Conference Session

Track 4: Technical Session 3: A narrative study of food insecure students in engineering and computing

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Justin Charles Major, Rowan University

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

Engineering Education (’22) and M.S. in Aeronautics and Astronautics (’21) at Purdue University, and two B.S. in Mechanical Engineering and Secondary Mathematics Education at the University of Nevada, Reno (’17). Atop their education, Justin is a previous NSF Graduate Research Fellow and has won over a dozen awards for research, service, and activism related to marginalized communities, including the 2020 ASEE ERM Division Best Diversity Paper for their work on test anxiety. As a previous homeless and food-insecure student, Justin is eager to challenge and change engineering engineering education to be a pathway for socioeconomic mobility and broader systemic improvement rather than an additional barrier

Conference Session

Track 1: Technical Session 4: The Effects of Group Size on the Experiences of First-Year Engineering Students in Mixed Gender Groups

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Koenraad E Gieskes, State University of New York at Binghamton; Ioana Elena Tiu, State University of New York at Binghamton

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

Learning Environments," International Journal of Emerging Technologies in Learning (iJET), vol. 15, no. 10, pp. 157-174, 2020.[2] P. M. Griffin, S. O. Griffin and D. C. Llewellyn, "The Impact of Group Size and Project Duration on Capstone Design," Journal of Engineering Education, vol. 93, no. 3, pp. 185- 193, 2013.[3] K. Gieskes and I. Tiu, "The Effect of Male to Female Ratios on Female Students in Engineering and Technical Science Majors," in 2024 ASEE St. Lawrence Section Annual Conference, York University, in Toronto, Ontario, Canada, 2024.[4] A. E. Bell, S. J. Spencer, E. Iserman and C. E. Logel, "Stereotype Threat and Women's Performance in Engineering," Journal of Engineering Education, vol. 92, pp. 307-312, 2003.[5] B

Conference Session

Track 4: Technical Session 5: Insights and Updates on Identity Constructs Among Hispanic Engineering Students and Professionals: A Longitudinal Study

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

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

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

). 5In the next section, results are presented for 2023 and compared to findings from 2022 (Martínezet al., 2024). For the purpose of this paper, the results are presented as a general overviewwithout division by subgroups, as the primary focus is on the longitudinal analysis. A moredetailed comparison of results among different subgroups will be addressed in a separate paper.Results and DiscussionCronbach AlphasTable 3 presents the Cronbach's alpha values obtained for all constructs in the 2023 survey.Calculating Cronbach's alpha is important because it assesses the internal consistency of a set ofitems within a construct. In other words, it measures how closely related the items are as a group,providing an indication of the reliability of the

Conference Session

Track 6: Technical Session 4: WIP: investigate recruitment strategies used by engineering bridge and success programs to recruit underserved students

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Xinyu Zhang, Purdue University; Lynette Michaluk, West Virginia University; N’Diya Harris, Wright State University; Ansley Lynn Shamblin, West Virginia University

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

Conference & Exposition, San Antonio, Texas, 2012: ASEE Conferences, doi: 10.18260/1-2--21085. [Online]. Available: https://strategy.asee.org/21085[32] E. L. Castro, "“Underprepared” and “At-Risk”: Disrupting Deficit Discourses in Undergraduate STEM Recruitment and Retention Programming," Journal of Student Affairs Research and Practice, vol. 51, no. 4, pp. 407-419, 2014, doi: doi:10.1515/jsarp- 2014-0041.[33] A. J. Alston, R. Roberts, and C. W. English, "Building a Sustainable Agricultural Career Pipeline: Effective Recruitment and Retention Practices Used by Colleges of Agriculture in the United States," Journal of Research in Technical Careers, vol. 3, no. 2, pp. 1-23, 2019.[34] E. M

Conference Session

Track 1: Technical Session 4: "An examination of the gender gap among Middle Eastern students in Engineering: A systematized review"

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Narjes Khorsandi Koujel, Rowan University; Justin Charles Major, Rowan University

