Displaying results 1 - 30 of 47 in total
- 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 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
- Tagged Topics
- 2025 CoNECD Paper Submissions, Diversity
-environmental factors shaping STEM persistence and post-secondary plans Pulled in or pushed out? Underrepresented minority high school students describe socio- environmental factors shaping STEM persistence and post-secondary plans AbstractIntroductionThis research applies the Phenomenological Variant of Ecological Systems Theory to understandthe persistence of racially underrepresented minority (URM) youth in STEM pathways. URMyouth aspire to STEM careers at the same rate as White peers [1], but Black and Latinx studentsleave STEM disciplines at nearly twice the rate of White students [2]. As a result, the STEMworkforce does not reflect the country’s diversity. Literature reveals key
- Conference Session
- Track 5: Technical Session 3: Enhancing Diversity and Inclusion for First-Generation Students: A First Year Seminar Course Approach
- Collection
- 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
- Authors
- Alandra Kahl, Pennsylvania State University, Greater Allegheny
- Tagged Topics
- 2025 CoNECD Paper Submissions, Diversity
: CRITICAL THINKING, TIME MANAGEMENT, EFFECTIVE COMMUNICATION.Skill-Building Workshops: A CloserLook• Icebreaker: Introductions and goal sharing to build community.• Critical Thinking: Activities on questioning assumptions and evaluating evidence.• Time Management: Strategies for prioritization, goal setting, and scheduling.• Effective Communication: Role-playing exercises for clear messaging and active listening.• Reflection: Sharing takeaways and planning for skill application.Fostering a Sense of Belonging• Sharing experiences and challenges in a supportive environment.• "Cultural Exchange" activity
- Conference Session
- Track 5: Technical Session 4: The Next Leaders Academy: Learned Experience from an AI Summer Camp Experience
- Collection
- 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
- Authors
- Delano White, The Gaskins Foundation; Whitney Gaskins, University of Cincinnati
- Tagged Topics
- 2025 CoNECD Paper Submissions, Diversity
ethical considerations, and its potential impact on society. Networking Opportunities Students had the opportunity to network with other students, mentors, and industry professionals.The feedback from the camp was overwhelmingly positive as the students andparents relished the opportunity to learn about topics driving their world andtheir community. The camp also brought awareness of how technology isshaping the world around the students. 8 Future Plans and Next Steps The Gaskins Foundation plans to continue offering the Ethical AI Camp
- Conference Session
- Track 6: Techncal Session 7: Growing BPE Efforts: Lessons Learned from a College-Wide Seed Grant Program
- Collection
- 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
- Authors
- Gabriella Coloyan Fleming, Virginia Polytechnic Institute and State University; Christine Julien, Virginia Tech
- Tagged Topics
- 2025 CoNECD Paper Submissions, Diversity
● Eight hours of office hours were provided. Prospective applicants could bring questions, come to just listen, or bring draft proposals for feedback ● The majority of awarded projects were to those who attended office hours (some of them came several times) ● Office hours were both on-campus or on Zoom, with one evening option ● For those who could not attend office hours, 1:1 meetings were offeredProposal Template1. Project Lead: Name, role (undergraduate student, graduate student, postdoc, staff), department2. Project Personnel: Name, role (undergraduate student, graduate student, postdoc, staff, faculty), department for each person3. Brief Description and Implementation Plan: Include
- 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
- Tagged Topics
- 2025 CoNECD Paper Submissions, Diversity
, goals, and student needs. Some ofthe advising models documented in the literature include the following: (a) learning-centeredadvising approach (focused on connecting purpose of education with curriculum and degree),(b) engagement approach (focused on relationship building between student and advisor), (c)developmental advising approach (focused on student development and growth), (d)prescriptive academic advising approach (focused on checklists towards degree completion), (e)proactive advising approach (focused on students initiating advising meetings and advisorstacking those identified as at academic risk), (f) appreciative advising approach (focused oncreating positive interactions to support growth and academic planning), (g) flipped
- Conference Session
- Track 1: Technical Session 2: Reflective Teaching Practices for Equity-Minded Engineering Instructors
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- 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
educational experiences that meet the needs of all learners.Self-reflection is an often-cited yet underutilized reflective practice. This is due, in large part, tothe challenges inherent to making “reflection from within” a regular part of the teaching practice.For some, self-reflection is the first method to be abandoned when planning, instruction, andassessment tasks demand increasing time and effort to move the course forward. After all, thenext lesson, activity, exam cannot be delayed while an instructor stops to think about theiridentity, goals, and interactions with students. But then again, can any of these experiences befully realized as effective and impactful learning opportunities for all students in the absenceself-reflection?Another
