Conference Session

Track 3: Technical Session 5: Mycorrhiza Framework: towards an Engineering Education framework for Social and Environmental Justice

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Jorge A Cristancho, Purdue Engineering Education

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CoNECD Paper Sessions, Diversity

indirect implications of our engineering work. Table 4 presents a compilation ofsome questions for each level that would help an engineer and engineer educator be moreaware of the indirect implications of our work.Using the Mycorrhiza framework does require more time and more people to createsomething; requires engineering solutions that are durable, useful, and hopefully beautiful;requires engineering education to incentivize critical thinking for those invisibleconnections that affect others directly or indirectly; requires coherence of the engineer andthe educator; requires to care; requires to find a purpose and to ask ourselves thosequestions that encourage social and environmental justice.Table 4.Printable table of questions

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

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CoNECD Paper Sessions, Diversity

. Koone et al., “Data for all: Tactile graphics that light up with picture-perfectresolution,” Science Advances, vol. 8, no. 33, p. eabq2640, Aug. 2022, doi:10.1126/sciadv.abq2640.[30] C. S. Bialka, D. Morro, K. Brown, and G. Hannah, “Breaking Barriers and Building Bridges:Understanding How a Student Organization Attends to the Social Integration of College Studentswith Disabilities,” Journal of Postsecondary Education and Disability, vol. 30, no. 2, pp. 157–172,2017, Accessed: Sep. 18, 2022. [Online]. Available: https://eric.ed.gov/?id=EJ1153574[31] A. L. Fall, “Assistive Drone Technology: Using Drones to Enhance Building Access for thePhysically Disabled,” University of Cincinnati, 2018. Accessed: Sep. 18, 2022. [Online]. Available:https

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

Paper ID #40762Considerations for assessment, evaluation, and continuous improvement ofa pre-college STEM summer program for promising Black high schoolstudentsJesika Monet McDaniel, Virginia Tech Department of Engineering Education Jesika is an accomplished graduate of Virginia Tech, holding degrees from both the College of Engineer- ing and the School of Education. Her passion for education led her to become a dedicated K-12 STEM Educator. In this role, Jesika is committed to introducing and inspiring students from diverse backgrounds and cultures to the intricacies of STEM (Science, Technology, Engineering, and Mathematics

Conference Session

Track 1: Technical Session 9: Credit Loss for Engineering Transfer Students: Visualizations Across Students and Structures

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Amy Jo Richardson, Virginia Tech Department of Engineering Education; David B Knight, Virginia Polytechnic Institute and State University

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CoNECD Paper Sessions

for thepolicies to work as intended, community college students must choose a major andtransfer institution early in their college careers to mitigate the potential for credit loss.In their analysis of 34 statewide articulation agreements, Taylor and Jain (2017) found thateven though the agreements facilitate the transfer of credits from the associate of science(AS) and associate of arts (AA) degrees to be able to be used for a bachelor’s degree, thefocus tends to be on general education core courses and not the program major-specificcourses. In engineering programs, the major-specific courses are highly sequential, somissing a course or taking a class that does not meet transfer criteria could set transferstudents back in their progress to a

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

Johri is Professor in the department of Information Sciences & Technology. Dr. Johri studies the use of information and communication technologies (ICT) for learning and knowledge sharing, with a focus on cognition in informal environments. He also ©American Society for Engineering Education, 2024 Technology Students'Recognition of Algorithmic Data Bias through Role-Play Case Studies bit.ly/mason-tech-ethics Image from Freepik.com Ashish Hingle ahingle2@gmu.edu This work is partly supported by U.S. National Science

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

Honorable Mention for the Ford Foundation Fellowship Program.Eva Schiorring, STEMEVAL Eva Schiorring has almost two decades of experience in research and evaluation and special knowledge about STEM education in community colleges and four-year institutions. She presently serves as the external evaluator for four NSF-funded projects. TheDr. Emily L. Allen, California State University, Los Angeles Emily L. Allen, Ph.D., is Dean of the College of Engineering, Computer Science, and Technology at California State University, Los Angeles. She believes in a collaborative, student-centered approach to research, education, academic administration and lea ©American Society for Engineering Education

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

the course in the face of adversity 4 INTRODUCTION METHODS RESULTS IMPLICATIONS & CONCLUSIONSThis slide was shown during the class discussion on CCW and provides an overview ofeach type of capital for the audience. 4 Community Cultural Wealth in STEM Education • Use of CCW as a theoretical framework has grown in recent years • Way to highlight experiences of marginalized students in engineering &

