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

provide a scholarship for tuition and fees, but the students found additional usesfor the funds by freeing up resources and time in other areas. These ideas are salient in thisdiscussion because, while students had a scholarship, it meant they were no longer jugglingmultiple responsibilities; rather, they were able to reduce the hours they needed to work to findfinancial stability.The study further explores how pre-transfer programs influence students at various stages oftheir journey. The flexibility of such programs and their influence on students' career decisions ishighlighted. Some students faced challenges like personal life events and the impact of thepandemic. The cost of education and minimizing student debt are significant concerns

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

development of student’s STEM identity which isparticularly influential for underrepresented students in STEM [15], [17], [18], [32]. “Therecognition of oneself as a scientist” [16] or an emerging STEM professional, promotes students’sense of belonging and builds their STEM identity [16]. STEM identity development can bepromoted through student engagement in undergraduate research, as well as curricular and co-curricular learning experiences [15], [32]. Additionally, having opportunities to engage with andbe acknowledged as a member of the STEM community by faculty, peers, and other STEMagents, in both professional and social spaces, is important [15], [17], [18]. Student’s exposureand ability to engage with STEM role models, mentors, and culturally

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 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

students at University ofIllinois at Urbana-Champaign (UIUC) to promote DEIA initiatives through allyship education.The original organizers established programming that consisted of six virtual workshops targetedat UIUC graduate students utilizing personal stories from minority leaders and educational toolsfrom DEIA professionals in Spring 2020. The topics chosen for the first year’s programmingincluded a graduate student experience panel, the interconnectedness of the Black Lives Matter(BLM) movement and STEM; a lesson on personal advocacy; allyship through everyday actions;conflict resolution techniques; and a panel of professionals in academia, industry, andgovernment on allyship throughout one's career. The introductory programming mostly

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

Universities, Hispanic Serving Institutions, and Tribal Colleges and Universities. His efforts transformed the way the National Science Foundation both solicited the premier Graduate Research Fellowship Program, which led to comprehen- sive changes in other federal STEM fellowships. In his role at Mason, Carr supports the faculty with search committee parameters to help ensure that the George Mason faculty better represents the diverse Mason student body, he supports the Office of the Dean and the associate deans in their efforts to develop and enhance an equitable and just campus climate within the College of Engineering and Computing, and he supports the larger campus community goals by helping to challenge the status

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

has come from all colleges at the institution, although participation has not beenproportional to the number of faculty in each college. Colleges with overt and regularendorsement from the leadership of DEIS efforts have had the greatest level of participation.Colleges and disciplines with historic resistance to DEIS concepts demonstrated the lowestparticipation rates.The survey was designed by internal evaluators on the project and refined by an externalevaluator as well as graduate students on the project to measure perceptions of support forindividuals hailing from minoritized groups (gender, race/ethnicity). The survey also asks aboutperceptions of the extent to which inequities existed on Michigan Tech’s campus with regard tocampus

Conference Session

Track 4: Technical Session 7: Siloed Efforts and Collaboration Among STEM Equity Initiatives: An Organizational Network Analysis

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Daniel Mackin Freeman, University of Washington; Emily Knaphus-Soran, University of Washington; Pauline Charlotte Dott, University of Washington

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CoNECD Paper Sessions, Diversity

academic and/or social support for students from groups racially/ethnicallyminoritized in higher education (both STEM and non-STEM). These include ethnic/culturalcenters, instructional centers, programs supporting undergraduate research, and other academicsupport programs for minoritized students university-wide. Community 2 comprises advisingoffices for STEM disciplines outside the College of Engineering, student organizations forminoritized students in non-engineering STEM disciplines, and some general undergraduateacademic support/tutoring programs. The three organizations in Community 2 that are mostcentral/tightly connected to the larger network are an office serving graduate students fromminoritized groups, a tutoring center serving the

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

research study examined the following research questions about Blackengineering students at a specific predominantly White university in the United States: “(1) Whatare the retention rates in the Engineering College for Black students, and how are they changingover time?; (2) How do interventions and programs figure in their navigating the university andtheir major?; (3) What aspects of student experience are related to students’ decisions to stay orleave?”[1]. The other authors of this paper (Auguste and Hampton) were members of the five-person research team for that study. All members of the research team conducted semi-structuredinterviews with the 24 current or formerly-enrolled Black engineering student participants