- Conference Session
- Track 7: Technical Session 6: Using Grant Transition Periods to Improve Program Evaluation & Offerings; Case Study: Washington Space Grant
- Collection
- 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
- Authors
- Elizabeth Litzler, University of Washington; Rae Jing Han, University of Washington Center for Evaluation & Research for STEM Equity; Erin Carll, University of Washington; Kam H Yee, University of Washington; Brenda N Martinez, University of Washington
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- 2025 CoNECD Paper Submissions, Diversity
torefine the planned activities and the SMART goals and planned measurement of theoutcomes of those activities.The project supports students pursuing careers in STEM, helps develop facultyskills/knowledge and supports some pre-college education activities. The new granthas an increased focus on broadening participation and has a new requirement forexternal evaluation. Historically, 50% of student funding is awarded to marginalizedstudents in STEM. Starting in 2024 the program began to increase the percentage ofmarginalized student recipients and alongside funding will incorporate cohortprograms that honor students’ cultural, racial, and ethnic identities. The presentationwill discuss the motivations for the changes as well as some of the outcomes
- 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
Retention How are you building community? Recruitment begins with your You retain through effective Prioritize mentor curriculum What’s your strategic plan? outreach. A strategic plan builds in cultivation of... according to your needs. that outreach for structured Mentorship Consider... intentional recruitment. Academic support
- Conference Session
- Track 2: Technical Session 3: Piloting A Personalized Learning Model for Chemical Engineering Graduate Education: Lessons Learned from Creating a Chemical Engineering Body of Knowledge
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- 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
- Authors
- April Dukes, University of Pittsburgh; Mary E. Besterfield-Sacre, University of Pittsburgh; Susan K Fullerton Shirey, University of Pittsburgh
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- 2025 CoNECD Paper Submissions, Diversity
development and training of CHE graduate students. • Customized Learning Paths • Individual Development Paths • Modular Coursework • Student-Centered Approach • Continuous Assessment and FeedbackOverall Research Goals• Goal 1: • Create a personalized learning model (PLM) for graduate STEM education that is inclusive and incorporates professional training• Goal 2: • Generate the knowledge and examine the potential to extend the PLM from one STEM context to anotherDiversity, Inclusivity, and our PLM• IDPs are a student-centered tool for academic and career development planning. (Instructional Goals)• Increased choice in courses and professional development stream activities respects diverse interests and career paths. (Task
- Conference Session
- Track 4: Technical Session 6: Building a Future in STEM: The Girl Scouts and a University Partnership
- Collection
- 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
- Authors
- Elizabeth Hart, University of Dayton
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- 2025 CoNECD Paper Submissions
3. Plan a Take Action project that helps others.Specific STEM Activities and BadgesFacilitated DAISY ROLLER COASTER DESIGN CHALLENGE BADGE Grade Level – Kindergarten - 1st Badge Requirements ▪ Make a simple roller coaster car ▪ Build a model of a roller coaster ▪ Test your roller coaster One of Daisy Mechanical Engineering Design Challenge Badges ▪ Board Game Design Challenge ▪ Roller Coaster Design Challenge ▪ Model Car Design ChallengeSpecific STEM Activities and BadgesFacilitatedJunior Think Like A Daisy STEM Career Ambassador
- Conference Session
- Track 1: Technical Session 1: Supporting Engineering Graduate Students to Create Inclusive Learning Environments: A Professional Development Program at a Hispanic-Serving Institution
- Collection
- 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
- Authors
- Katherine R. McCance, The University of Texas at San Antonio
- Tagged Topics
- 2025 CoNECD Paper Submissions, Diversity
towardinclusive teaching. Finally, this paper will discuss future plans and considerations for expandingand sustaining the program for STEM TAs at the university. MethodsContextThe pilot PD program for engineering graduate students was modeled off an existing facultycommunity of practice program at the university, that is part of a national, multi-institutionalprogram [14]. During 2023-2024, 52 faculty at the university participated in the program,including 12 engineering and science faculty. The faculty program yielded positiveundergraduate student outcomes within one semester of faculty’s participation, such as anaverage 3% decrease in drop-fail-withdrawal (DFW) rates across all faculty participants’courses
- Conference Session
- Track 3: Technical Session 4: Engaging Two-Year Students in STEM: A Professional STEM Society's Efforts to Support Community College Students
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- 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
