Conference Session

Special Topics: Safe Zone Session 1 - Moved from Tuesday at 1:30 pm

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Stephanie Farrell, Rowan University; Robyn Sandekian, University of Colorado, Boulder; Donna M. Riley, Purdue University, West Lafayette ; Christopher Alexander Carr, National Society of Black Engineers

Tagged Topics

Special Topic: Safe Zone

I use she and her pronouns.” Many universities still include birth/given names in the student information system. Using this name could accidentally “out” a student who uses a different name. 2. As a getting-to-know-you activity, pass around 3x5 cards and ask students to provide a photo, write down their names and pronouns, and tell you 1 or 2 things that are important to them (e.g., a hobby). Collecting the cards during the next class meeting. 3. Use a syllabus statement (see example above). 4. When in doubt, ask! Generally, it is best to use pronouns that are consistent with the way an individual present themselves. If you are not sure, it is OK to ask politely and with discretion.Safe

Conference Session

Track: Special Topic - Computing & Technology Technical Session I

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Mihaela Sabin, University of New Hampshire; Wendy DuBow, University of Colorado; Adrienne Ann Smith, Cynosure Consulting; Rosabel Deloge, Educational Consultant-Independent

Tagged Topics

Diversity, Special Topic: Computing & Technology

Information Technology two of themost ubiquitous STEM fields in the 21 st century. No matter the discipline area, it is clear fromlooking at workplace trends that students’ studies and professional development would benefitfrom exposure to, and comfort with, computing skills such as programming, and increasedfacility in computational thinking. Introducing a broader range of students to coding andcomputational thinking practices has been used as a strategy for broadening participation incomputing (BPC) [1, 2]. There have been numerous calls to bring computational thinking intothe general K-12 curriculum to both improve computational literacy in the next generation andenhance general education (e.g., [3, 4]). A recommended approach to teachers

Conference Session

Track: Collegiate - Technical Session 1

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

David Jones, University of Nebraska, Lincoln; Sohrab Asgarpoor, University of Nebraska, Lincoln; Jen Skidmore, University of Nebraska, Lincoln; Lance C. Pérez, University of Nebraska, Lincoln; Trish Wonch Hill; Michael Loehring; Emily Griffin Overocker, University of Nebraska, Lincoln

Tagged Topics

Collegiate, Diversity

must be classified as Pre-Engineering in Lincoln, technically admitted to the Explore Center as their college at UNL o Omaha: Any student in Omaha who applied for the College of Engineering and is either (1) admitted to the Pre-Engineering major (not the major they applied for) in the College of Engineering; or (2) was denied admission to the College of Engineering by the University of Nebraska Omaha admissions office and was not seen in the COE college review process (usually classified as “Undeclared” major with “Academic and Career Development Center” as their college) • ≥19 Math ACT sub score • ≥3.4 unweighted high school GPA Students will receive

Conference Session

Track: Collegiate - Technical Session 9

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Dustin M. Grote, Virginia Tech; Walter C. Lee, Virginia Tech; David B. Knight, Virginia Tech; Abbey Rowe Erwin, Virginia Tech; Bevlee A. Watford P.E., Virginia Tech

Tagged Topics

Collegiate, Diversity

Website 2 100% 0 0% 0 0% CC Visits/Information Sessions 11 69% 4 25% 1 6% CC Engineering Faculty Advisors 16 53% 12 40% 2 7% CC First-Year/General Advisors 3 30% 4 40% 3 30% CC Course Catalog 3 27% 6 55% 2 18% Transfer Articulation Agreement 6 50% 5 42% 1 8%Commonly used university web resources were viewed as overwhelmingly effective sources ofinformation on course transfer including the university transfer equivalency guide (+ 70%),university website (+ 72%), and university checksheets (+ 71%). In contrast, participants wereoften

