Conference Session

Track 5: Technical Session 3: Utilizing Campus Engagement for the Development of an ADVANCE Faculty Leadership Initiative

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Lisa A Kunza, South Dakota School of Mines and Technology; Brooke Lamonte Long-Fox, South Dakota School of Mines and Technology; Lance A Roberts P.E., South Dakota School of Mines and Technology

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

emotionalintelligence, have been utilized to influence the development of a leadership initiative toempower faculty to enact positive change. To address identified leadership gaps, the ADVANCEFaculty Leadership Initiative was established to empower faculty to enact positive change.Program goals include defining campus leadership roles, building essential skills, leveragingindividual strengths, navigating implementation challenges, and fostering communityengagement through action-learning projects. The inaugural cohort consists of 21 faculty from 10departments and seven academic ranks (Full Professor, Associate Professor, Assistant Professor,Professor of Practice, Instructor, Senior Lecturer, and Research Scientist). The group includeseight gender minorities

Conference Session

Track 3: Technical Session 3: Work-in-Progress: Development of an HBCU/Research 1 Collaborative to Increase African American Semiconductor Manufacturing Researchers

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Laura Sams Haynes, Georgia Institute of Technology; Kinnis Gosha, Morehouse College; Talia Capozzoli Kessler, Georgia Institute of Technology; R. Christian Ford, Georgia Institute of Technology; Whitney L Nelson

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

Paper ID #45250Work-in-Progress: Development of an HBCU/Research 1 Collaborative toIncrease African American Semiconductor Manufacturing ResearchersDr. Laura Sams Haynes, Georgia Institute of Technology Dr. Laura Sams Haynes is faculty and Director of the Office of Outreach in Electrical and Computer Engineering at the Georgia Institute of Technology in Atlanta. Laura is passionate about developing and launching various outreach initiatives for K12 Atlanta Public Schools (APS) partners, including students and school counselors, as well as fostering HBCU partnerships, collaborations, and pathways, often with a focus on NSF

Conference Session

Track 2: Technical Session 4: A Descriptive Study on Biased and Non-Inclusive Language Use in the Engineering Education Research Community

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Xingchen Xu, Arizona State University; Anjing Dai, Arizona State University, Polytechnic Campus; Li Tan, Arizona State University, Polytechnic Campus

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

proceedings were extracted and analyzed for this purpose.These proceedings constitute a significant portion of current scholarly research in engineeringeducation and offer a robust foundation for examining trends in language use over this three-yearperiod. To identify biased language, we utilized a keyword-based model, drawing keywords fromthe language guidelines of the APA 7th edition, which emphasize the importance of inclusiveand bias-free language. We identified 85 keywords that could potentially induce bias,categorizing them by subject area in engineering education, as detailed in Table 1. This approachled to the initial identification of 5,134 potential instances of language bias. A subsequentmanual review was then conducted to exclude

Conference Session

Track 2: Technical Session 2: Bridging Futures Takes a Village: A Pre-College Collaborative Education and Research Approach to Broaden Participation of Underrepresented Population in STEM Career Pathways

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Olgha Bassam Qaqish, North Carolina State University at Raleigh; Chloe Hincher, North Carolina State University at Raleigh; Veronica Mbaneme, North Carolina State University; Sarah Olivia Harris, North Carolina State University at Raleigh

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

research success. In the summer of 2023, this collaborative vision came to fruition with the launch of a jointresearch program. The inaugural ECHS cohort, consisting of four high school students, took partin a five-week research program alongside the GCSP-REU scholars. This initiative aimed toprepare these high school students for undergraduate engineering studies, while fosteringinterdisciplinary and inter-institutional collaboration. The program’s initial success was evidentin its ability to challenge stereotypes and facilitate meaningful interactions between high schoolstudents and undergraduate scholars. Feedback from the first cohort in 2023 prompted improvements for future iterations of theprogram. Program leaders applied the engineering

Conference Session

Track 7: Technical Session 7: Grassroots Approach to Advancing Inclusion, Diversity, Equity, and Access in Engineering