. in Educational Policy and Planning from UT Austin.Prof. Beth C McGinnis-Cavanaugh, Springfield Technical Community College Beth McGinnis-Cavanaugh is a professor at Springfield Technical Community College, where she teaches courses in physics, engineering mechanics, and structures. A graduate of the engineering transfer program at STCC, McGinnis-Cavanaugh holds a B.S. and M.Sohn Paul Cook, Society of Women Engineers ©American Society for Engineering Education, 2025Title: Engaging Two-Year Students in STEM: A Professional STEM Society’s Efforts to SupportCommunity College StudentsKEYWORDS: 2 Year Institution, Engineering, Computer Science, TransferCommunity college is a popular pathway for
- 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
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- 2025 CoNECD Paper Submissions, Diversity
Doctoral Female Middle Eastern Yes Mike ENG Doctoral Male Latin* Yes Summer ENG Doctoral Female Latin* Yes Mother Tricia ENG Undergraduate Female White Yes Autism 11/6/2024 | © Justin C. Major, Ph.D. | 6We were surprised to find that many of the students we interviewed were engineering orcomputing – not something we planned. A subset of 10 fit this category and are the focusof our presentation. As you can see, we have 10 participants, mostly in engineering
- 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
- Tagged Topics
- 2025 CoNECD Paper Submissions, Diversity
awarded a few months before the COVID-19 pandemic. The original plan for thisproject was to follow the middle school students in two out of the three counties from the firstproject into high school and examine how their interest in engineering was influenced by theseengineering activities. However, when the pandemic started, the outreach engineering activitiesneeded to be put on hold, and the project was put on pause. The initial approach was to wait itout and see what happened with the state of K-12 education with respect to the pandemic.However, during this time period, there were changes in school administrators, which meant thatany of the existing relationships and partnerships that had been previously established weredisrupted. Because of
- 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
]discusshowrecognitionfromimportantpeopleintheirentourage can enhancestudents'commitmenttotheirengineeringstudiesbyreinforcingtheirprofessional identity.Hence,havingaccesstoasupportiveenvironmentthatallowsstudentstoopenlydiscuss college plans with both family members and teachers may strengthen feelings of recognition. nderstandingthesecomponentsofengineeringidentityisessentialtoourresearchasitallowsUus to explore how engineering students’ access to resources influences their development of engineering identity [5]. We used these three elements of engineering identity asthreeoffour predictive primary factors based on resources in our work
- 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
activities and implementation plan; (iii) theory of change explains why theproposed activities will lead to the desired outcomes; (iv) research statement states thequestion(s) that will be investigated and how they will guide the project activities, data to becollected, and the dissemination plan for project outcomes including the target conferences andjournals in which to present and publish; (v) impact statement conveys how the project outcomeswill impact the target population; (vi) evaluation and assessment outlines the qualitative and/orquantitative metrics to assess the effectiveness of the project; and (vii) plan for sustainabilityexplains how the project outcomes will lead to external funding from federal agencies, industry,or private donors
- 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
). Addressing these challenges requiresstrategic planning, leadership, ongoing training, ethical decision making, and a genuine effort tocreate an inclusive culture. The purpose of this paper is to highlight some of the strategies usedin building Wake Forest Engineering and what has now become one of the most diverseacademic units on the Wake Forest University (WFU) campus and the highest ranked (US NewsReport 2023) academic unit on campus. Despite WFU being a predominantly white institution,Wake Forest Engineering as one of the newest academic units on campus adopted hiringpractices that enabled the hiring of a very diverse engineering faculty team – over 50% femalefaculty, 25% racial and ethnic diversity, engineering disciplinary diversity, etc
- Conference Session
- Track 3: Technical Session 5: Work In Progress: Understanding Servingness for Minoritized Students in Introductory Computing Courses at a Hispanic Serving Community College
- Collection
- 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
- Authors
- Sarah L Rodriguez, Virginia Polytechnic Institute and State University; Antarjot Kaur, Virginia Polytechnic Institute and State University; Paul Charles Bigby Jr., Virginia Polytechnic Institute and State University; Taylor Johnson, Virginia Polytechnic Institute and State University
- Tagged Topics
- 2025 CoNECD Paper Submissions, Diversity
Certificate to MS for students interested in AI ● Coordinating mentoring and support activities to build engagement ● Study around professional identity development ● Thinking about partnerships with different stakeholdersAs those two pathways that were discussed in the previous slide originated from a 9-credit College Credit Certificate Artificial Intelligence Awareness shown here. TheCCC includes AI Thinking, AI & Ethics, and one elective (Applied AI in Business orIntroduction to Robotics).For the purposes of this study, the data that was collected for this study includes theAI Thinking, AI Business, and AI Ethics course. We plan on doing data collection ofthose who have taken the Introduction to Robotics as well that will be included