Conference Session

Track: Collegiate - Technical Session 3

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Stephen Secules, Purdue University, West Lafayette; Walter C. Lee, Virginia Tech; Karis Boyd-Sinkler, Virginia Tech; Adam Stark Masters, Virginia Tech; Cynthia Hampton, Virginia Tech; Ashley R. Taylor, Virginia Tech; Dustin M. Grote, Virginia Tech

Tagged Topics

Collegiate, Diversity

-support practitioners can further marginalize studentsfrom underrepresented populations in the engineering and computing professions by not fullyconsidering dimensions of inclusion, including gender identity and expression, race andethnicity, disability, LGBTQ+, first-generation status, and socio-economic status. Motivation Within conversations addressing equity and inclusion in engineering higher education, amajor focus has been and continues to be on a collection of institutional efforts termed co-curricular support [1]–[4]. By co-curricular support, we are referring to institutional efforts tobetter support students through the offering of out-of-class efforts (e.g., mentoring programs,summer

Conference Session

Track : Collegiate - Technical Session 8

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Jon Carter Buchanan, Texas A&M University; Amy Suzan Klinkovsky, Texas A&M Engineering

Tagged Topics

Collegiate, Diversity

 exploring necessary variations to promote future success in recruitment and retention. According to the U.S. Census Bureau, 2018 population estimates for Texas were 42 percent white, 39 percent Hispanic/Latino, 13 percent black or African American, 5 percent Asian and 1 percent other [1]. We believe tailored marketing strategies will help achieve the ultimate goal of an enrollment reflecting the demographics of Texas. History of the Partnerships In 2013, a version of what would become the Engineering Academies was piloted under the name Blinn TEAM‐E and housed under the Transition Academic Programs department at Texas A&M University. This initial partnership was established with Blinn College, a 2‐year institution located approximately 5 miles

Conference Session

Track: Collegiate - Technical Session 12

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Susan M. Lord, University of San Diego; Michelle M. Camacho, University of San Diego; Catherine Mobley, Clemson University; Catherine E. Brawner, Research Triangle Educational Consultants; Joyce B. Main, Purdue University, West Lafayette

Tagged Topics

Collegiate, Diversity

). Dr. Lord is a fellow of the ASEE and IEEE and is active in the engineering education community including serving as General Co-Chair of the 2006 Frontiers in Education (FIE) Conference, on the FIE Steering Committee, and as President of the IEEE Education Society for 2009-2010. She is an Associate Editor of the IEEE Transactions on Education. She and her coauthors were awarded the 2011 Wickenden Award for the best paper in the Journal of Engineering Education and the 2011 and 2015 Best Paper Awards for the IEEE Transactions on Education. In Spring 2012, Dr. Lord spent a sabbatical at Southeast University in Nanjing, China teaching and doing research.Prof. Michelle M. Camacho, University of San Diego Michelle M

Conference Session

Track: Collegiate - Technical Session 11

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Julia Machele Brisbane, Clemson University; Eliza Gallagher, Clemson University; Abigail E. Hines, Clemson University; Joseph Murphy, Clemson University; lesteria Armoni Dunwoody, Clemson University; Khushi Patel, Clemson University; Aubrie Lynn Pfirman, Clemson University; Shannon Roberson; Anand K. Gramopadhye, Clemson University

Tagged Topics

Collegiate, Diversity

Mathematics Self-Concept of High Ability Adolescent Girls," Journal for the Education of the Gifted, vol. 17, no. 1, pp. 53-73, 1993.[16] J. M. Trenor, S. L. Yu, C. L. Waight and K. S. Zerda, "Influences for Selecting Engineering: Insights on Access to Social Capital from Two Case Studies," in Frontiers in Education Conference, Saratoga, 2008.[17] M. Besterfield-Sacre, C. J. Atman and L. J. Shuman, "Characteristics of Freshman Engineering Students: Models for Determining Student Attrition in Engineering," Journal of Engineering Education, vol. 86, no. 2, pp. 139-149, 1997.[18] D. R. Simmons and J. P. Martin, "Developing Effective Engineering Fictive Kin to Support Undergraduate First-Generation College Students," Journal