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Ashleigh R. Wright, University of Illinois at Urbana - Champaign; Ellen Wang Althaus, University of Illinois at Urbana - Champaign; Akshina Sood, University of Illinois at Urbana - Champaign; Lance Cooper, University of Illinois at Urbana - Champaign; Lynford Goddard, University of Illinois Urbana-Champaign

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

anopportunity for those on the ground to infuse their ideas and inform leadership on the issues. TheGrainger College of Engineering at the University of Illinois Urbana-Champaign has recognizedthe importance of having both approaches working together and has invested in a program thatempowers individuals within the engineering community to significantly contribute to inclusion,diversity, equity, and access (IDEA). The Grassroots Initiatives to Address Needs Together(GIANT) program awards seed funding of up to $13,000 to teams led by students, postdocs,staff, and faculty to propose and implement research-based initiatives that address issues inIDEA. Teams are expected to collaborate with a specific population (e.g., the general public, K-12 students of

Conference Session

Track 7: Technical Session 2: Taking it One Step at a Time: The Growth of a Program to Support the Doctorates of Tomorrow

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Travis Chan; Tremayne O'Brian Waller, Virginia Polytechnic Institute and State University; Cynthia Hampton Ph.D., Virginia Polytechnic Institute and State University

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

undergraduate level or in earlier stages of higher education.Development of academic, social, and research self-efficacy within undergraduate students eachplay a key role en route to graduate school enrollment.MentoringGraduate degree attainment requires guidance which can be derived from an approachencompassing intervention and integrated support strategies led by experienced people.In Assessing the Effectiveness of the GradTrack Virtual Mentoring Program, Arinze et al.provide a survey-driven GradTrack program evaluation. The purpose of the paper is to provide aprogram evaluation of the current state of Purdue Engineering’s GradTrack program. While stillin the initial stages of development, Purdue Engineering’s GradTrack program has proven

Conference Session

Track 1: Technical Session 3: The Dynamics of Belonging: A Look Into Belonging and its Outcomes Across Organizational Levels for Women in Undergraduate Engineering Programs

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Hannah Glisson, Virginia Polytechnic Institute and State University

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

thebroader institution.Women are still significantly underrepresented in engineering—making up only about15% of engineers in 2019. Many of us have encountered the ‘chilly climate’ ofengineering, where the culture often feels unwelcoming or even hostile. Althoughwe’ve seen initiatives to increase participation, research has yet to fully examine thedifference in women’s belonging within engineering compared to outside of it. Myresearch aims to address this gap and understand the factors that shape women’sbelonging in these different contexts.To analyze belonging, I relied on two frameworks. First, Bronfenbrenner’s EcologicalSystems Theory, which explores how we’re influenced by different layers of ourenvironment, from our immediate surroundings to

Conference Session

Track 4: Technical Session 2: Using Strategic Planning Processes to Promote Success for Undergraduate CS Students at a Systemic Level

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Jamie Huber Ward, NCWIT; S. Kiersten Ferguson; Sherri L Sanders

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

Paper ID #45139Using Strategic Planning Processes to Promote Success for UndergraduateCS Students at a Systemic LevelDr. Jamie Huber Ward, NCWIT Jamie Huber Ward is a social scientist and Associate Director of Higher Ed for NCWIT at the University of Colorado Boulder. Her research focuses on organizational change in higher education; collaborative pedagogy; curriculum reform; post-secondary student experiences; and the experiences of faculty and staff in academic computing workplaces. Jamie’s work includes implementing and analyzing research projects designed to enhance all students’ success and sense of belonging post

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

Pedagogical Decisions around Diversity, Equity, Inclusion, and Justice (DEIJ) in Engineering: A Comparative Case StudyIntroduction Integrating Diversity, Equity, Inclusion, and Justice (DEIJ) into engineering education isincreasingly recognized as essential for fostering transformative change. By highlighting thesocial and political dimensions of engineering practice and design, DEIJ initiatives addresslongstanding challenges in the field. Scholars have recently prioritized embedding social issuesacross various curricular contexts [1] - [3], underpinned by research that demonstrates howinclusive curricula enhance students' comprehension of engineering problems by situating themwithin real-world contexts [4

