Conference Session

Track 2: Technical Session 4: Research- and Practice-Informed Insights for Recognizing Rurality in Engineering Education

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Malle R Schilling, Virginia Polytechnic Institute and State University; Jacob R Grohs, Virginia Polytechnic Institute and State University

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2025 CoNECD Paper Submissions, Diversity

Paper ID #45279Research- and Practice-Informed Insights for Recognizing Rurality in EngineeringEducationDr. Malle R Schilling, Virginia Polytechnic Institute and State University Dr. Malle Schilling is an assistant professor in the Engineering Education Systems and Design program at Arizona State University. Malle’s primary research interests lie at the intersection of rural education and engineering education, largely informed by her own experiences as a rural student who pursued engineering, and community engagement to address wicked problems through collaboration and systems thinking.Dr. Jacob R Grohs, Virginia

Conference Session

Track 1: Technical Session 2: Reflective Teaching Practices for Equity-Minded Engineering Instructors

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Jay Mann, University of Illinois Urbana-Champaign; Ashleigh Wright, University of Illinois Urbana-Champaign; Ellen Wang Althaus, University of Illinois at Urbana - Champaign; Wayne L Chang, University of Illinois Urbana-Champaign; Ali Ansari, University of Illinois at Urbana - Champaign; Caroline Cvetkovic, University of Illinois at Urbana - Champaign; Ramez Hajj, University of Illinois at Urbana - Champaign; Holly M Golecki, University of Illinois at Urbana - Champaign

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2025 CoNECD Paper Submissions, Diversity

frequent concern regarding self-reflection is selecting a method or approach that can beconsistently executed. For many of the same reasons as above, self-reflection practices that aretoo complex, too time-consuming, or less actionable in design are quick to be discarded whenfaculty find themselves unable to regularly complete them or to use them directly to impact theirteaching.During the one-hour reflective teaching workshop, facilitators shared self-reflection tools andpractices that could deepen their sense of self to strengthen their equity-oriented teaching. First,the facilitators shared ways in which practitioners and educators could make reflection a routineelement of teaching (e.g., formal journaling before and after instruction, making

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

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2025 CoNECD Paper Submissions, Diversity

University. Olga is a national thought leader in higher education and engineering education. She is a biomedical and mechanical engineer as well as an STEM education researcher. ©American Society for Engineering Education, 2025 Inclusive and Bias-Minimizing Hiring Practices to Build a Diverse Team at Wake Forest Engineering: Transforming Engineering Education through Faculty Diversity and Broadening ParticipationThis paper presents a comprehensive case study of Wake Forest Engineering's successful launchand transformation to build a diverse faculty team to support innovation across curriculum,pedagogy, research, and community impact. By implementing research-grounded hiringpractices focused on

Conference Session

Track 2: Technical Session 5: From Barriers to Bridges: The GEES Program's Impact on Low-Income Master's Students' Success and Professional Development

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Ximing Li, University of Pittsburgh; Sylvanus N. Wosu, University of Pittsburgh; Keith Trahan, University of Pittsburgh; Tagbo Herman Roland Niepa, Carnegie Mellon University

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2025 CoNECD Paper Submissions, Diversity

themesillustrate how the GEES program influenced low-income masters students’ educationaljourneys and supported their career development.Academic DevelopmentThe transition to graduate studies under the GEES program exposed participants to deeper,more specialized academic content that many found transformative. A common sentimentwas that graduate school allowed them to move from theoretical knowledge to practicalapplications. One participant noted, “In undergrad, it was all about passing exams. Now, Ifeel like I’m creating something real. It’s not just knowledge; it’s hands-on skills.” For thoseinvolved in internships or applied research, these experiences were especially impactful. Oneparticipant engaged in neural engineering research shared, “It’s a

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

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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

CANCELLED: Track 6: Technical Session 1: A Student-Centered, Theory-Informed, Integrated Model to Academic and Career Advising to Educate the Whole Engineer: 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; Melissa C Kenny, Wake Forest University