Conference Session

Track : Collegiate - Technical Session 7

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Janice Leshay Hall, Virginia Tech; Dina Verdin, Purdue University, West Lafayette; Walter C. Lee, Virginia Tech; David B. Knight, Virginia Tech; Allison Godwin, Purdue University, West Lafayette

Tagged Topics

Collegiate, Diversity

in Industrial Engineering at Purdue University. She completed her B.S. in Industrial and Systems Engineering at San Jos´e State University. Dina is a 2016 recipient of the National Science Foundation’s Graduate Research Fellowship and an Honorable Mention for the Ford Foundation Fellowship Program. Her research interest focuses on changing the deficit base perspective of first-generation college students by providing asset-based approaches to understanding this population. Dina is interested in understanding how first-generation college students author their identities as engineers and negotiate their multiple identities in the current culture of engineering.Dr. Walter C. Lee, Virginia Tech Dr. Walter Lee is

Conference Session

Track: Faculty - Technical Session 2

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Christine Newman, Johns Hopkins University

Tagged Topics

Diversity, Faculty

. 8Our Center is upfront with faculty that they should expect some back‐and‐forth on this. We ask for advance notice of at least 4 weeks before a grant is due  and 8 weeks or  more if they want a City Schools letter or if developing new programming. Letters of collaboration from our center—we will not sign the very generic standard  letter unless we’ve seen the proposed budget including the outreach and the  broader impacts proposal so that we know what we are committing to. Our center writes a concise and NSF‐attractive description of program for the  proposal.  Generally faculty don’t have much space in their proposal for this but  want to get across the impact it will have. Our center

Conference Session

Track: Collegiate - Technical Session 2

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Jessica R. Deters, Virginia Tech; Ashley R. Taylor, Virginia Tech; Teirra K. Holloman, Virginia Tech; Dustin M. Grote, Virginia Tech; David B. Knight, Virginia Tech

Tagged Topics

Collegiate, Diversity

. Waight, K. Zerda, and T.-L. Sha, “The Relations of Ethnicity to Female Engineering Students’ Educational Experiences and College and Career Plans in an Ethnically Diverse Learning Environment,” Journal of Engineering Education, pp. 449–465, 2008.[11] C. E. Brawner, J. Main, C. Mobley, S. M. Lord, and M. M. Camacho, “The institutional environment for student veterans in engineering,” in 2015 IEEE Frontiers in Education Conference (FIE), 2015, pp. 1–5.[12] S. M. Lord, K. A. Kramer, R. T. Olson, M. Kasarda, D. Hayhurst, S. Rajala, R. Green, and D. Soldan, “Special session #x2014; Attracting

Conference Session

Track : Graduate - Technical Session 10

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Ashleigh Wright, North Carolina State University; Rebecca Brent, Education Designs, Inc; Elizabeth C. Dickey, North Carolina State University; Kimberly S. Weems, North Carolina Central University; Brian J. Reich, North Carolina State University; Caesar R. Jackson, North Carolina Central University

Tagged Topics

Diversity, Graduate Education

the targeted Ph.D. programs earlier andmore often.Formative Project EvaluationA professional program evaluator is conducting ongoing formative assessment of the project. The primaryassessment mechanisms are (1) a pre- and post-program survey of all Master’s level students at NCCUbefore the start of the project activities and at the end of Year 5, (2) yearly student feedback sessions togather data on what is working well in the program and what could be improved, (3) exit interviews withfunded Bridge students who complete the Master’s degree from NCCU and go on to doctoral degreeprograms at NCSU or other research universities, or to employment in industry, and (4) interviews andsurveys of faculty to determine their attitudes toward working

Conference Session

Track: Collegiate - Technical Session 7

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Jennifer Blue, Miami University; Amy Summerville, Miami University; Brian P Kirkmeyer, Miami University