Conference Session

Track 7: Technical Session 4: Diversity in STEM: Strategies of Professional Engineering Organizations in Recruiting and Retaining Women from Minority-Serving Institutions

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Rebeca Petean, Society of Women Engineers; Roberta Rincon, Society of Women Engineers

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

field research, leading over 70 interviews and 18 focus groups across 7 disciplines. She has also delivered more than 46 unique asynchronous higher education courses across 8 disciplines—driving measurable outcomes in student success and institutional growth. Her research focuses on disrupting cycles of inequality, such as the school-to-prison pipeline and homelessness, through targeted research and actionable policy recommendations. With extensive experience in program management, she leverages data-driven strategies to improve stakeholder engagement and drive systemic change. Rebeca collaborates with educators, policymakers, and non-profits to amplify the impact of STEM education initiatives, fostering pathways

Conference Session

Track 1: Technical Session 2: Unlocking Innovation: Empowering Underrepresented Entrepreneurs in Interdisciplinary Engineering Technology

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Teddy Ivanitzki, American Society for Engineering Education; Elsabeth Mekonnen

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

in Research and Development (R&D), alongside theSBA the National Science Foundation (NSF) initiated the Innovative PostdoctoralEntrepreneurial Research Fellowship (IPERF) program. Designed to address theunderrepresented researchers in STEM fields, IPERF offers these fellows invaluable experiencewithin technology startups to bolster their professional development and give them valuable toolsin the entrepreneurship area, as well as for the authors to create new knowledge aboutpostdoctoral STEM entrepreneurship which might be reused at university levels in the future.The program aims to enrich diversity within the STEM high-tech startups and entrepreneurialspheres, thereby enhancing opportunities for marginalized groups. As

Conference Session

CANCELLED: Track 5: Technical Session 6: Think-Aloud Insights: Exploring QuantCrit Challenges and Diverse Survey Responses Among Undergraduate Engineering Students

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Sheila Kathryn Castro, University of Florida; Bruce Frederick Carroll, University of Florida; Janice Mejía, Northwestern University; Kent J. Crippen, University of Florida

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

instructions for how students should respondwhen unsure of the survey prompt.Conclusion While the think-aloud interviews were initially intended to help us modify and finalize the survey for the larger study, the findings provided an avenue for students’ voices to be heard outside of numerical values and in the research and data collection protocol design. Through these interviews, students expressed their experiences, revealing the different forms of capital used throughout their undergraduate studies. The interviews also allowed for participants to contribute their feedback on the survey design that was part of the stages of survey development. By incorporating the QuantCrit emphasis on elevating marginalized voices within the research process, we

Conference Session

Track 6: Technical Session 6: An Exploratory Analysis of Cultural Capital Among Black Engineering Students at Minority Serving Institutions

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Jerrod A Henderson, University of Houston - COE; Cheery Chukwukelu, University of Houston; David Horton Jr., University of Houston

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

Brady STEM Academy (SEBA). SEBA is an educational intervention aimed at exposing underrepresented fourth and fifth-grade students and their families to hands-on STEM experiences. Henderson’s research interests are in engineering identity development among Black men and engineering student success. He was most recently recognized by INSIGHT Into Diversity Magazine as an Inspiring STEM Leader, the University of Illinois at Urbana-Champaign with the College of Liberal Arts & Sciences (LAS) Outstanding Young Alumni Award, and Career Communications Group with a Black Engineer of the Year Award for college-level promotion of engineering education.Cheery Chukwukelu, University of HoustonDr. David Horton Jr., University

Conference Session

Track 5: Technical Session 2: Revisiting Assessment Tools Used to Measure the Impact of Summer Program Interventions on Perceptions and Interest in Engineering Among Underrepresented Pre-College Students – A Work in Progress