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

entrepreneur. Prior to joining Wake Forest University, she served as a Program Director at the National Science Foundation in the Division of Undergraduate Education. She holds a PhD in Biomedical Engineering, a MS in Engineering Mechanics, and a BS in Engineering Science and Mechanics from Virginia Tech. Faith and family are her cornerstones. ©American Society for Engineering Education, 2024 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 “If you always do what you always did, you will

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

for Engineering Education, 2024 Self-Advocacy Professional Programming as a Framework to Support Liberatory Outcomes of STEM PhD Graduate Education Using the framework of servingness as conceptualized in research of Hispanic ServingInstitutions (HSI), measures of student’s success can be characterized using academic and non-academic outcomes (i.e. liberatory outcomes) [1]. Academic outcomes are commonlyinstitutional quantitative measures such as GPA, time to graduation, retention, etc. However,within the framework of servingness of an institution, there are additional indicators, includingidentifying the experiences of students and their non-academic outcomes. Some examples ofnon-academic outcomes are academic self

Conference Session

Track 5: Technical Session 2: Adoption of an Advocates and Allies Program to a Predominantly STEM Campus

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Adrienne Robyn Minerick, Michigan Technological University; Sonia Goltz, Michigan Tech; andrew storer, Michigan Technological University; Patricia Sotirin, Michigan Technological University

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CoNECD Paper Sessions, Diversity

, Michigan Technological UniversityPatricia Sotirin ©American Society for Engineering Education, 2024Adoption of an Advocates and Allies Program for a Predominantly STEMCampusPatricia Sotirin,1 Sonia Goltz,2 Andrew Storer,3 and Adrienne R. Minerick4, a1 Communications Emerita Professor, Michigan Technological University, Houghton, MI, 499312 College of Business, Michigan Technological University, Houghton, MI, 499313 Office of the Provost, Michigan Technological University, Houghton, MI, 499314 Department of Chemical Engineering, Michigan Technological University, Houghton, MI, 49931a Author to whom correspondence should be addressed: minerick@mtu.eduKEYWORDS: Faculty, Race/Ethnicity, Gender, LGBTQIA+, Engineering

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

Shore. ©American Society for Engineering Education, 2024 Envisioning Equitable Pathways to STEM Graduate Education: Creating a Coalition including two public HBCUs and a public Research 1 University to Make It HappenAbstractTwo public HBCUs and a public Research 1 University established a coalition to developpathways to STEM M.S. and Ph.D. programs among Black, Latinx, and Native Americanstudents. Through a mixed-methods research project, the team: (1) identified Faculty Championsto support and advocate for the students; (2) developed a Memorandum of Understanding forSTEM programs between the institutions to facilitate sustained effort by our coalition; and (3)identified Pilot

Conference Session

Track 1: Technical Session 7:Beyond Math Readiness: Understanding Why Some Women Pursue Engineering

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Olivia Ryan, Virginia Tech Engineering Education; Susan Sajadi, Virginia Tech

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CoNECD Paper Sessions, Diversity

stay in an engineering major‬‭[5]‬‭. However, a population of women‬ ‭students classified as pre-math-ready may not have a math identity or high math self-efficacy but‬ ‭still choose to pursue engineering.‬I‭ n 2023, there are significantly more pre-math-ready engineering students than ever before. The‬ ‭increasing number of pre-math-ready students is a product of the COVID-19 pandemic. The‬ ‭global pandemic halted education in March 2020, and schools and teachers needed to adapt to‬ ‭the best of their ability‬‭[6]‬‭. Due to the pandemic,‬‭standardized tests and college entrance exams‬c‭ ould no longer be used for admission or placement. Higher education institutions found‬ ‭alternative ways to evaluate student's academic

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

learning assignments, ad the use of technology in the classroom. Boni hopes to pursue a career in academia with a focus on teaching and engineering education.Bettina K ArkhurstStuart Montgomery, Georgia Institute of TechnologyDerek Ashton Nichols, Georgia Institute of TechnologyJennifer Molnar, Georgia Institute of Technology ©American Society for Engineering Education, 2024 Promotion of Graduate Student Well-being via Successful Navigationthrough Conflict Resolution PathwaysDr. Boni Yraguen, Bettina Arkhurst, Derek Nichols, Jennifer Molnar, Dr. Macrae Montgomery 1 Addressing advising and departmental issues can