Tagged Topics

Collegiate, Diversity

students, first generation students, and/or low-income students. The results are encouraging in that they suggest that students from historically marginalized backgrounds do not feel less belonging than their peers, but concerning in that belonging generally decreased across the semester.During their first year, engineering majors are required to take several fundamentalcourses. Here we study students in two of these early required courses: calculus-basedintroductory physics, and the fundamentals of programming. In the current research,we look at a measure of social belonging. We see how student sense of socialbelonging changes over time, and pay particular attention to the students who are inthe minority in our sample and

Conference Session

Track: Graduate - Technical Session 12

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Kerrie G. Wilkins-Yel, Indiana University ; Bianca L. Bernstein, Arizona State University; Jennifer M. Bekki, Arizona State University; Amanda James Reed

Tagged Topics

Diversity, Graduate Education

American) decision to discontinue her pursuit of a STEM doctorate.1.1 Intersectionality Framework The current study is grounded in the theoretical framework of Intersectionality (Collins,2000; Crenshaw, 1991). Central to this approach is the nuanced way in which people’s livedexperiences are shaped by a multiplicity of interdependent social categories and identity markers(Cole, 2009). For example, the structures of race, class, and gender ‘‘create disadvantages forwomen of color’’ but also ‘‘provide unacknowledged benefits for those who are at the top ofthese hierarchies’’ (Zinn & Dill, 1996, p. 327). More recently, Purdie-Vaughns and Eibach(2008) coined intersectional invisibility and defined it as “the general failure to fully

Conference Session

Track: Faculty - Technical Session I

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Meagan R. Kendall, University of Texas, El Paso; Alexandra Coso Strong, Florida International University; Ines Basalo, University of Miami; Gemma Henderson, University of Miami

Tagged Topics

Diversity, Faculty

. Overall, theimportance of peer support and family could potentially link to students’ comfort and strengths as teammembers. Florida Both Texas st 1 generation college student Cultural diversity* Military experience Bilingual* Desire to learn Motivated* Comfortable working in Desire to succeed Naivety groups/teams* Diverse experiences Problem-solving skills Commuter* Diverse perspectives Responsible

Conference Session

Track: Collegiate - Technical Session 6

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Julian Viera Jr., University of Texas, El Paso; Elsa Q. Villa, University of Texas, El Paso; Christina Convertino; Erika Mein, University of Texas, El Paso; Sarah Hug, University of Colorado, Boulder

Tagged Topics

Collegiate, Diversity

knowledge rather than solely consumers of knowledge.BackgroundA 2016 Harvard Business School report found a faltering United States economy and a need forreform [1]. One principal reason for this faltering economy is the United States’ inability todevelop qualified science and engineering (S&E) human capital, in particular women andminorities. However, diversity in the S&E workforce has not improved over the last decade [2];and, given Hispanics aged 21 years and older represent 15% of the U.S. population, a mere 6%of the S&E workforce are Hispanic [2].The Bureau of Labor Statistics has projected that total employment in S&E jobs will increase at afaster rate (1.1% compound annual growth rate) from 2016 to 2026 than employment in

Conference Session

Track: Faculty - Technical Session 5

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Leanne DeVreugd, Oakland University; Laila Guessous, Oakland University; Julie Walters, Oakland University; Bradley John Roth; Sanela Martic

Tagged Topics

Diversity, Faculty

given a brief introduction toWISE@OU and its initiatives. There were typically one to two lunches each Fall andWinter for STEM faculty members. Each session provided time for informalnetworking as well as addressed a relevant topic – such as planning for the summer,connecting with upper-level administrators (including the Provost and ChiefInformation Officer), and working on grant proposals.Workshops were generally hosted for STEM non-tenured faculty, however selectsessions were for mid-level career faculty from all departments or for departmentchairs. These workshops focused on planning for promotion (associate to fullprofessor) and goal setting.In addition to career-related workshops, WISE@OU addressed bias-related concernsthrough