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Zeynep Ambarkutuk, Virginia Polytechnic Institute and State University; 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

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

interventions through iterative processes inreal-world settings [8]. DBR integrates the collaborative efforts of researchers and practitioners,allowing them to work together to address complex educational challenges and create practicalsolutions that can be directly applied in classroom or program settings.A key feature of DBR is its cyclical nature, where initial designs are tested, evaluated, andrevised based on empirical evidence. This approach allows for continuous improvement,ensuring that interventions are not only theoretically sound but also practically effective infostering student engagement and learning. By involving educators in the research process, DBRensures that the interventions are grounded in the realities of the classroom, making

Conference Session

Track 1: Technical Session 1: Fostering Tomorrow's Black STEM Entrepreneurs: Insights from an Innovative STEM Program Promoting Equity-Centered Entrepreneurship

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Ebony Omotola McGee, The Johns Hopkins University; Shelly Engelman, The Johns Hopkins University; Binh Chi Bui, The Johns Hopkins University

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

education, capital, networks, and rolemodels/mentors. To address these challenges, we developed the STEM Racial Equity andEntrepreneurship (STEM-RAEE) program, funded by the National Science Foundation (NSF),aimed at recruiting and supporting racially minoritized students, particularly Black/AfricanAmerican students, from Historically Black Colleges and Universities (HBCUs). STEM-RAEEprovides a holistic support system, including workshops, mentorship opportunities, and businesscoaching, to empower racially minoritized students to pursue entrepreneurship and contribute to amore equitable STEM ecosystem. The survey conducted as part of this research initiative seeks tounderstand the unique barriers and motivations of Black/African American

Conference Session

CANCELLED: Track 2: Technical Session 6: Exploring Gender Dynamics in Intercultural Competence Development through a Study Abroad Program

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Aparajita Jaiswal, Purdue University at West Lafayette (PPI); Sakhi Aggrawal, Purdue University at West Lafayette (PPI); Vidya Reddy Madana, Purdue University

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

differences observed suggest thatsuch programs might be differentially effective across genders, potentially requiring tailoredapproaches to maximize their impact. These findings are crucial for curriculum designers andeducators aiming to integrate intercultural competence into pre-college programs, therebypreparing students for the globalized workforce they will enter. This study highlights the needfor ongoing research into tailored intercultural training that addresses specific needs andchallenges encountered by different genders. The insights gained from both quantitative scoresand qualitative experiences provide an initial understanding of how cultural immersion impactsstudents, guiding future enhancements in study abroad initiatives.Keywords

Conference Session

Track 4: Technical Session 5: Impact of Generative AI Technologies on Blind and Visually Impaired Students: A Case Study

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Lance Leon Allen White, Texas A&M University; Sara Amani, Texas A&M University; Trini Sofia Balart, Texas A&M University; Amanda Kate Lacy; Gene Sung-Ho Kim, Stanford University; Gibin Raju, Texas A&M University; Karan Watson P.E., Texas A&M University; Kristi J. Shryock, Texas A&M University

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

]. Initial efforts produced adaptive technologies like screen readers and Brailledisplays/input devices, which allowed blind users to access digital content more effectively,helping bridge gaps with sighted peers, especially in computer science. Despite theseadvancements, challenges persist in areas heavily reliant on visual content, such as datavisualization and STEM applications [7, 8].The prevalence of visual disabilities highlights the ongoing need for accessible educationaltechnologies. In the United States, as of 2016, 7.7 million individuals aged 16 and older reportedvisual abilities, representing 2.4% of the population [9]. Researchers like Blaser and Ladnerhighlight the complexities of data collection and interpretation concerning