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2025 CoNECD Paper Submissions, Diversity

, students need tosee themselves represented in success stories and in role models in specific fields. Withoutseeing themselves in these success stories, their confidence to succeed academically and withcareer aspirations will be impacted. Identity-conscious advising (1) understands intersectionality,(2) recognizes systemic barriers, (3) promotes inclusive excellence, and (4) supports “wholestudent” identity and development. Best practices for identity-conscious advising requiresadvisor development across areas of cultural competency, identity awareness, bias recognition,and intersectionality, as well as recruitment of diverse advisors for showcasing broadrepresentation of success to the student body. Identity-conscious advising also requires

Conference Session

Track 3: Technical Session 4: Engaging Two-Year Students in STEM: A Professional STEM Society's Efforts to Support Community College Students

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Roberta Rincon, Society of Women Engineers; Beth C McGinnis-Cavanaugh, Springfield Technical Community College; Sohn Paul Cook, Society of Women Engineers

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2025 CoNECD Paper Submissions, Diversity

Paper ID #45160Engaging Two-Year Students in STEM: A Professional STEM Society’s Effortsto Support Community College StudentsDr. Roberta Rincon, Society of Women Engineers Roberta Rincon, Ph.D., is the Director of Research and Impact for the Society of Women Engineers. She is responsible for overseeing the research activities for the organization, including collaborative research projects with external researchers and dissemination of SWE research through academic conferences, the SWE Research website, and the annual SWE State of Women in Engineering magazine issue. She is the Principal Investigator for the NSF INCLUDES

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

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2025 CoNECD Paper Submissions, Diversity

, human-robot interaction (HRI), brain-computer interaction (BCI), MR, asymmetry in games, wearable technology, inclusive design, disability studies, participatory design, and technology for children on the spectrum.Bill Hamilton, New Mexico State UniversityMarshall Allen Taylor, New Mexico State UniversityLuis Rodolfo Garcia Carrillo, New Mexico State University Luis Rodolfo GARCIA CARRILLO received the PhD. degree in Control Systems from the University of Technology of Compi`egne, France. He was a Postdoctoral Researcher at the Center of Control, Dynamical systems and Computation at UC Santa Barbara, USA. He currently holds an Assistant Professor position with the Klipsch School of Electrical and Computer Engineering at

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

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2025 CoNECD Paper Submissions, Diversity

. Her expertise extends to facilitating workshops and training sessions, catering to the needs of both staff and students within Purdue University.Sakhi Aggrawal, Purdue University at West Lafayette (PPI) Sakhi Aggrawal is a Graduate Research Fellow in Computer and Information Technology department at Purdue University. She completed her master’s degree in Business Analytics from Imperial College London and bachelor’s degree in Computer and Information Technology and Organizational Leadership from Purdue University. She worked in industry for several years with her latest jobs being as project manager at Google and Microsoft. Her current research focuses on integrating project management processes in undergraduate

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

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2025 CoNECD Paper Submissions, Diversity

, 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. ©American Society for Engineering Education, 2025 An examination of the gender gap among Middle Eastern students in Engineering: A systematized reviewAbstract:This systematized literature

Conference Session

Track 6: Technical Session 3: The role of undergraduate engineering students' different support networks in promoting emotional well-being: A narrative study

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Sowmya Panuganti, Purdue Engineering Education; Narjes Khorsandi Koujel, Rowan University; Justin Charles Major, Rowan University

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2025 CoNECD Paper Submissions, Diversity

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 pathway for socioeconomic mobility and broader systemic

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

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2025 CoNECD Paper Submissions, Diversity

real-worldtesting with DHH students. For example, Hou et al [26] achieved high accuracy in controlledenvironments but remains untested in real classrooms. This gap highlights a broader issue inaccessibility literature: the emphasis on technical development over practical application. Whilemany of the reviewed records proposed innovative solutions, such as educational games and signlanguage translation systems (Figure 3), these technologies often remained at the prototype stagewithout comprehensive testing in real-world environments. This raises concerns about thelong-term usability and impact of these technologies. The lack of real-world validation highlightsthe need for future research to prioritize user-centered design and practical