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

: updated guidance and exemplars for reporting systematic reviews,” BMJ, p. n160, Mar. 2021, doi: 10.1136/bmj.n160.[19] N. Pasha Zaidi, E. AFARI, J. MOHAMMED, S. CUBERO, A. M. SHOUKRY, and W. EL SOKKARY, “Gender-Based Teams: Perceptions of Team Satisfaction and Effectiveness among Engineering Students in the United Arab Emirates.,” International Journal of Engineering Education, vol. 31, no. 4, pp. 953–966, 2015.[20] H. Forgasz, G. Leder, and H. Tan, “Public views on the gendering of mathematics and related careers: international comparisons.,” Educational Studies in Mathematics, vol. 87, no. 3, pp. 369–388, 2014.[21] S. Sabbah and E. Heyd-Metzuyanim, “Integration of Arab Female Students at a Technological University

Conference Session

Track 6: Technical Session 6: WIP: Factors Influencing Faculty Pedagogical Decisions around Diversity, Equity, Inclusion, and Justice (DEIJ) in Engineering: A Comparative Case Study

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Avis Carrero, Tufts University

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

, no. 4,p. 04021011, 2021, doi: 10.1061/(asce)ei.2643-9115.0000050.[3] A. M. A. Casper, R. A. Atadero, A. Hedayati-Mehdiabadi, and D. W. Baker, “LinkingEngineering Students’ Professional Identity Development to Diversity and Working Inclusivelyin Technical Courses,” J Civ Eng Educ, vol. 147, no. 4, p. 04021012, 2021, doi:10.1061/(asce)ei.2643-9115.0000052.[4] H. Hartman et al., “Strategies for Improving Diversity and Inclusion in an EngineeringDepartment,” J Prof Iss Eng Ed Pr, vol. 145, no. 2, p. 04018016, 2019, doi:10.1061/(asce)ei.1943-5541.0000404.[5] ABET, “Accreditation Policy and Procedure Manual (APPM), 2024-2025,” 2024. Accessed:Sep. 02, 2024. [Online]. Available:https://www.abet.org/accreditation/accreditation-criteria/accreditation

Conference Session

CANCELLED: Track 5: Technical Session 5: Hiring Practices to Build a Diverse Team at Wakr Forest Engineering: Transforming Engineering Education and Broadening Participation in Engineering is Possible!

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Olga Pierrakos, Wake Forest University

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

many of these biases are supported by academic literature (Hardy et al,2022; Esposito 2021; O’Meara et al., 2020; Tugend 2018; Kayes 2006; Marlowe et al., 1996).To mitigate such biases, organizations can and should implement a variety of bias-mitigatingstrategies such as structured interviews, use standardized evaluation criteria, incorporate diversehiring committees, etc. Training on unconscious bias and promoting inclusive practices can alsohelp create a more equitable hiring process. Some of these bias-minimizing strategies accordingto Chat GPT 4.0 (September 2, 2024) are shown in Table 3 and such strategies help create fairand inclusive workplaces. Such strategies can indeed offer value to higher education andengineering education hiring

Conference Session

Track 4: Technical Session 7: An exploration of the relationship between physical, social, and emotional resource access and the development of engineering identity and belonging

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Anne-Marie C.A. Zamor, Rowan University; Justin Charles Major, Rowan University

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

connects these topics to broader understandings of student success in engineering. Justin completed their Ph.D. in Engineering Education (’22) and M.S. in Aeronautics and Astronautics (’21) at Purdue University, and two B.S. in Mechanical Engineering and Secondary Mathematics Education at the University of Nevada, Reno (’17). Atop their education, Justin is a previous NSF Graduate Research Fellow and has won over a dozen awards for research, service, and activism related to marginalized communities, including the 2020 ASEE ERM Division Best Diversity Paper for their work on test anxiety. As a previous homeless and food-insecure student, Justin is eager to challenge and change engineering engineering education to be a