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

ask the PI to initiate engineering bridge program leader meetings to share ideasand foster potential collaboration. Although the survey was also distributed via professionalassociations like ASEE and NAMEPA, most current responses were from direct email invitationsand communications in the ASEE conference. This phenomenon aligned with findings fromliterature [40].The list of engineering bridge and success program includes programs from different institutionsizes and types such as public/private, doctoral research universities/liberal arts colleges/religionsaffiliated colleges, Predominantly White Institutions (PWI)/Minority Serving Institutions (MSI)from all 50 states with different funding sources such as federal, state, cooperation

Conference Session

CANCELLED: Track 4: Technical Session 2: Examining Gender Differences in Engineering Students' Reflections on Combating Systemic Racism

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Sakhi Aggrawal, Purdue University at West Lafayette (PPI); Aparajita Jaiswal, Purdue University at West Lafayette (PPI); Gaurav Nanda, Purdue University at West Lafayette (COE); Saloni Parkar

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

categories that captured broader themes. Therelationships between the initial codes were examined to understand how different conceptswere interlinked. For example, codes related to recognizing personal biases were grouped, whilethose about actionable strategies against systemic racism were categorized separately. 3)Development of Final Themes. In the final phase, the categories developed during axial codingwere synthesized into overarching themes. These themes represented the core insights derivedfrom the data, reflecting students’ understanding and personal engagement with the issues ofsystemic racism and hostile design. The iterative process of developing and refining themesfollowed best practices in qualitative research, ensuring a rigorous and

Conference Session

Track 6: Technical Session 1: Gendered Impacts of Code Critiquers on Self-Efficacy in First-Year Engineering Students.

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Mary Benjamin, Michigan Technological University; Laura Albrant, Michigan Technological University; Michelle E Jarvie-Eggart P.E., Michigan Technological University; Leo C. Ureel II, Michigan Technological University; Laura E Brown, Michigan Technological University; Jon Sticklen, Michigan Technological University; AJ Hamlin, Michigan Technological University

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

in their programming abilities, which is often lower than that of theirmale peers [30]. The tool’s private, tailored feedback allows students to learn from mistakeswithout the fear of public scrutiny, supporting incremental learning and mastery experiences.WebTA's ability to reduce anxiety and support gradual skill development can enhanceprogramming self-efficacy, particularly for those who initially struggle with coding tasks.MethodologyWebTA is a web-based tool designed to improve programming self-efficacy by providingimmediate feedback on students' coding practices. WebTA, a code critiquing tool that providesimmediate, formative feedback on programming tasks, was initially developed for use with Javaprogramming. The research team was

Conference Session

Track 5: Technical Session 4: Fostering an Inclusive Community Among Electrical Engineering Students with Mixed-Reality Technologies at a Hispanic-Serving Institution

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Preeti De Maurya, New Mexico State University; Hilda Cecilia Contreras Aguirre, New Mexico State University; Theoderic Thomas Platt, New Mexico State University; Cristina Miriam Esparza, New Mexico State University; REDWAN UL HAQ CHOYON, New Mexico State University; Bill Hamilton, New Mexico State University; Marshall Allen Taylor, New Mexico State University; Luis Rodolfo Garcia Carrillo, New Mexico State University

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

, problem solving, and collaborative team-work.7 DiscussionThe data collected from interviews and PD sessions highlighted challenges present in currentmethods of interacting, collaborating, self-representation, and socializing online for ECEstudents. In this section we reflect on the findings in terms of our initial research questions.Particularly, we focus on the existing learner community challenges faced by ECE students at thisHSI. Finally, we begin to reflect on the second research question and critical issues to considerwhen designing future inclusive MR spaces.7.1 Existing Learning Community ChallengesWith respect to our first research question, we identified several existing learning communitychallenges at this HSI. Primarily this

Conference Session

Track 5: Technical Session 6: Advancing Accessibility: Leveraging Technology to Empower Deaf and Hard of Hearing Students in STEM Higher Education

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Sunday David Ubur, Virginia Polytechnic Institute and State University; Sarah Over, Virginia Tech; Denis Gracanin, Virginia Polytechnic Institute and State University; C. Cozette Comer, Virginia Polytechnic Institute and State University

