

Track 2: Technical Session 3: The Good, the Bad & the Ugly: a Practitioner's Look "Under the Hood" of Implemented Program Recommendations Four Years After a Needs Assessmentor supporting LGBTQIA+ engineering students

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Kathrine Ehrlich-Scheffer, Rochester Institute of Technology (COE)

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CoNECD Paper Sessions, Diversity

from the engagement of Gen Zon campus, and I was seeing impact of this dwindling engagement at WE@RIT.(Note: Millennial data cited here comes from researchers Seemiller & Grace; Gen Z 6data comes from a study by Barnes & Noble College, cited by Rickes. It’s differentstudies, but it does start to provide context.) 6My Master’s Capstone provided the perfect opportunity to attempt to answer thedeclining engagement question. I designed an Explanatory Sequential MixedMethods Study following extensive background research done on the cohortthroughout 2019. In Spring 2020

Conference Session

Track 1: Technical Session 4: S-STEM Partnerships Supporting Low-Income Engineering Students: A Descriptive Case Study

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Walter C. Lee, Virginia Polytechnic Institute and State University; David B Knight, Virginia Polytechnic Institute and State University; Sarah Rodriguez, Virginia Tech; Saundra Johnson Austin, Virginia Tech; Joseph Ronald Sturgess, Virginia Tech; Michelle D Klopfer, Virginia Tech Department of Engineering Education; Jacob R Grohs, Virginia Polytechnic Institute and State University; Amy Richardson, Virginia Tech Department of Engineering Education; Dustin Grote, Weber State University; James Nathaniel Newcomer, Virginia Polytechnic Institute and State University

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CoNECD Paper Sessions, Diversity

presentation is to report on a single, descriptive casestudy as we describe a multi-stakeholder partnership between a largeresearch-intensive university and two Virginia community colleges.Funded through the NSF S-STEM program, the partnership was established to createa stronger engineering transfer pathway for low-income students who started theirengineering education at a community college in Virginia by providing financialsupport and high-touch engagement with students. “The main goal of the S-STEM program is to enable Overview: S-STEM low-income students with academic ability, talent or potential to pursue successful careers in promisingS-STEM Active

Conference Session

Track 3: Technical Session 4: Scripts of Whiteness in engineering: An analysis of the literature

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

R. Jamaal Downey; Joel Alejandro Mejia, The University of Texas at San Antonio; Diana A. Chen, University of San Diego; Gordon D Hoople, University of San Diego; Susan M Lord, University of San Diego

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CoNECD Paper Sessions, Diversity

San Antonio Dr. Joel Alejandro (Alex) Mejia is an Associate Professor with joint appointment in the Department of Biomedical and Chemical Engineering and the Department of Bicultural-Bilingual Studies at The Uni- versity of Texas at San Antonio. His research has contributed to the integration of critical theoretical frameworks in engineering education to investigate deficit ideologies and their impact on minoritized communities. His work seeks to analyze and describe the assets, tensions, contradictions, and cultural collisions many Latino/a/x students experience in engineering through testimonios. He is particularly in- terested in approaches that contribute to a more expansive understanding of engineering in

Conference Session

Track 1: Technical Session 6: stEm PEER Academy: the Power of Human Capital

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Jennifer Ocif Love, Northeastern University; Claire Duggan, Northeastern University; Elizabeth H. Blume, Northeastern University Engineering PLUS Alliance

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CoNECD Paper Sessions, Diversity

, objectives, participants and theirmotivation for applying in the first place. Then we will review the participants’project types and specific examples, followed by their impact on students, outcomesof the Academy and participants’ testimonials. Finally, we will addressimprovements that we’ve incorporated over the past 2 years and our next steps infulfilling the grant’s objectives.The purpose of this CoNECD presentation is to share our Academy’s progress todate with the CoNECD and ASEE community, who are well aware of women andBIPOC engineering students’ challenges to pursuing, persisting and finishingundergraduate and graduate degrees in the United States. More importantly, sincewe last presented at CoNECD 2023, we would like to share specific

Conference Session

Track 5: Technical Session 8: Interactive Session: Exploring Scripts of Whiteness in Engineering

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

R. Jamaal Downey; Joel Alejandro Mejia, The University of Texas at San Antonio; Diana A. Chen, University of San Diego; Gordon D Hoople, University of San Diego; Susan M Lord, University of San Diego

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CoNECD Paper Sessions, Diversity