- 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
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- 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
- Authors
- Avis Carrero, Tufts University
- Tagged Topics
- 2025 CoNECD Paper Submissions, Diversity
currently in the data analysis phase. This paper focuses on the methodologicalfoundation of this CCS and overviews: (1) the conceptual framework; (2) research methodologyand activities; and (3) analysis procedures and preliminary observations of the data; and (4)directions for future work.Conceptual Framework This research draws on two complementary frameworks—the Academic Plan Model(APM) described by Lattuca and Stark [10] and the White Racial Consciousness/FacultyBehavior Model (WRC/FB) presented by Haynes [13], [17]—to examine the complex factorsinfluencing faculty decision-making in engineering education. The APM situates facultydecisions within the broader context of institutional and departmental policies and practices,while the WRC/FB
- 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
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- 2025 CoNECD Paper Submissions, Diversity
-degree pathway.III. Program StakeholdersKey stakeholders include NSF collaborative planning grant PIs from Morehouse College,[Kinnis Gosha], Endowed Professor of Computer Science, and from Georgia Tech, [Laura SamsHaynes], Faculty and Director of Outreach in ECE, with both PI program directors serving as theresearch leadership team; Morehouse College Provost, [Kendrick Brown], and Georgia TechCollege of Engineering, former Associate Dean of Academic Affairs, [Mitchell Walker, II], whoexecuted the Memorandum of Understanding (MOU) establishing the new CStoCompE dual-degree pathway between both institutions; Georgia Tech ECE, Associate Chair of UndergraduateAffairs, [Elliot Moore], and Georgia Tech College of Engineering, Academic Program
- 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
asproponents for gender equity and inclusivity and carry the lessons learned in training into alltheir activities across campus. Over the course of the A&A program, 47 faculty, staff, andadministrators were trained as Allies. The Advocates led round-table discussions in theirworkshops and resulting discussions indicated a disjunct in views of equity between faculty andadministration.Facilitated Peer Mentor CirclesMentoring strategic planning sessions were held for faculty by rank with members grouped into(1) Research Scientists, (2) Non-tenure track Teaching Faculty, (3) Tenure-track AssistantProfessors, (4) Associate Professors, and (5) Full Professors, Program Chairs & DepartmentHeads. These sessions engaged over 70% of campus faculty
- Conference Session
- Track 3: Technical Session 3: A Strategic Program Overhaul: Increasing the Success of Women in Engineering Technology
- Collection
- 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
- Authors
- Leah Mackin, Rochester Institute of Technology (CET)
- Tagged Topics
- 2025 CoNECD Paper Submissions, Diversity
, girl scouts, etc. - Sharing what other clubs do (especially as new students checking out different clubs/student groups) As a full-time staff member, I performed all logistical structure, planning for meetings, and administrative oversight.Collaborative Signature Event September 16, 2023 - End of Week 3 Women+ in STEM Student Leader Symposium gathered 25 student leaders to share their club/organizations’ plans for the new academic year, connect with other student leaders from affinity groups to learn about ways their groups support one another, participate in networking and professional development workshop, and enjoy lunch together. Co-hosted by Women in Technology, NERD Girls in STEM, Women in Engineering, Women
- Conference Session
- Track 7: Technical Session 1: Agriculture & Nutrition for Girls While Encouraging Leadership & Stem-Enrichment (ANGELS) Program
- Collection
- 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
- Authors
- Sandra C Affare, University of Tennessee at Chattanooga; Marissa McElrone, University of Tennessee at Chattanooga; Rachelle Pedersen, Texas Tech University
- Tagged Topics
- 2025 CoNECD Paper Submissions, Diversity
measuring interest in STEM content and careers [12]. Process evaluationswere conducted with participants at each session (including the art and dance sessions) to capturethe participants’ perceptions of session implementation, participant satisfaction, and participantengagement (behavioral and cognitive engagement) in each session [13]. In addition, studentengagement was captured via a self-evaluation at the end of enrichment activities. Evaluation andattendance data was monitored continuously throughout the programs to inform planning, qualityimprovement, operational decisions, and to measure impact. In addition to the academicevaluations, we tracked the community impact over time to measure our progress, including thenumber of new organizational
- 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
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- 2025 CoNECD Paper Submissions, Diversity
areopportunities for social interaction such as talking about concerns and emotions, sharingexperiences, and making plans [20]. Following these social events, the mentors providedfeedback to their mentees on their applications for REU programs or graduate school. Table 2. Length and Frequency of Meetings and Modes of Communication (n = 11) Time Spent Per Month on Frequency of Meeting Per Modes of Communication Mentoring Relationship Month Less than 1 hour 18% Less than once 18% Email 91% 1 hour 45% Once 36% Text 55% 2 hours 36% Twice 45% Zoom 45