Conference Session

Track: Collegiate Technical Session 12

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Michael Scott Sheppard Jr., Arizona State University; Nadia N. Kellam, Arizona State University; Samantha Ruth Brunhaver, Arizona State University

Tagged Topics

Collegiate, Diversity

disabilities like PTSD and TBI.Often, they are seen as being mentally deficient or unintelligent because of generalizations madefrom exaggerated public cases.Unique Skills of Student Veterans with DisabilitiesPast research has focused on the deficits of student veterans with disabilities and how they needto be better supported by the administrators and faculty members of academic institutions [1],[7], [10], [13]. However, student veterans’ disability status does not negate the unique skills andpositive attributes acquired during military service. Student veterans, including student veteranswith disabilities, may find themselves better suited than others to conquer the challenges of anundergraduate engineering program [5], [6], [11]. Due to extensive

Conference Session

Track : Graduate - Technical Session 7

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Marcia Gumpertz, North Carolina State University; Rebecca Brent, Education Designs, Inc; C. Dean Campbell, North Carolina A&T State University ; Maureen Grasso, North Carolina State University; Yvette Maria Huet, University of North Carolina, Charlotte; Keith A. Schimmel P.E., North Carolina A&T State University

Tagged Topics

Diversity, Graduate Education

meets monthly, with discussion topics including culturally responsive mentoring, experiences of minority doctoral students o Information sessions for department heads and graduate directors, deans, and provosts to orient them to the AGEP-NC project 7 o Fellows collect information on pathways of doctoral students through their programs • Winter year 1: o Winter alliance-wide meeting for provosts, deans, Student Leadership Council, leadership team, evaluators and Fellows. Fellow workshop on culturally

Conference Session

Track: Collegiate - Technical Session 10

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Karis Boyd-Sinkler, Virginia Tech; Raeven Carmelita Waters; Yasmine Yunus Sikder; Ashley R. Taylor, Virginia Tech; Mayra S. Artiles , Virginia Tech; Alexandra Coso Strong, Florida International University; Walter C. Lee, Virginia Tech

Tagged Topics

Collegiate, Diversity

in engineering, the integration of engineering education and international development, and building capacity in low and middle income countries through inclusive technical education.Ms. Mayra S Artiles , Virginia Tech Department of Engineering Education Mayra S. Artiles is a Ph.D. candidate in Engineering Education at Virginia Tech. She has a B.S. in Mechanical Engineering from the University of Puerto Rico at Mayaguez and an M.S. in Mechanical Engineering from Purdue University with a focus on nanotechnology. Prior to her current position, she worked at Ford Motor Company as an Electrified Vehicles Thermal Engineer. Her research interests are broadening participation in engineering higher education, graduate

Conference Session

Track: Faculty - Technical Session 4

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Yousef Jalali, Virginia Tech; Christine Tysor, Virginia Tech; Vinod K. Lohani, Virginia Tech; Christian Matheis, Guilford College

Tagged Topics

Diversity, Faculty

/hbcu_research_summit.html[12] J. S. Katz and B. R. Martin, “What is research collaboration?” Research Policy, vol. 26, no.1, pp. 1-18, 1997.[13] H. Bukvova, “Studying research collaboration: A literature review,” Sprouts: WorkingPapers on Information Systems, vol. 10, no. 3, 2010.[14] B. Bozeman, D. Fay, and C.P. Slade, “Research collaboration in universities and academicentrepreneurship: the-state-of-the-art,” Journal of Technology Transfer, vol. 38, no. 1, pp. 1-67,2013.[15] B. Bozeman, J. S. Dietz, and M. Gaughan, “Scientific and Technical Human Capital: Analternative model for research evaluation,” International Journal of Technology Management,vol. 22, no. 7, pp. 716-740, 2001.[16] B. Bozeman and E. Corley, “Scientists’ collaboration strategies: Implications