San Antonio Dr. Joel Alejandro (Alex) Mejia is an Associate Professor with joint appointment in the Department of Biomedical and Chemical Engineering and the Department of Bicultural-Bilingual Studies at The Uni- versity of Texas at San Antonio. His research has contributed to the integration of critical theoretical frameworks in engineering education to investigate deficit ideologies and their impact on minoritized communities. His work seeks to analyze and describe the assets, tensions, contradictions, and cultural collisions many Latino/a/x students experience in engineering through testimonios. He is particularly in- terested in approaches that contribute to a more expansive understanding of engineering in

Conference Session

Track 2: Technical Session 6: Minoritized Student Audio Narratives to Influence Faculty's Empathic Understanding: Learning from Sophie and Enola

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Stephen Secules, Florida International University; Maimuna Begum Kali, Florida International University; Cassandra J McCall, Utah State University; Gabriel Van Dyke, Utah State University

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CoNECD Paper Sessions, Diversity

a central role and responsibility to play in the creation of inclusiveclassrooms, yet there is a gap in empathic communication for faculty to better understand their students.Education researchers can play a critical role in addressing this communication and empathy gap, butdisseminating research findings in long form papers is not accessible for most engineering faculty.Purpose: This paper highlights the audio narratives created through the Audio for Inclusion project, anNSF-funded project intended to help faculty become more aware of students’ hidden and marginalizedidentities and impacts of those identities on their engineering education experiences.Method: We conducted qualitative semi-structured interviews with 22 nationally recruited

Conference Session

Track 3: Technical Session 8: Self-Advocacy Professional Programming as a Framework to Support Non-Academic Outcomes of STEM PhD Graduate Education

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Carmen Maria Lilley, The University of Illinois at Chicago

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CoNECD Paper Sessions, Diversity

-concept, civic engagement, social agency,racial/ethnic identity salience, and leadership identity. In addition, the culture of the institution isalso an important characteristic because it impacts the experiences of students and can becategorized as validating or racialized within the HSI servingness framework. A self-advocacy professional development program has been developed that focuses onnon-academic outcomes [2] of PhD graduate students in science, technology, engineering andmath (STEM) programs at an Urban R1 HSI. Self-advocacy originates from the AmericanCounseling Association (ACA) and the Learning Disabilities (LD) communities for effectivecounseling that promotes academic success and is based on a social justice framework [3

Conference Session

Track 3: Technical Session 3: Envisioning Equitable Pathways to STEM Graduate Education: Creating a Coalition including University of Maryland Eastern Shore, Bowie State University, and University of Maryland College Park to Make It Happen

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Rosemary Parker, University of Maryland, College Park; JACQUELINE SMITH, Bowie State University; Isabel K Lloyd, Materials Science and Engineering Dept., University of Maryland, College Park, MD; Jennifer Johnson, Temple University ; Yuanwei Jin, University of Maryland Eastern Shore

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CoNECD Paper Sessions, Diversity

programs. The development and introduction of strategiesrethinking typical admission criteria and processes focusing on equity-based holisticreview was recommended. Embedding attention to equity throughout the admissions andrecruitment process was also suggested to improve student diversity and equity. After thestudy, the American Association for the Advancement of Sciences (AAAS)[ 3] launched alarge slate of initiatives aimed at increasing all persons’ access, engagement, and successwithin STEM pathways. AAAS’s initiatives emphasized a systemic approach totransforming the STEM ecosystem to support workforce development and diverserepresentation in all STEM areas. Furthermore, these initiatives intend to increase thecapacity of both individuals

Conference Session

Track 6: Technical Session 2: Enhancing the Cultural Competence of K-12 STEM Teachers through a Global Research Experience

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Margaret Pinnell, University of Dayton; Leanne Petry, Central State University; Kelly Bohrer, University of Dayton; Kellie Schneider, University of Dayton; Marjorie Langston Langston; Elizabeth Generas

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CoNECD Paper Sessions, Diversity

expectations. This differential engagement by teacherswith their students can have a direct impact on many of the intrinsic psychological factors thatlead a student to or away from a particular career (Allen, 2022; de Brey, Musu, McFarland,Wilkinson-Flicker, Diliberti, Zhang, Branstetter & Wang, 2019; Starck, Riddle, Sinclair &Warikoo, 2020)Therefore, in addition to developing a deeper understanding of STEM concepts and careers,teachers need skills and strategies to recognize and address implicit bias and stereotypes in theirclassroom by intentionally working to develop greater intercultural competence as well asculturally responsive pedagogy (Howard, Overstreet, & Ticknor 2020; DeJaeghere & Cao,2009). This is particularly important