- Conference Session
- CANCELLED: Track 3: Technical Session 2: Learning and Adopting Principles of Diversity, Equity, Inclusion and Justice through the Development of a Sustainability Mindset Among First Year Engineering Students
- Collection
- 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
- Authors
- Krystal Colón-Rivera, University of Puerto Rico, Mayaguez Campus; Nayda G. Santiago P.E., University of Puerto Rico, Mayaguez Campus; Aidsa I. Santiago-Roman, University of Puerto Rico, Mayaguez Campus; Christopher Papadopoulos, University of Puerto Rico, Mayaguez Campus; Sandra Loree Dika, University of North Carolina at Charlotte
- Tagged Topics
- 2025 CoNECD Paper Submissions, Diversity
graduateresearch assistant attend most sessions as observers and commenters. The seminar met for onehour per week for 15 weeks. Among the eight (8) enrolled students, seven were members of thefirst-year sustainability engineering cohort from 2023 (5 men, 2 women); four of the membersfrom this cohort did not enroll due to schedule conflicts. The other student was an upper divisionstudent (man) not affiliated with the cohort.Some of the goals of the seminar were to raise awareness and comprehension of perspectives thatmay differ of their own, to investigate techniques for promoting JEDI in both personal andprofessional settings, and to create a personal plan for promoting JEDI. Because the audienceconsisted primarily of first-year students, no prior
- 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
establishedframeworks. These assessments helped coordinators refine their methods and enhance studentengagement. In this work in-progress that began in the Spring of 2024, we present lessonslearned to guide future programs and their evaluations, focusing on both quantitative andqualitative data collection methods.IntroductionEffectively capturing how science, technology, engineering, and mathematics (STEM) outreachprograms shape participants’ experiences, perceptions of the program, and attitudes towardengineering requires careful considerations and use of research-based methods. This includescareful planning, attentive implementation, the selection of appropriate tools, and rigorousinterpretation of the resulting data. In this study, we explore the necessary
- Conference Session
- Track 3: Technical Session 5: Technology and Society: Incorporating ethics, inclusion, and societal understanding into computer and technology and engineering education curriculum design.
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- 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
- Authors
- Carrie Prior, Excelsior University; James Tippey, Excelsior College
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- 2025 CoNECD Paper Submissions, Diversity
a frequent presenter and publisher on internationalization, strategic planning, globally focused academics, and Collaborative Online International Learning (COIL). Carrie is a 2019 Fulbright recipient and holds an Ed.D. in the Design of Learning Environments from Rutgers University.James Tippey, Excelsior College ©American Society for Engineering Education, 2025 Technology and Society Incorporating ethics, inclusive belonging for excellence, and societal understanding into computer and technology and engineering education curriculum design(2025). CoNECD Conference, February 9-11, 2025, San Antonio, TX Session Outline
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- CANCELLED: Track 6: Technical Session 2: Gender Differences in Global Identity Development: Implications for Intercultural Competence in Higher Education
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- 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
. Therefore theresearch question that we plan to answer through this study isRQ: How do gender differences influence the development of global identity among first-yearSTEM students?2. Theoretical FrameworkEquilintegration (EI) Theory, developed by Shealy [23], provides a comprehensive frameworkfor understanding how individuals construct, balance, and integrate their beliefs, values, andidentities in response to personal, social, cultural, and ecological influences. EI Theory positsthat individuals strive for a stable and coherent worldview by integrating diverse experiences andperspectives, which is crucial for developing intercultural competence. This theoreticalframework emphasizes the dynamic interplay between personal growth and contextual
- Conference Session
- Track 5: Technical Session 4: Fostering an Inclusive Community Among Electrical Engineering Students with Mixed-Reality Technologies at a Hispanic-Serving Institution
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- 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
solutions that facilitate onlineeducation by offering tools for attending classes, accessing study materials, delivering content,and tracking teaching progress across different locations and time zones. Dillenbourg et al. [16]argued that VLE is not simply a trendy phrase used to describe educational software solutions.Instead, they define VLEs as planned spaces, either informational or social, where educationalinteractions happen not only as a form of distance learning but also to improve activities in aclass. In VLEs, students play an active role in constructing the virtual space that can berepresented in various forms, ranging from text-based platforms to fully immersive 3D worlds.VLEs bring together different technologies and pedagogical