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

. His research interests include minoritized student experiences in Higher Ed, student activism, and the development of inclusive policy and practice in Higher Ed.Kevin R. Binning Social psychologist with an interest in diversity and belonging in STEM. ©American Society for Engineering Education, 2024An Ecological Belonging Intervention for Equity:Impacts to Date and Promising DirectionsAllison Godwin, Linda DeAngeloEric McChesney, Erica McGreevy, Gerard Dorvè-Lewis, Anne-Ketura Elie, Kevin Kaufman-Ortiz,Jacqueline Rohde, Heather Perkins, Charlie Díaz,Kevin Binning Stereotypes are “in the air.”Ganesh, T. G. (2011, June), Analyzing Subject-Produced Drawings: The use of the

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

forstudents, leading them to make strategic choices about their academic and career paths. Ourstudy was framed by Wickersham's (2020) conceptual model College Pathway (Re)SelectionModel Among Beginning 2-Year College Students. This framework was developed to look at thedecision that 2-year college students starting a STEM program or course make as they navigatehigher education. For the purposes of this study, we used the two main categories of Lifetimeand short-term decision-making to guide our observations of the strategic and thoughtful processthat these students engage in as they made progress and adjustments in their respective programs.It allowed us to highlight the role of advising and the crucial role it plays in students' success

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

introvert, Kathy enjoys reading WWII historical fiction, listening to podcasts, spending time with her family, exploring the world of craft cocktails, enjoying Finger Lakes wineries, and making a fuss over her Boston Terrier, Gatsby. ©American Society for Engineering Education, 20241234WE@RIT was founded during the early Millennial era in the early 2000’s and itsengagement playbook worked famously right up through the end of the Millennial era(the last class of Millennials graduated in 2018).Millennials were quick to sign up and show up for one-off events and programs.Gen Z is slower to sign-up and far more likely to no-show if they do sign up.Millennials took no issue in being part of programs that addressed

Conference Session

Track 7: Technical Session 8: Fostering Inclusive Learning Environments while Navigating DEI Backlash

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

valerie a guerrero williamson, Stevens Institute of Technology

Tagged Topics

CoNECD Paper Sessions, Diversity

. 2we will discuss the complex challenges faced by U.S. educators seeking to cultivatesuccessful learning environments for underrepresented populations in engineeringand computing.A primary goal of this session is to investigate and recognize signals of DEI backlashand inclusion, respectively- 2 Diversity – Numerical representation of difference (compositional diversity) Terms I Use Equity – Intentional efforts to reach a goal; does not (need to understand and account for injustice

Conference Session

Track 1: Technical Session 1: Leadership and Leverage: How White Women Can Use Their Privilege and Power to Protect Black Women Leaders in Middle and Senior Management Positions

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Ershela L. Sims, WEPAN, Inc.; Stephani Page; Serita W Acker, Clemson University; Beth Anne Johnson, WEPAN, Lamar Creative Co., Clemson University

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CoNECD Paper Sessions, Diversity

Paper ID #40683Leadership and Leverage: How White Women Can Use Their Privilege andPower to Protect Black Women Leaders in Middle and Senior ManagementPositionsDr. Ershela L. Sims, WEPAN, Inc. Dr. Sims is the Executive Director of the Women in Engineering ProActive Network. Prior to joining WEPAN she served as Interim President of the SC Governor’s School for Science and Mathematics. She was the first black person and first woman to lead SCGSSM. She began her career at GSSM as Vice President for the Accelerate Virtual Engineering Program and later became Senior Vice President for Virtual and Outreach Programs. Prior to

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

) Sara Schley is a Professor in the Masters in Secondary Science Education in NTID at RIT, and director of the Research Center for Teaching and Learning at NTID, where diverse teams of faculty and students conduct research to improve deaf education . She h ©American Society for Engineering Education, 2024 Identifying Misrecognition in Engineering Identity ResearchAnnie Y. PatrickGeorgia Institute of TechnologyJoseph LedouxGeorgia Institute of TechnologySara SchleyGeorgia Institute of Technology Identifying Misrecognition in Engineering Identity Research Introduction Engineering identity and its subcomponent, recognition, is highly