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

through the principles ofUniversal Design, which benefit all users [83], [84].Gaps in the Literature and Future DirectionsSeveral gaps in the literature warrant attention. First, the lack of long-term studies assessing thesustained impact of these technologies is a significant gap. For example, some studies [24], [25]show initial promise of using technology but do not extend beyond short-term evaluations.Additionally, there is a need for more inclusive design practices that involve the target populationfrom the outset. The tendency of many studies (e.g., [26], [27]), to prioritize technologicalinnovation over user needs, leads to solutions that may not be fully aligned with the experiencesand preferences of the intended users.Future research

Conference Session

Track 3: Technical Session 2: Bridging the Gap: Leveraging Intersectional Leadership to Foster Inclusive Excellence in STEM

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Beth Anne Johnson, Lamar Creative Co. ; Ershela L. Sims, WEPAN, Inc.; Brooke Charae Coley, Arizona State University, Polytechnic Campus

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

: PEER WISE runs five dedicated outreach programs aimed at middle and high schoolstudents, designed to inspire and prepare them for future success in STEM. Theseprograms include: Through these strategic initiatives, PEER WISE is effectively recruiting and nurturing thenext generation of diverse STEM leaders, ensuring that talent from all backgrounds hasthe opportunity to thrive.Recruitment:Recruitment begins with your outreach. A strategic plan builds into that outreach forstructured, intentional recruitment. How do you build relationships? How do youimplement follow-up strategies and connections?Our relationships are so strong with our students that they come back to share theirstories at our PEER WISE Connections. Research shows that seeing a

Conference Session

Track 6: Technical Session 2: Empowering Hispanic Engineers' Success Towards Graduate Education with Hybrid Mentorship

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Federico Cifuentes-Urtubey, University of Illinois Urbana-Champaign; Paola Alexandra Baldaguez Medina, University of Puerto Rico at Mayagüez; Julie E Lorenzo, University of Illinois at Urbana - Champaign; Natasha Mamaril, University of Illinois Urbana-Champaign

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

% In-person 9%Evaluating the Mentoring RelationshipsTo answer our research questions, we examined the participants’ responses to a series of surveysthat included open-ended questions. 14 of the 16 participants (88% response rate) completed theinitial survey at the start of the academic year and 11 (69%) of them completed theaccountability survey which was administered at the end of the fall term. 10 of the 14 (71%)participants who completed the initial survey did the final survey.How do interactions between mentoring pairs affect access to professional resources?At the start of the fall semester, we collected information about the participants’ expectations ofthe program, their knowledge of graduate admission requirements, and topics

Conference Session

Track 5: Technical Session 7: WIP: Perceptions of Instructional Practices among Engineering College Students with Attention-Deficit/Hyperactivity Disorder

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Xiaping Li, University of Michigan; Nolgie O. Oquendo-Colón, University of Michigan; Musabbiha Zaheer; Cynthia J. Finelli, University of Michigan

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

Paper ID #45158WIP: Perceptions of Instructional Practices among Engineering College Studentswith Attention-Deficit/Hyperactivity DisorderMiss Xiaping Li, University of Michigan Xiaping Li is a Ph.D. student in Engineering Education Research at the University of Michigan. Her research interests encompass faculty development and change, neurodiverse college student learning experiences and outcomes, international students in engineering, and cognitive sciences. She holds a B.S. in Hydrology and Water Resources Engineering and an M.S. in Geological Sciences.Nolgie O. Oquendo-Col´on, University of Michigan Nolgie O. Oquendo

Conference Session

Track 5: Technical Session 1: Engineering and Computer Science Faculty Members' Personal and Professional Perspectives on Diversity, Equity, and Inclusion

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Yvette E. Pearson P.E., University of Texas at Dallas; Canek Moises Luna Phillips, Rice University; Lisa J. Borello, University of Texas at Dallas; Torrie Cropps; Jue Wu, Univertify of Florida; Samara Rose Boyle

