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

Research 1 Institution. A successful program will require that Championsbe fully engaged in this process for 2-3 years and that they engage with their facultycolleagues to help them appreciate the strengths diverse students bring to their researchprojects. In addition, Champions will work with faculty and staff to model and maintain apositive environment. A total of 32 Champions have already been identified across STEMDepartments in three partner institutions.Pilot ProgramsThree graduate departments, Chemistry, Mechanical Engineering and Materials Science andEngineering were identified as demonstration departments based on: 1) Match between undergraduate programs at the HBCUs and graduate opportunities at the Research 1 Institution. 2

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

? 12● Ask for people’s definition of Whiteness. Write answers on whiteboard. Then provide some/all of the definition below: ○ Whiteness: A false ideal, historical mechanism of power, and privileged social position that benefits white people (DuBois, 1999); a social concept that has “historically stratified and partitioned the world according to skin color” (Leonardo, 2002, p. 32); a (dominating) worldview and discourse; a racial category and socially constructed identity supported by hegemonic and flexible material practices and institutions (Leonardo, 2004); an epistemology (DuBois, 1999; hooks, 1992; Mills,1997; Leonardo, 2009) characterized by

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

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CoNECD Paper Sessions, Diversity

science, technology, engineering, and math (STEM) disciplines are interested inmaking their instructional materials more representative of their students’ identities. However,they often lack guidance and time for finding these materials. Utilizing our specialized skills infinding resources as librarians, we developed the Representation in STEM (RIS) course toprovide resources and guidance on finding and using more representative materials across STEMdisciplines. The course is comprised of pages that can be adopted as micro-lessons indisciplinary courses, lowering the barrier for faculty to participate in more inclusive instruction.To ensure RIS is as useful as possible for faculty and students, pages from the disciplines andspecial topics

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

Paper ID #40672Lessons Learned from Development of an Elective Undergraduate Course onDEI in STEMDr. Leigh S McCue, George Mason University Leigh McCue is Chair of George Mason University’s Department of Mechanical Engineering.Dr. Christopher Alexander Carr, George Mason University Christopher Carr is a leadership and policy wonk in the areas of diversity, higher education, and STEM (science, technology, engineering, and mathematics). His unwavering support in the work of intersec- tional justice has allowed him to trek a path in the difficult areas of retention in institutions of higher learning, teamwork and

Conference Session

Track 7: Technical Session 4: Promoting Equity: A Process of Adopting Outcomes-Based Grading in Your Course.

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Katherine Ramos, University of Colorado Boulder

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CoNECD Paper Sessions, Diversity

Paper ID #40783Promoting Equity: A Process of Adopting Outcomes-Based Grading in YourCourse.Dr. Katherine Ramos, University of Colorado Boulder Dr. Katherine Ramos is a Teaching Assistant Professor for the Integrated Design Engineering program at CU Boulder. Dr. Ramos has a B.S. in Metallurgical and Materials Engineering from the University of Texas at El Paso and a Ph.D. in Mechanical Engineering from the University of Notre Dame. ©American Society for Engineering Education, 2024Introduction slide.Clarify the abstract was submitted however a change wanted to be made to indicatethis is not “the” way to

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

. Stylus Publishing, 2015.● Blum, S., et al. Ungrading: Why Rating Students Undermines Learning (and What to Do Instead). West Virginia University Press, 2020.● Stommel, Jesse. Undoing the Grade: Why We Grade, and How to Stop. Hybrid Pedagogy, Inc., 2023.● Currently in year 3.● Statics, Strength of Materials, Dynamics, Embedded Systems, and Fluid Mechanics have been redesigned at two institutions: ○ California State University Los Angeles ○ Pasadena City College (feeder community college to Cal State LA)● 9 original designing instructors, 2 new implementing instructors (on-boarding after the redesign)● Redesigned courses have just completed their third semester of implementation● Utilizes instructional student