Conference Session

Track 2: Technical Session 4: View from the Kaleidoscope: Conceptualizing antiracist priorities for engineering as a collective across vantages

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Brooke Charae Coley, Arizona State University; Alaine M Allen, Carnegie Mellon University; Sharnnia Artis, George Mason University; Jennifer M Bekki, Arizona State University, Polytechnic Campus; Khalid Kadir, University of California, Berkeley; Meagan C Pollock, Engineer Inclusion; Renetta Garrison Tull, University of California, Davis; Linda Vanasupa, Franklin W. Olin College of Engineering; Rochelle L Williams, Northeastern University; Haley R. Hatfield, University of Georgia; Ebony Omotola McGee, Vanderbilt University

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CoNECD Paper Sessions, Diversity

Tech.Dr. Rochelle L Williams, Northeastern University Rochelle L. Williams, Ph.D. is the Chief Programs Officer at the National Society of Black Engineers. She is a former Chair of the MIND Division and ASEE Projects Board.Dr. Alaine M Allen, Carnegie Mellon University Dr. Alaine M. Allen is an educator who intentionally works to uplift the voices of and create opportunities for individuals from groups historically marginalized in science, technology, engineering and mathematics (STEM) environments. She currently serve ©American Society for Engineering Education, 2024 Paper ID #40800Dr. Linda Vanasupa

Conference Session

Track 7: Technical Session 5: TechArts & Crafts: Supporting STEM Capital Development for Marginalized Students

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Shaundra Bryant Daily, Duke University; Sandra Roach, Duke University; Alia Carter, Duke University; Raeven King; Mark Nabeta

Tagged Topics

CoNECD Paper Sessions, Diversity

focuses on the design, implementation, and evaluation of technologies, programs, and curricula to support diversity, equity, and inclusion in STEM fields. Currently, through this work, she is the Backbone Director for the Alliance for Identity-Inclusive Computing Education as well as Education and Workforce Director for the Athena AI Institute. Having garnered over $40M in funding from public and private sources to support her collabo- rative 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 Agri- cultural and Mechanical University – Florida State University College of

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

as policing [43,44], thehealthcare system [46-48], and education [48-51]. Whiteness is at the center of racist ideas andframeworks, and upholds white supremacy [52-58]. Such a deeply entrenched system ofoppression both holds up and normalizes Whiteness while pressing down on people of color[59].Research process and analysis The researchers of this paper primarily used the snowballing technique for systematicliterature reviews. That is, the authors identified a set of relevant papers, analyzed them, andexplored important citations and references. This continued until a point of saturation. This wascoupled with a focused search on Google Scholar with the key words of: Whiteness in STEM,Whiteness in engineering.Findings and discussion

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

Awards STEM fields. Ultimately, the S-STEM program seeks to increase the number of academically promising low-income students who graduate with a S-STEM eligible degree and contribute to the American innovation economy with their STEM knowledge.”Source: NSF NSF 23-527 2 Scholarships in Science Technology Engineering and Mathematics (S-STEM) is a National Science Foundation program in the Directorate for STEM Education and the Division of

Conference Session

Track 2: Technical Session 2: Disaggregating data from peer-led, small group discussion workshops for engineering and computer science undergraduates: Examining "belonging" and "mentorship" outcomes for underrepresented student populations

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Ryan Sauve, Cornell University; Celia Evans PhD, Cornell University; Lisa Schneider-Bentley, Cornell University

Tagged Topics

CoNECD Paper Sessions, Diversity

inthese courses. Disaggregating outcomes data based on underrepresented student identitiesprovides information with which we can improve peer educator training to increase engagementand continue to reduce systemic inequality faced by these groups. This IRB approved researchexamines: 1) the relative representation of student demographic groups in peer-led workshops, 2)whether perception of belonging and mentorship in workshops are similar for students amongdifferent demographic groups, and 3) the effect of the intersection of workshop facilitators'identities and identity of students in the workshops on indicators of a sense of belonging. Toexamine these questions, we use University collected demographic data from enrollment, andLikert-scale data

Conference Session

Track 7: Technical Session 1: Faculty Perceptions of Key Concepts in Degree Curriculum: Identifying the Role of Diversity, Equity, Inclusion, and Justice

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

April Townson, Rowan University; Cheryl A Bodnar, Rowan University; Kaitlin Mallouk, Rowan University; Stephanie Farrell, Rowan University; Raquel Wright-Mair, Rowan University

