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

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

WFU Engineering inaugural graduating class had about 50% of engineeringstudents participate in study abroad experiences at locations like Chile, Australia, Italy,Denmark, Spain, Germany, England, etc. This is just one example of how student feedback andengineering education research informed curricular decisions and informed advisingstructures, practices, and policies.Beyond academic advising, career advising is an important aspect to Educating the WholeEngineer and Educating the Whole Student towards degree completion and professional success.When WFU Engineering launched in 2017, the WFU Office of Personal and CareerDevelopment (OPCD) was also undergoing growth and development under new leadership. Theonly OPCD staff that had experience

Conference Session

Track 5: Technical Session 2: Barriers in the Workplace: An Analysis of Engineering Workplace Culture and Climate

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Susan Sajadi, Virginia Polytechnic Institute and State University; Olivia Ryan, Virginia Polytechnic Institute and State University; Katherine Drinkwater, Virginia Polytechnic Institute and State University

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2025 CoNECD Paper Submissions, Diversity

with a specialization in electrical engineering from Roger Williams University. Her research interests include developing professional skills for engineering students and understanding mathematics barriers that exist within engineering.Ms. Katherine Drinkwater, Virginia Polytechnic Institute and State University Katie Drinkwater is a recent graduate of Duke University with a Bachelor’s in Mechanical Engineering. She is excited to begin working towards her Ph.D. in Engineering Education at Virginia Tech in the Fall. Her interest in Engineering Education began through a project where she helped to design a makerspace inside a shipping container. Since then, she has explored design and engineering education through

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

formalaccommodations fail to remove all barriers. Student interviews informed this paper’srecommendations to improve their access to education, especially when implemented together.Recommendations include both instructor- and administrative-level supports.II. METHODSA. Positionality Both authors hold engineering degrees and identify as white, disabled women. The firstauthor, whose disability affects her cognitive function, energy, and mobility, is working towardsa graduate engineering degree. This research came to fruition out of the frustration we felt afterthe first author experienced numerous barriers to accommodations and faculty support during herfirst year of graduate school. We are motivated by this experience to increase accessibility

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

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2025 CoNECD Paper Submissions, Diversity

STEM context, itis fundamental to support faculty members with multidimensional professional developmentactivities. Providing the faculty with resources and training to advance their understanding wouldimprove the doctoral program context and help racially and ethnically minoritized students tohave an affirming view of their identity within the academic context. This way, instead of gettinglost in the leaky graduate pipeline, students could develop the skills and knowledge to beindependent professionals and achieve their career pursuits. With culturally liberative mentoringpractices, Latine scholars could successfully feed the faculty pipelines to diversify the STEMfields in higher education settings. Furthermore, institutionalizing faculty

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

accessibility, sustainability, and the fair distribution of resources,which are often overlooked in traditional engineering programs [6], [7], [8]. This criticalengagement is important for promoting more inclusive and socially responsible engineeringpractices. Studies have shown that when students are exposed to social justice frameworks, theyare better equipped to develop solutions that address the needs of all members of society,particularly marginalized communities [5], [6]. Thus, integrating social justice into engineeringeducation enhances technical competence of students and also prepares them to be agents ofpositive social change in their professional careers.1.4 Purpose of the StudyThis study seeks to explore how gender influences engineering

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

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2025 CoNECD Paper Submissions, Diversity

identities and roles of mentors for rising minority doctoral students inengineering. The findings revealed that various individuals, including family members, informalundergraduate mentors, and peers, played significant roles in supporting the decision ofminoritized students to enroll in doctoral programs. These mentors provided different forms ofsupport, ranging from emotional encouragement to practical guidance, thereby influencing thestudents' academic and career trajectories. The study highlighted the importance of recognizingand leveraging the diverse mentorship networks available to minoritized students to promotetheir success in doctoral programs [8].Curriculum BuildingAccording to Should You Go to Graduate School? by Tomas Chamorro-Premuzic

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

-funded Women of Color in Engineering Collaborative, whose mission is to work cooperatively with other organizations to provide resources to create a supportive, encouraging, and inclusive environment in the engineering workplace. Her SWE research centers on equity issues in STEM education and the workplace, with studies on gender bias, the development of an engineering identity, and the community college transfer pathway. Prior to joining SWE, she worked in higher education policy research and on programs focused on faculty productivity and student success. She received her B.S. in Civil Engineering from The University of Texas at Austin, MBA and M.S. in Information Management from Arizona State University, and Ph.D

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 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

-related mentorship opportunities for Black,Hispanic, and Indigenous K-12, undergraduate, and graduate-level students in the state ofIllinois.One of the premier programs of the IDEA Institute is the GIANT Program, which is a seed grantprogram that provides an opportunity for Institute members to research DEI issues they arepassionate about in a way that is otherwise not possible. The GIANT program is modeled afterthe Strategic Instructional Innovations Program (SIIP) for faculty-led teaching initiatives [7] butis modified to focus on DEI topics and allows students, postdocs, and staff to propose and leadprojects. Central to the GIANT program is: (i) proposing evidence-based strategies fostering DEIin STEM, (ii) conducting research and collecting

Conference Session

Track 1: Technical Session 5: Fostering Critical Awareness: Incorporating a Critical Consciousness Framework into Engineering Professional Development

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Jameka Wiggins, The Ohio State University; Monica Farmer Cox, The Ohio State University

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2025 CoNECD Paper Submissions

underrepresented groups in engineering by exploring their experiences, engaging in critical questioning, and offering support. Outside of academic studies, Jameka serves as an ambassador for her department, reviewer for ASEE, and active volunteer for a Columbus STEM non-profit See Brilliance. Jameka has been recognized by her undergraduate institution for her commitment to achieving the vision of the Ronald E. McNair Scholars Program and most recently by her department for her scholarship as a graduate researcher. Jameka strives to be a well-rounded scholar and exhibit her dedication to people and scholarship.Dr. Monica Cox, The Ohio State University Monica F. Cox, Ph.D., is Professor in the Department of Engineering Education

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

undergraduate degree and this modeling would be showcased bythe diverse career pathways of the faculty body. After all, students came to Wake ForestUniversity to combine a traditional liberal arts education with the innovation of an engineeringdegree. Students wanted to use their engineering degree for both engineering and non-engineering pathways and diverse professional pathways. Students wanted a technicalengineering degree but had unique interests to combine general knowledge, engineeringdisciplinary knowledge, and professional knowledge. Faculty with both traditional academicjourneys and faculty with industry experience would need to be recruited and to be united arounda common vision, mission, and values of the new department. As will be visible

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

areas are more likely to enroll in any postsecondary education talk about three main findings or implications from these studies.compared to rural students. Additionally, rural students might also often be low-income and first-generation students, which comes with an additional layer ofbarriers to entry for postsecondary education such as not having access toresources or knowledge from their closest peers or family members about howto apply to college in the first place. Related specifically to engineering, ruralstudents often do not have an understanding of what it means to pursueengineering or what engineering careers might look like, though many ruralstudents have a desire to attain better futures for themselves and