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

Tagged Topics

CoNECD Paper Sessions, Diversity

(accessed October 12, 2020).[2] Women, Minorities. "Persons with Disabilities in Science and Engineering. National ScienceFoundation." National Center for Science and Engineering Statistics (2021).[3] Addressing Systemic Racism In The Sciences, AAA, Parikh,S, Link:https://www.aaas.org/sites/default/files/2020-07/DraftPlan1_v.2.pdf?et_rid=567921156&et_cid=3502479,July 2020[4] Navigating Holistic Admissions For A Stronger Graduate Program, ETS GRE, Link:https://www.holisticadmissions.org/[5] Division of Graduate Studies, University of Oregon, Holistic Admissions Resources for Programs,https://graduatestudies.uoregon.edu/holistic-admissions-resources-programs Connecting GraduateAdmissions Practices with Goals, Questions to Consider https

Conference Session

Track 8: Technical Session 2: Adapting the Gender Based Analysis Plus (GBA+) to Engineering: A Digital Tool to Aid Inclusive Design

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Audrey Anne Blanchet, Université de Sherbrooke; Nathalie Roy, Université de Sherbrooke

Tagged Topics

CoNECD Paper Sessions, Diversity

) in places of power and male-dominated environments. She has experience in inclusive project management and in supporting organizations in implementing EDI practices.Prof. Nathalie Roy, Universit´e de Sherbrooke Pre Nathalie Roy obtained her PhD in 2006 and she is professor in the Department of Building and Civil Engineering at the Universit´e de Sherbrooke since 2009. She has been the Faculty advisor of the Cana- dian Society for Civil Engineering (CSCE) student chapter from 2009 to 2020. She is currently Deputy co-chair of the Engineering Mechanics and Material Division and a member of the regional committee – Quebec. It was a great honor for her to chair the Technical Program Committee of the CSCE annual

Conference Session

Track 8: Technical Session 7: Designing an open course to highlight the work of underrepresented STEM scholars

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Brianna B Buljung, Colorado School of Mines; Seth Vuletich, Colorado School of Mines; Madison Schaefer

Tagged Topics

CoNECD Paper Sessions, Diversity

questions 3. Special Topics – single page lessons for nine topics with readings, videos, websites to explore, and reflection questions 4. Additional Resources – bibliographies of additional resources organized by topic for faculty to draw from in adapting or expanding the lessons in modules 2 and 3 5. Finding and Using Inclusive Resources – guidance on finding inclusive materials for use in teaching and researchRIS introduces faculty to the topics of representation, systemic bias, and inequality in STEM andprovides participants with statistics, resources, and opportunities to reflect. This open course fillsa critical need in the discussion on representation in STEM as it equips librarians, faculty, andgraduate students with the

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

the University of South Florida (USF) she leads the project coordination for the National Science Foundation Florida Alliance for Graduate Education and the Professoriate (FL-AGEP), a $2.4M award to Florida A&M University (with a subaward to USF and Virginia Tech), Bethune-Cookman University, Florida International, and Florida Memorial University. Also, Dr. Johnson Austin is the project coor- dinator and Co-Principal Investigator for the USF Project Racism In School Exclusionary Suspensions (RISES), a $30k grant awarded to explore the suspensions of African American middle and high school students in Hillsborough and Pinellas County Florida. Dr. Johnson Austin held positions as: math faculty at Academy Prep

Conference Session

Track 1: Technical Session 8: Cutting the Curb for Students with Disabilities Transitioning to Higher Education

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Seth Vuletich, Colorado School of Mines; Brianna B Buljung, Colorado School of Mines; Jamie Marie Regan, Colorado School of Mines

Tagged Topics

CoNECD Paper Sessions, Diversity

Rehabilitation Act Independence ◦ Familial support networks ◦ Self-advocacy Institutional barriers ◦ Inaccessible material ◦ Under-trained instructors ◦ Lack of staff/dedicated personnel ◦ Poor representationTo begin our project, we reviewed the literature to understand the problem better. A 2020survey conducted by the Office of Special Education Programs in the Department of Educationfound 23% of responding students with disabilities reported planned enrollment in highereducation [2] compared to a study conducted in 2021 which found that 38% of the generalpopulation of 18–24-year-olds were enrolled [3

Conference Session

Track 7: Technical Session 7: Challenges and Opportunities to Address Diversity, Equity, and Inclusion within the Professional Construction Industry

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Andres Nieto, Virginia Tech; Homero Murzi, Virginia Polytechnic Institute and State University; Abiola Akanmu, Virginia Polytechnic Institute and State University; Anthony Olukayode Yusuf, Virginia Polytechnic Institute and State University; Sheryl Ball, Virginia Tech; Walid Saad; Andrea Nana Ofori-Boadu, North Carolina A&T State University (CoE)

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CoNECD Paper Sessions, Diversity

con- temporary, culturally relevant, and inclusive pedagogical practices, emotions in engineering, competency development, and understanding the experiences of traditionally marginalized engineering students (e.g., Latinx, international students, Indigenous students) from an asset-based perspective. Homero’s goal is to develop engineering education practices that value the capital that traditionally marginalized students bring into the field and to train graduate students and faculty members with the tools to promote effec- tive and inclusive learning environments and mentorship practices. Homero aspires to change discourses around broadening participation in engineering and promoting action to change. Homero has

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

Tagged Topics

CoNECD Paper Sessions, Diversity

university; (3)Become a crossroads of discussion on the important national and international issues of ourtime; (4) Attract a diverse community of the brightest educators and students from throughoutthe country and the world; (5) Link intellectual curiosity, moral reflection and a commitment toservice, shaping ethically informed leaders to serve humanity.”Figure 6: The Wake Forest Engineering PEOs (Program Educational Objectives) mapped to the ABET Student Outcomes. From the Wake Forest Engineering ABET Self-Study Criterion 2 section prepared by Pierrakos.Understanding our Distinct IdentityAlong with our vision and mission, it was important to know who we are in the landscape ofengineering education (Figure 7). Upon