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

university-based and consulting efforts have led to over $40M in funding for projects to support initiatives in STEM and changes to policies and practices of global engineering organizations. Pearson is a registered Professional Engineer, an ENVISION® Sustainability Professional, and a Commissioner on ABET’s Engineering Accreditation Commission. Among her awards and honors are ABET’s Claire L. Felbinger Award for Diversity and Inclusion, ASCE’s Professional Practice Ethics and Leadership Award, the Society of Women Engineers’ Distinguished Engineering Educator Award, the UT System Regents Outstanding Teaching Award, and ASCE’s President’s Medal, one of the highest honors awarded in this global organization of over

Conference Session

Track 6: Technical Session 5: Development of a measure of intersectional socioeconomic inequality that extends beyond income

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Justin Charles Major, Rowan University; Allison Godwin, Cornell University

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

. ©American Society for Engineering Education, 2025 Development of a measure of intersectional socioeconomic inequality that extends beyond incomeAbstractIn this research paper, we describe our initial development of a more holistic socioeconomicinequality measure, the Model of Intersectional Socioeconomic Inequality. Our development ofthis model is in response to the urgent need for a more comprehensive understanding of inequalitythat goes beyond income disparities. Traditional socioeconomic measures do not reflect therealities of inequality. Particularly, they do not recognize the complex sociological processes thatimpact low-income students and their access to resources necessary to be successful in STEM.Thus, a

Conference Session

Track 4: Technical Session 1: Report of a Survey of Early Career Latinx Engineers: Trends across 3 Years in Perceptions of the Workplace, Social Cognitions, Job Satisfaction, and Turnover Intentions

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Lisa Y Flores, University of Missouri - Columbia; Rachel L Navarro, University of North Dakota; Jinkoo Lee, University of Missouri - Columbia; Bo Hyun Lee, The Ohio State University; Han Na Suh, Georgia State University - Perimeter College; Sarah Lynn Orton P.E., University of Missouri - Columbia; Pat Garriott

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

Dean for Research and Faculty Development for the College of Education and Human Development at the University of North Dakota (UND). She is the former department chair for UNDˆa CJinkoo Lee, University of Missouri - ColumbiaDr. Bo Hyun Lee, The Ohio State University Dr. Lee’s research broadly focuses on equity, justice, and access both at work and in pursuit of work. Dr. Lee takes an intersectional approach to understanding the influence of oppression and marginalization on academic achievement and career development among members from oppressed groups. With her focus on cultural and contextual influence on individuals’ career development, Dr. Lee addresses inequities in STEM by investigating a variety of cultural

Conference Session

Track 7: Technical Session 3: Latine STEM Doctoral Students' Perceptions Regarding Doctoral Mentoring Relationships - A Qualitative Study

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Dilara Yaya-Bryson Ph.D., University of North Carolina at Charlotte; Lisa R Merriweather, University of North Carolina at Charlotte

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

students within the 21-30-year-old age range, five women and two men, six students from PWI and one from HBCU, andfive first-generation college students.The interview questions aimed to better understand how the students define mentoring, whetherthey have a faculty mentor, what their experiences with STEM doctoral mentoring have beenlike, and whether culture has a role in their mentor/mentee relationships. Each interview tookabout 50 to 60 minutes. During the initial phase in 2018, the research team started the interviewsin person, and during the pandemic, they proceeded virtually on the Zoom platform. Theinterviews were professionally transcribed by Rev.com and reviewed by the researchers toensure accuracy.Data analysisAs a qualitative research

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

Paper ID #45137A narrative study of food insecure students in engineering and computingDr. Justin Charles Major, Rowan University Dr. Justin C. Major (they/them) is an Assistant Professor of Experiential Engineering Education at Rowan University where they leads ASPIRE Lab (Advancing Student Pathways through Inequality Research in Engineering). Justin’s research focuses on low-income students, engineering belonging and marginalization mechanisms, adverse childhood experiences, and feminist approaches to EER, and connects these topics to broader understandings of student success in engineering. Justin completed their Ph.D. in