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

Paper ID #40773Enhancing the Cultural Competence of K-12 STEM Teachers through a GlobalResearch ExperienceDr. Margaret Pinnell, University of Dayton Dr. Margaret Pinnell is a professor in the Department of Mechanical and Aerospace Engineering at the University of Dayton.Dr. Leanne Petry, Central State University Dr. Leanne Petry is a Materials Engineer and Professor in the College of Engineering, Science, Tech- nology, and Agriculture (CESTA) at Central State University (CSU). Her expertise is in analytical and materials characterization techniques, including microscopy, spectroscopy, chromatography, and electro

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 Curriculum (Spring 2016)Math & Science 30 Credit HoursCalculus with Analytic Geometry I 4 / Calculus with Analytic Geometry II 4Ordinary Differential Equations 4 / General Physics I 4 / Elective 4 / Elective 4 / Elective 3 /Elective 3Engineering 45 Credit HoursEngineering Statistics & Experimental Design 3 / Engineering Computation 3 / Materials 4Mechanical and Electrical Systems I 4 / Mechanical and Electrical Systems II 4 /Thermodynamics 3 / Senior Design I 1 / Senior Design II 1 / Engineering Elective 4 /Engineering Elective 3 / Engineering Elective 3 / Engineering Elective 3 Engineering Elective 3 /Engineering Elective 3 Figure 9: Visual representation of the originally conceived WFU Engineering curriculum prior that was

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

replicating successful practices is a common agenda for advancing BlackAmericans in engineering [1], specifically as an implementation mechanism. One such programintentional for this purpose is the DISTINCTION Summer Program at a large research universityin the southeast. The purpose of this paper is to describe DISTINCTION, the preliminary processof considering its assessment and evaluation, and describe alterations and necessities of theprogram over time based on. As a program initiated during the summer of 2021, the co-directorhas led programmatic transformations and changes needed during its shift to an in-personoffering starting in the summer of 2022.Now in its third year overall and second year in-person, these evaluative considerations

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

addresses theseresearch gaps. We used critical collaborative ethnographic site visits to center TGNCpositionality and community-centered research ethics. The four-day site visits presented hereinvolved two mechanical engineering students at a prestigious private university on the EastCoast of the United States. Activities included formal semi-structured interviews as well as lessformal interactions with each participant, such as attending classes, visiting important campusand community spaces, and hanging out with the participants’ friend/peer groups. The visitingresearcher also explored the college campus and the broader community on his own to moredeeply understand the politics and context of the local environment. As predicted by

Conference Session

Track 4: Technical Session 1: Creating Pathways to Engineering through Sponsored Summer Camps

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Racheida S Lewis, University of Georgia; Stephan A. Durham, University of Georgia; Alison Leigh Banka, University of Georgia

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CoNECD Paper Sessions, Diversity

aspires to bridge together research and pedagogy within the academy to improve engineering education within the field and across disciplines.Dr. Stephan A. Durham, University of Georgia Dr. Stephan A. Durham serves as the Assistant Dean for Student Success and Outreach of the College of Engineering and Professor of Civil Engineering. Since joining academia in 2005, Dr. Durham graduated over 40 MS and Ph.D. students in the area of structural engineering, concrete materials, sustainability, and construction management. He has performed past studies for multiple Departments of Transporta- tion, Federal Highway Administration, Environmental Protection Agency, and private industry. He has received numerous awards

Conference Session

Track 6: Technical Session 7: Qualitatively Exploring How Finances Constrain Undergraduate Engineering Student Experiences, Mental Health, and Career Opportunities

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Emily Fitzpatrick, University of Nebraska-Lincoln; Jessica Deters, University of Nebraska - Lincoln

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CoNECD Paper Sessions, Diversity

Paper ID #40777Qualitatively Exploring How Finances Constrain Undergraduate Engineer-ingStudent Experiences, Mental Health, and Career OpportunitiesEmily Fitzpatrick, University of Nebraska-Lincoln Emily is a third-year mechanical engineering undergraduate student at the University of Nebraska-Lincoln.Dr. Jessica Deters, University of Nebraska - Lincoln Dr. Jessica Deters is an Assistant Professor of Mechanical & Materials Engineering and Discipline Based Education Researcher at the University of Nebraska - Lincoln. She holds her Ph.D. in Engineering Edu- cation and M.S. in Systems Engineering from Virginia Tech