Tagged Topics

CoNECD Paper Sessions, Diversity

(DEIJ) and how they believe these concepts are integrated as part of their curriculum andpedagogical approaches. Our study examined how faculty members in the College ofEngineering and College of Education at Rowan University understand DEIJ’s place and valuein their curriculum. Understanding these faculty perceptions will help us as researchers toidentify barriers that may exist for integrating DEIJ and propose potential solutions that addressboth cultivating faculty competence and comfort with DEIJ in curriculum, pedagogy, andassessment.History and focus of DEIJ broadly across higher educationWhile diversity, equity, inclusion and justice (DEIJ) initiatives have increased tremendouslyacross higher education, many faculty members continue to

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

Tagged Topics

CoNECD Paper Sessions, Diversity

visions of change, such as diversity goalsand strategic plans that seldom address the institutionalized racism that plagues theexperiences of Black students. (Dumas & Ross, 2016; Baber, 2015). The attempt to supportBlackness while neglecting the racialized experiences of Black students at the hands of Whitesupremacy is a phenomenon scholars have found to be commonplace among PWIs. As PWIsbegan establishing themselves as educational and research powerhouses, White malesupremacy was the grounding ideology for science, technology, engineering, and mathematics(STEM) education (Slaton, 2010). Scientific racism in the 1800s and 1900s was a product ofperceptions and beliefs about the inferiority of Black people (Roberts, 2011). These beliefspermeate

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

2 different institutions in early 2023.Although it was not funded, they plan to resubmit in 2024.Funding has been awarded through Department of Homeland Securitycollaborations, NSF and grant sub-awards (at least 2 currently pending).External evaluation and internal assessments have been administered to guide theAcademy’s operations and operations.External evaluation:Participants were asked to rate their own level of understanding for severalattributes on a 5-point scale where 1=Very Low, 2=Low, 3=Neutral, 4=High, 5=VeryHigh:1. Knowledge about the national engineering education landscape2. Knowledge about their institution’s engineering education landscape3. Knowledge about using data tools to inform institutional decision-making4. Knowledge

Conference Session

Track 5: Technical Session 3: Weaving Students into Engineering Versus Weeding Them Out: A Framework for Institutions

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Jenna P. Carpenter, Campbell University

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CoNECD Paper Sessions, Diversity

Paper ID #40699Weaving Students into Engineering Versus Weeding Them Out: A Frame-workfor InstitutionsDr. Jenna P. Carpenter, Campbell University Dr. Carpenter is Founding Dean of Engineering at Campbell University. She is Immediate Past Presi- dent of ASEE, past president of WEPAN, a past NSF ADVANCE PI, and co-recipient of the 2022 NAE Bernard M. Gordon Prize for Innovation in Engineering and Engineering Technology Education. She also received the 2019 ASEE Sharon Keillor Award for Women in Engineering Education and the 2018 WEPAN Founder’s Award. ©American Society for Engineering Education, 2024

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

Tagged Topics

CoNECD Paper Sessions, Diversity

Florida, Virginia Tech, company partners, such as Amazon WebServices, IBM, and Microsoft, as well as non-profit partners, such as AI4ALL,that are collaborating for the implementation of the certificate program andprofessional development opportunities for students, faculty, and staff. Project Context Acknowledgements ▪ Artificial Intelligence For All: A Framework for a College Certificate (Award #2115153) ▪ Miami Dade College, School of Engineering and Technology (EnTec) ▪ Collaboration between Miami Dade College, University of Florida, AI4All, and Virginia Tech (computing education component) ▪ Antonio Delgado (PI), Diego Alvarado (Co-PI), Sarah Rodriguez (Co-PI), Joseph A Weathers (Co-PI

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

Tagged Topics

CoNECD Paper Sessions, Diversity

Faculty Fellow, Special Assistant to the Vice Provosts. Prior to joining Duke, she was an associate professor with tenure at the University of Florida in the Department of Computer & Information Science & Engineering. She also served as an associate professor and interim co-chair in the School of Computing at Clemson University. Her research focuses on the design, implementation, and evaluation of technologies, programs, and curricula to support diversity, equity, and inclusion in STEM fields. Currently, through this work, she is the Backbone Director for the Alliance for Identity-Inclusive Computing Education as well as Education and Workforce Director for the Athena AI Institute. Having garnered over $40M in