Conference Session

Track 5: Technical Session 5: Partnering with Rural K-12 Schools in Southwest Virginia to Broaden Participation in Engineering

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Felicity Bilow, Virginia Polytechnic Institute and State University; Hannah Glisson, Virginia Polytechnic Institute and State University; Malle R Schilling, Arizona State University; Jacob R Grohs, Virginia Polytechnic Institute and State University

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2025 CoNECD Paper Submissions, Diversity

materials for them. Some teachers have reached out to us to ask for guidancein designing an engineering lesson for their students and we’ve provided ideas, suggestions,and recommendations for how they could create a lesson based on the subject topics andconcepts they are teaching. We’ve also provided additional professional development andtraining throughout the academic year for interested teachers. We’ve also planned several fieldtrips to Virginia Tech for their students to see the university campus and visit some engineeringlabs.In addition, research will be conducted on the impacts of engineering integration initiatives. Bymaintaining these relationships and providing sustained support, we hope to have a lastingimpact on engineering education

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

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2025 CoNECD Paper Submissions, Diversity

within the overall nationalpopulation. Faculty members and administrators play key roles in academia, from deciding whogets hired in faculty roles to teach and advise students, to deciding policies and practices thatsupport student retention and graduation. Thus, the beliefs of STEM faculty members andadministrators about who belongs in their institutions, in their disciplines, and the types ofopportunities and access they should have speak to the decision-making that shapes the exclusionthat occurs in STEM.PurposeThis study is part of a larger research project designed to investigate factors that help or hinderindividuals from minoritized racial and ethnic identities when pursuing careers in the STEMprofessoriate. The research questions that

Conference Session

Track 1: Technical Session 5: Motivations for Engineering Faculty Engagement in an Inclusive Pedagogy Program

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Renee M. Desing, University of Washington; Joyce Yen, University of Washington; Karen Thomas-Brown, University of Washington

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2025 CoNECD Paper Submissions, Diversity

engagesin a year-long program consisting of two distinct phases. The first phase, which takes placeduring the spring term, involves synchronous, weekly, in-person training sessions, led by aninstructor. These sessions are designed to provide a comprehensive foundation in inclusive andequitable pedagogical practices, facilitated by experts in the field. Faculty are provided tailoredresources on integrating intercultural competence and inclusive teaching practices for theircurriculum to facilitate impactful changes in their classes, their departmental units, and acrossthe College of Engineering. The training sessions are also designed to foster a collaborativelearning environment where faculty can share their own experiences and strategies.The second

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

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2025 CoNECD Paper Submissions, Diversity

effectiveness quantitatively against key metrics that promote diversity, equity, inclusion, and access to the undergraduate and graduate student communities. She also conducts research that analyzes trends, driving factors, barriers, and best practices to educate others and support organizational improvement. Prior to joining the University, Ashleigh managed and directed many training and pathway programs that support students from underrepresented backgrounds in STEM, and facilitated workshops that enhance the academic, personal, and professional development of students at North Carolina State University and Louisiana State University. She is a member of the National Organization for the Professional Advancement of Black

Conference Session

Track 6: Technical Session 3: Breaking Barriers: Unveiling the Journeys and Triumphs of Faculty Women of Color in STEM Academia

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Kemesha Gabbidon, University of South Florida; Saundra Johnson Austin, University of South Florida

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2025 CoNECD Paper Submissions, Diversity

driven by a desire for success, recognition, or personal fulfillment.• Impact - A motive to make a significant impact on society, a market, or a specific community, often linked to a sense of purpose.• Value Creation - A strong motivation to create products, services, or solutions that add value to others, whether through innovation, efficiency, or social impact.• The underlined portion here can best be capture as the achievement orientation aspect of motives. 23 Hard skills I for a long time, undervalued my contribution and did not really see the other side of the coin, which was a lot of [] academicians with PhDs have no idea