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

, her research interests include teaching equity through assets-based learning and DEI topics in graduate education, faculty hiring, and the pathway to an academic career.Dr. Jessica Deters, University of Nebraska - Lincoln Dr. Jessica Deters is an Assistant Professor of Mechanical and Materials Engineering and Discipline Based Education Researcher at the University of Nebraska - Lincoln. She holds her Ph.D. in Engineering Education and M.S. in Systems Engineering from Virginia Tech.Dr. Maya Denton, University of Oklahoma Dr. Maya Denton is an Assistant Professor of Engineering Pathways at the University of Oklahoma. She received her B.S. in chemical engineering from Purdue University, her M.S. in environmental and

Conference Session

Track 7: Technical Session 3: The Missing Misrecognition in Recognition and Engineering Identity Research

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Annie Yong Patrick, Georgia Tech; Joseph M LeDoux, Georgia Institute of Technology; Sara Schley Schley, Rochester Institute of Technology (NTID)

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CoNECD Paper Sessions, Diversity

Black College or University) through the university’s dual degree engineeringprogram. After the interview, all participants received a $25 Amazon Gift Card as an incentiveand compensation for their time. Students were recruited through course announcements, a digital poster in the department’sbuilding, and several student listservs (i.e., mailing lists). Interested students were able to access aQualtrics link on the recruitment material. Qualified students were contacted via email, providingmore information about the study, a contact person for questions, and a calendar link to schedulean interview. The first round of interviews (7) was conducted in the summer of 2022. Theremaining eight students were interviewed in November 2022

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

funding from public and private sources to support her collaborative research activities, Daily’s work has been featured in USA Today, Forbes, National Public Radio, and the Chicago Tribune. Daily earned her B.S. and M.S. in Electrical Engineering from the Florida Agricultural and Mechanical University – Florida State University College of Engineering, and an S.M. and Ph.D. from the MIT Media Lab.Cecil´e Sadler, Massachusetts Institute of Technology Cecil´e Sadler is a graduate student at the MIT Media Lab with the Lifelong Kindergarten group. She is studying the intersection of computing and education in an effort to design equitable learning environ- ments that promote creativity through technology development. Her

Conference Session

Track 4: Technical Session 5: Using a Summer Bridge Program to Develop a Situational Judgment Inventory: From Year 1 to Year 2

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Malini Josiam, Virginia Tech Department of Engineering Education; Walter C. Lee, Virginia Polytechnic Institute and State University

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CoNECD Paper Sessions, Diversity

Paper ID #40700Using a Summer Bridge Program to Develop a Situational JudgmentInventory: From Year 1 to Year 2Ms. Malini Josiam, Virginia Tech Department of Engineering Education Malini Josiam is a Ph.D. candidate in Engineering Education and a M.S. student in Civil Engineering at Virginia Tech. She has a B.S. in Mechanical Engineering from UT Austin (2021). Her research interests include improving equity in engineering and sustainability.Dr. Walter C. Lee, Virginia Polytechnic Institute and State University Dr. Walter Lee is an associate professor in the Department of Engineering Education and the director for research at

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

for Graduate Policies and Procedures ★ Identifying and Strengthening Accountability Mechanisms ★ Mapping Existing Resources and Organization ★ Graduate Assistantship Support Task Force ★ Survey to Identify Readiness for Equity-Focused Change ★ Equity-related discussions with graduate program directors/coordinators ★ Transparent Data Sharing ★ Graduate Student Council 14 INSIGHTS 15Next, we will discuss our engagement with each of the 5 conditions.Over the past year we

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

phase of an initiative to shift more power tograduate students through community engagement, ensuring that graduate students will have avoice within PROTEGE. The phases of the project include: 1) Gaining graduate studentperspective for structuring graduate student engagement in PROTEGE, and 2) Developing a planfor involving graduate student perspectives in PROTEGE moving forward. This work is beingled by a graduate student working in the collective, who has experience with doing equity workand wanted to find a mechanism to give graduate students a voice.With community engagement, by involving community members in the decision-making andoutcome-production process, they can feel more invested in the results of the work and feel asense of