Conference Session

Track: Collegiate - Technical Session 5

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Crystal M. Pee, Virginia Tech; Walter C. Lee, Virginia Tech; Jeremi S. London, Virginia Tech; Gilbert Jew, Arizona State University; Teirra K. Holloman, Virginia Tech; Chaneé D. Hawkins Ash , Virginia Tech; Bevlee Watford, Virginia Tech

Tagged Topics

Collegiate

, Virginia Tech Dr. Walter Lee is an assistant professor in the Department of Engineering Education and the assistant director for research in the Center for the Enhancement of Engineering Diversity (CEED), both at Virginia Tech. His research interests include co-curricular support, student success and retention, and diversity. Lee received his Ph.D in engineering education from Virginia Tech, his M.S. in industrial & systems engineering from Virginia Tech, and his B.S. in industrial engineering from Clemson University.Dr. Jeremi S London, Virginia Polytechnic Institute and State university Dr. Jeremi London is an Assistant Professor in the Engineering Education Department at Virginia Poly- technic Institute and State

Conference Session

Track: Graduate - Technical Session 9

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Eunsil Lee, Arizona State University; Jennifer M. Bekki, Arizona State University; Adam R. Carberry, Arizona State University; Nadia N. Kellam, Arizona State University

Tagged Topics

Diversity, Graduate Education

international student perspective. We seek agreater understanding of the following: 1) experiences that contribute to international students’ perceivedsense of belonging, and 2) contributors to international students’ perceived quality of interactions with peersand faculty. A qualitative research approach using the critical incident technique with a constructivistperspective was used for this study. The overall results, and in particular understandings about the conceptof ‘sense of belonging’ that emerged from the students’ lived experiences, will provide insights fordeveloping an improved and inclusive institutional support structure for international students within U.S.engineering doctoral education.Sense of belonging Sense of belonging is

Conference Session

Track: Collegiate - Technical Session 13

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Beth A. Myers, University of Colorado, Boulder; Angela R. Bielefeldt, University of Colorado, Boulder; Jacquelyn F. Sullivan, University of Colorado Boulder

Tagged Topics

Collegiate, Diversity

served on multiple NAE committees, and on the NSF ENG division’s Advisory Committee. c American Society for Engineering Education, 2019 Quantifying the Pool of Underrepresented Minority Students for Engineering StudiesAbstract: A widely held belief exists among engineering educators and policy-makers that if pre-college student interest in engineering were broadly increased, the population of studentspursuing a collegiate engineering education would be more diverse [1]. However, after years ofworking in engineering admissions, a more probable hypothesis emerged that the pool ofengineering-eligible students that come from communities of color is smaller than might beexpected. To reach parity in

Conference Session

Track: Special Topic - Identity Technical Session 13

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Catherine E. Brawner, Research Triangle Educational Consultants; Susan M. Lord, University of San Diego; Catherine Mobley, Clemson University; Michelle M. Camacho, University of San Diego; Joyce B. Main, Purdue University, West Lafayette

Tagged Topics

Diversity, Special Topic: Identity

multiple dimensions of identity using an intersectional lens toanswer three research questions: 1) Why did BSVEs join the military? 2) Why did BSVEschoose engineering? and 3) How do BSVEs enact their veteran, engineering, and racial identitieswhile in school? We find that family influences, a desire to be part of something bigger thanthemselves, and economics were factors in BSVEs’ decision to join the military. Technical jobsin the military that often included exposure to engineers and engineering problems led them tothe belief that as engineers, they would be able to solve many of the problems they faced whilemaintaining military hardware. All seven BSVEs claimed that their military and engineeringidentities were central, or nearly so, to their

Conference Session

Track: Special Topic - Identity Technical Session 9

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Maria Luz Espino M.A., Iowa State University ; Sarah Rodriguez, Iowa State University