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

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2025 CoNECD Paper Submissions, Diversity

creating a strong sense ofbelonging to resonate with MSI students and contribute to sustained engagement (see Table 4 forStakeholder Effective Strategies and Best Practices). Equally (if not more) important is that thisactive use of one-on-one communication and tailored messaging has shown to be particularlysuccessful in connecting with students on a more personalized level, which in turn fosters adeeper commitment to the organization—and more meaningful connections—similar to areciprocal relationship process. As one stakeholder observed, "We've been able to more clearlycommunicate that value across all platforms, social media...so that we could curate content thatwas specific for collegiates."Our findings also indicate that MSI students

Conference Session

Track 2: Technical Session 1: Pulled In or Pushed Out? Underrepresented Minority High School Students Describe Socio-environmental Factors Shaping STEM Persistence and Post-Secondary Plans

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Alexis Grace Daniels, Johns Hopkins University; Rachel E Durham; Michael L Falk, The Johns Hopkins University; Alisha Nicole Sparks, The Johns Hopkins University; Emily J Yanisko, American University

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2025 CoNECD Paper Submissions, Diversity

future. Her research focuses on underrepresented minority youth’s access to and persistence in STEM pathways. She holds a B.A. in Anthropology and Community Health and an M.S. in Occupational Therapy from Tufts University.Rachel E Durham Rachel E. Durham (PhD, Sociology & Demography, Pennsylvania State University) is an Associate Professor in the School of Education at Notre Dame of Maryland University, and a Senior Fellow with the Baltimore Education Research Consortium (BERC). With a background in sociology of education, education policy, and demography, her research focuses on graduates’ transition to adulthood, career and college readiness, community schools, and research-practice partnerships.Prof

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

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2025 CoNECD Paper Submissions, Diversity

committed to driving understanding of the unique Engineering at Arizona State professional experiences, and growth and fostering innovation in a challenges these programs face, she University. She holds a Ph.D. in student success in the workforce. sector ripe for disruption. Ershela is dedicated to offering the support Bioengineering from the University of Creativity is the key force to best understands that intersectional and guidance necessary to transform Pittsburgh and a B.S. in Chemical equity based practices. collaboration is essential for entrepreneurial visions into reality. Engineering from UMBC as a

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

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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 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

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2025 CoNECD Paper Submissions, Diversity

orchallenges of these groups, underscoring the need for further research to identify these variables.[1]Another study by Griffin et al. focused on group size effects in a capstone senior design projectrevealed similar results. Over two semesters, students in larger groups achieved high grades andreported better experiences than those in smaller groups. [2] The upcoming sections of our studywill delve into the possible reasons behind these outcomes, including the impact of personalitiesin smaller groups versus factors like work distribution in larger groups.In a preliminary study to this one, the authors’ examined the impact of gender compositionwithin medium-sized groups. This study seemed to indicate that students in groups with an evengender

Conference Session

Track 6: Technical Session 5: Student-based Recommendations to Increase Accessibility in Undergraduate Engineering Programs

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Emily Violet Landgren, University of Texas at Austin; Maura Borrego, University of Texas at Austin

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2025 CoNECD Paper Submissions, Diversity

most crucial to request from instructorsbeyond those supported and enforced by the university.A. Lenses This study utilizes several lenses during data synthesis: Universal Design for Learning,ableism, and bottlenecks. Universal Design for Learning (UDL) is the practice of designinglearning to be accessible to all (or most) students by removing barriers from the learningenvironment [11]. UDL recognizes that while it is unlikely individual accommodations can beeliminated entirely, application of UDL principles can significantly decrease the need forindividual accommodations. Ableism is a series of structures, norms, and interactions rooted inmarginalizing those with mental, physical, or other perceived differences from the non