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

Education at Virginia Tech with Affiliate Faculty status in Biomedical Engineering and Mechanics and the Learning Sciences and Technologies at Virginia Tech. He holds degrees in Engineering Mechanics (Dr. Amy Richardson, Virginia Tech Department of Engineering Education Amy Richardson is a Postdoc researcher at Virginia Tech in the Department of Engineering Education studying engineering transfer students and inter-institutional partnerships. Amy has 15 years of expe- rience at community colleges, including faculty and administrative positions. She is a licensed civil engineer with a Ph.D. in Engineering Education from Virginia Tech.Dr. Dustin Grote, Weber State University Dustin currently serves as an Assistant

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

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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 4: Technical Session 8: ROPES: Rowan University's Opportunity for Postsecondary Excellence and Success

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Kauser Jahan, Rowan University; Adaugo Mary-Frances Enuka, Rowan University; Elisa M Di Lolle, Rowan University; Gaetane Jean-Marie, Rowan University

Tagged Topics

CoNECD Paper Sessions, Diversity

depression and anxiety for students, educators, and parents alike. Through its provision ofacademic reinforcement and comprehensive support, ROPES sought to redress disadvantagedstudents' educational disparities and ensure a smooth transition to postsecondary education. Inconclusion, the ROPES program represented a pivotal initiative that tackled the immediateeducational challenges of the pandemic and established a groundwork for long-term success andempowerment. ROPES could revolutionize students’ lives, foster diversity in the future workforce,and establish a more inclusive and equitable educational landscape in South Jersey and beyondthrough its comprehensive approach, tailored support mechanisms, and unwavering commitmentto

Conference Session

Track 5: Technical Session 1: Peru in State College

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Lauren A Griggs Griggs, Pennsylvania State University ; Julio Urbina, Pennsylvania State University

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CoNECD Paper Sessions, Diversity

-June. 10 Award 100K Stronger for the Americas • https://www.100kstrong americas.org/100000- strong-in-the-americas- innovation-fund- announces-new-grant- winning-institutions- between-brazil-and-the- united-states/This slide describes the funding mechanism for broadening the program accessibilityto all Penn State and Peruvian students at UNI.“Penn State and the Universidad Nacional de Ingenieria (UNI)’s Cross-culturalEngagement and STEM Program is a new summer program that focuses on globalengineering culture and society, offering students the opportunity to strengthen theirknowledge and understanding of culture, language and

Conference Session

Track 4: Technical Session 4: The Pink Paradox: Tensions in How STEM Toys are Marketed Toward Girls

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Theresa Green, Purdue University; Artre Reginald Turner, Purdue University at West Lafayette; Ruth Wertz P.E., Purdue University at West Lafayette (COE)

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CoNECD Paper Sessions, Diversity

often involves using traditional gender stereotypes inorder to capture girls’ interest. Sweet [11] found that toy marketing has fluctuated throughout the20th century in terms of using gender stereotypes to sell products to children. At certain points,stereotypes were prominently used in advertisements and marketing materials to drive sales andinfluence consumer behavior. Sweet notes that these actions "added to -- and helped toperpetuate -- evolving cultural narratives about gender" (p. 221). Feminine toys highlighteddomesticity, the adoption of nurturing qualities, and emphasis on attractiveness, while masculinetoys encouraged building, aggression, and action. Through continued play with gendered toysthat reflect societal stereotypes, girls

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

Tagged Topics

CoNECD Paper Sessions, Diversity

cognitive load theory in the engineering classroom. He is currently working on an NSF project attempting to improve dissemination of student narratives using innovative audio approaches. Gabe has a bachelor’s degree in Mechanical Engineering from Utah State University (USU). ©American Society for Engineering Education, 2024 Minoritized Student Audio Narratives to Influence Faculty’s Empathic Understanding: Learning from Sophie and EnolaAbstractBackground: Undergraduate engineering education is a critical moment for student experiences andbroadening participation, yet many minoritized students experience it as unwelcoming, unsupportive, orexclusionary. Engineering faculty have