Tagged Topics

Diversity, Special Topic: Identity

Paper ID #24750A Systematic Review of the Intersections of Engineering Identity and Finan-cial Need LiteratureMaria Luz Espino M.A, Iowa State University Maria Luz Espino, M.A. is a doctoral student and graduate research assistant in the Higher Education Administration program at Iowa State University. She holds a Masters degree in Educational Policy and Leadership from Marquette University and a Bachelors degree in Community and Nonprofit Leadership and Gender and Women Studies from the University of Wisconsin - Madison. She investigates issues of college access and retention of first-generation low-income students

Conference Session

Track: Pre-college - Technical Session 3

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Whitney Gaskins, University of Cincinnati; Darryl Dickerson, Purdue University, West Lafayette; Virginia Lynn Booth-Womack, Purdue University, West Lafayette; Delano White, The Gaskins Foundation

Tagged Topics

Diversity, Pre-College

to enroll in the program. Each session lasts two hours, generally from 9 – 11am. The first hour of each session is spent using the “​A​ssessment and LE​​arning in ​K​nowledge ​S​paces” (ALEKS) web-based instructional software. Students work through the program individually with monitoring from volunteers. For the 2​nd​ hour of the session, the students participate in hands-on and/or group projects that 1) help reinforce the lessons learned in their classroom and ALEKS and 2) help increase student excitement and efficacy towards learning STEM concepts.  Students enter the program at the beginning of their 3​rd​ grade year. These students are grouped as a cohort. The first cohort in West Lafayette launched in 2017. The first cohort for

Conference Session

Track: Pre-college - Technical Session 4

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Tanya D. Ennis, University of Colorado, Boulder; Beth A. Myers, University of Colorado, Boulder

Tagged Topics

Diversity, Pre-College

process [1]. Figure 1 provides arepresentation of conjecture mapping which defines the high level conjecture, embodiments,mediating processes and outcomes used to frame the design. When designing learningenvironments, the process begins with establishing a high level conjecture which outlines thekind of learning the design attempts to support. Embodiments generate the mediating processesthat produce the desired outcome. These embodiments could include tools, materials, tasks andparticipant structures, and discursive practices. A design may or may not include all theseelements. Mediating processes are required to produce outcomes; they utilize particular tools fora particular task in a learning environment enacted in certain ways to produce

Conference Session

Track: Pre-college - Technical Session 2

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Lauren A. Griggs, Virginia Commonwealth University; Briana Nicole James, Virginia Commonwealth University

Tagged Topics

Diversity, Pre-College

MISSIONThe LSAMP program is a National Science Foundation funded program that assistsuniversities and colleges in their efforts to significantly increase the numbers ofstudents matriculating into and successfully completing high quality degreeprograms in science, technology, engineering and mathematics (STEM)disciplines.The LSAMP Program seeks to transform undergraduate STEM education primarilythrough 1. Innovative, evidence-based recruitment and retention strategies 2. Relevant educational experiences in support of racial and ethnic groups historically underrepresented in STEM disciplines LSAMP PROGRAM PRIORITIES1. Increase individual student retention and progression to baccalaureate degrees for underrepresented racial and ethnic

Conference Session

Track: Pre-College - Technical Session 11

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Christine Newman, Johns Hopkins University; Margaret Hart, Johns Hopkins University; Andrea M. Perry, Garrison Forest School; Anitra Michelle Washington, Western High School; Laura Garcia

Tagged Topics

Diversity, Pre-College

. 9College counseling:Garrison Forest School (GFS) has 2 counselors for 60‐70 students (senior class), who also advise juniors Every week the counselors offer college workshops for juniors and seniors, outreach with parents. These students have generally been supported by parents and their school since early elementary.  The  expectation is that they’ll go to college.  The school has a 100% placement rate in 4‐year colleges.Western High School has 1 College Bound counselor in the school and 1 senior counselor for 300 students.  Because this is a high poverty, majority minority school district, these students are likely to be first generation to college and not have as much home support as their GFS counterparts.Teacher