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

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

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

anexample, one of the first assignments in our first engineering class - EGR 111 (Introduction toEngineering Thinking and Practice) - was a personal statement of what each student hoped to dowith an engineering degree and where they envisioned they would be after graduation. This wasnot an easy assignment but one that we would give back to students on graduation day (nearly 4years later). Similar visioning assignments like an Independent Development Plan (IDP) wouldbe part of the curriculum too and would continue to be improved by the founding faculty team(e.g. Melissa Kenny, Kyle Luthy, Kyana Young, Courtney DiVittorio). Ethical Leadershipassignments and Career Readiness assignments in capstone design, etc. Figure 3: Some of 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

resonated most from all of our leader, staff, and partner interviews were quotes similar to this one regarding [Name Removed]Preliminary Findings: Personal AgencyS-STEM Project Teams Noted the Importance of PI Experience“And this is the thing that frustrates me, and maybe you can, and I believe they actually did change it for S-STEM,but S-STEM always required a faculty member, a teaching faculty member, to be the PI. And I argued against thata lot when I was up at NSF, because I told them, I said, the average teaching faculty member does not know howto run student programs. You can't do that.”S-STEM Partners Noted the Importance of PI Institutional Role“Yeah, sure. So I think what sets our STEM apart from others is that we have an associate dean

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

their potential engineering pathways [n=5]. Examples include “broader impact” efforts with research faculty, a calculus- ready program for high school students, neurodiversity, artificial intelligence in K- 12 teaching, and agriculture/STEM summer programs for girls.2. Projects that impact undergraduate students (scholarships, Summer Bridge programs, transfer bridge programs, wrap-around supports, persistence to graduation) [n=10]3. Projects that impact graduate students (scholarships, path to doctorate) [n=1]The second cohort (2023) was introduced to the Academy during Summer 2023through 6 half-days of similar presentations, breakouts & discussion. They werecharged with developing an Action Plan first, and then ultimately a

Conference Session

Track 1: Technical Session 5: From De Facto To De Jure and Beyond. It's More Than Just Weather. What The "Chilly" Climate Really Feels Like for Black Doctoral Students in STEM

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Dreama Heaven Rhodes, Arizona State University; Motahareh Darvishpour Ahandani, Arizona State University, Polytechnic Campus; Brooke Charae Coley, Arizona State University; Kerrie G Wilkins-Yel; Jennifer M Bekki, Arizona State University; Dailynne Major; Nicholas A Smith; Debalina Maitra, Arizona State University, Polytechnic Campus; Juan David Gutierrez, University of Massachusetts Boston

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CoNECD Paper Sessions, Diversity

students, with a particular focus on the experiences of international women of color. I am deeply committed to improving the well-being of underrepresented groups in STEM, as I personally identify with this mission. As part of my previous work, I had the privilege of co-authoring a paper presented at the 2023 ASEE conference titled ”It’s No Mystery, So It Must Be Intentional: How Institutions Fail to Support Black STEM Doctoral Students’ Mental Health.” I am an enthusiastic member of the American Society for Engineering Education (ASEE), and I remain dedicated to my field. If you’d like to get in touch or explore potential collaboration opportunities, feel free to reach out to me at mdarvis2@asu.edu.Dr. Brooke Charae

Conference Session

Track 4: Technical Session 6: Building Bridges to Success: A Thriving Program

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Labrisha Nicole Mabry, Mississippi State University ; Mahnas Jean Mohammadi-Aragh, Mississippi State University; Lorena Andrea Benavides Riano, Mississippi State University

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CoNECD Paper Sessions, Diversity

foster an environment where diverse and creative people are successful in the pursuit of engineering and computing degrees. Jean’s efforts have been recognized with numerous awards including the National Science Foundation Faculty Early Career Development award, the American Society for Engineering Education John A. Curtis Lecturer award, and the Bagley College of Engineering Service award. Jean earned her B.S. and M.S. in computer engineering from Mississippi State University, and her Ph.D. in engineering education from Virginia Tech.Ms. Lorena Andrea Benavides Riano, Mississippi State University Lorena Benavides-Riano, originally from Colombia, is a first-year Engineering Ph.D. student at Missis- sippi State