Conference Session

Track: Learning Spaces, Pedagogy & Curriculum Design Technical Session 9

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Adrienne Ann Smith, Cynosure Consulting; Rebecca A. Zulli, Cynosure Consulting

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

. Rebecca A. Zulli, Cynosure Consulting c American Society for Engineering Education, 2019 AN ASSET APPROACH TO BROADENING P A R T I C I P AT I O N TIP S A ND T OOLS FOR STRATEGIC P L A NNINGA D R I E N N E S M I T H & R E B E C C A Z U L L I L OW EINTRODUCTION• All too often when thinking about recruiting, supporting, and retaining diverse students in our STEM majors and programs, the situation is approached from a deficit mindset; that is, one that focuses on what students or environments lack that must be remedied.• In our work supporting STEM departments with their broadening participation efforts, we focus on fostering an asset-minded approach to strategic planning.• This approach is grounded

Conference Session

Track: Learning Spaces, Pedagogy, & Curriculum Design Technical Session 2

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Alisha L. Sarang-Sieminski, Franklin W. Olin College of Engineering; Adva Waranyuwat, Franklin W. Olin College of Engineering; Emily Ferrier, Franklin W. Olin College of Engineering; Alison Wood , Franklin W. Olin College of Engineering; Daniela Faas, Franklin W. Olin College of Engineering

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

sanitation, as well as sustainability solutions, through interdisciplinary approaches. Since joining the Olin College faculty she has also dived into the field of engineering education with an emphasis on integration of arts, humanities, and STEM. Her love of learning was first fostered by an unusual elementary school education that was deeply inter- disciplinary with a substantial arts curriculum. After graduating from Harvard University with a B.A. in Dramatic Literature, she worked professionally in theater and wrote and recorded two musical albums. She then returned to school to study engineering, earning a B.S. in Civil Engineering from Rutgers Uni- versity in 2011. While completing her degree at Rutgers, she wrote

Conference Session

Track: Learning Spaces, Pedagogy & Curriculum - Technical Session 11

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Catherine E. Brawner, Research Triangle Educational Consultants; Catherine Mobley, Clemson University; Rebecca Brent, Education Designs, Inc; Marisa K. Orr, Clemson University; Maya Rucks, Clemson University; Cindy Waters, Naval Surface Warfare Center

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

, vol. 42, no. 1 pp. 48-60, 2014.[3] B.L. Yoder, “Engineering by the Numbers.” American Society for Engineering Education, 2017.[4] S. Secules, “Beyond Diversity as Usual: Expanding Critical Cultural Approaches to Marginalization in Engineering Education.” PhD dissertation, University of Maryland, College Park, MD, 2017.[5] M. Morgan, (2013). Supporting Student Diversity in Higher Education: A Practical Guide, New York, NY: Routledge, 2013.[6] P. Gándara and J. Maxwell-Jolly, “Priming the pump: Strategies for increasing the achievement of underrepresented minority undergraduates,” The College Board, New York, NY, 1999.[7] BEST (Building Engineering and Science Talent), A Bridge for All: Higher

Conference Session

Track: Learning Spaces, Pedagogy, and Curriculum Design Technical Session I

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Tikyna M. Dandridge, Purdue University, West Lafayette ; Hassan Ali Al Yagoub, Purdue University, West Lafayette; Sharlane Cleare, Purdue University, West Lafayette; Justin Charles Major, Purdue University, West Lafayette; Shalin Lena Raye, Purdue University, West Lafayette; Casey E. Wright, Purdue University, West Lafayette; Alice L. Pawley, Purdue University, West Lafayette

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

in this very hegemonic process of not directly identifying power.My own biases as I was entering into this course are based on the premise that engineeringeducation is only now, in the past 5 years or so, beginning to turn a critical eye on the field forhow dominant ideologies structure much of the curriculum and pedagogy within highereducation spaces. Because these critical discourses are new to engineering education, myassumption was, they would not be as theoretically informed as they are in humanities-based oreducation-based fields. Not only is the pedagogy used within the course theoretically informed,but the ways in which the instructor selected reading materials, listened to how students weretaking up the materials, and facilitated

Conference Session

Track: Learning Spaces, Pedagogy, and Curriculum - Technical Session 11

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Maxine Fontaine, Stevens Institute of Technology (School of Engineering and Science); Alexander John De Rosa, Stevens Institute of Technology (School of Engineering and Science); Susan Staffin Metz, Stevens Institute of Technology (School of Engineering and Science)

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

drop out of engineering programs, simply because they are not given the opportunity developthese skills.Research indicates that spatial skills are malleable, not innate and can be learned by practicing [9].Sorby’s “Developing Spatial Thinking” curriculum has been implemented in over 41 engineering schoolswith the help of the NSF-funded ENGAGE Engineering initiative [10]. Data collected over the past twodecades at Michigan Technological University clearly show significant improvement in spatial skill testscores after participation in the new curriculum, from an average pre-workshop score of approximately50% to an average post-workshop score of approximately 75%. Students typically complete Sorby’sstandard ten-module curriculum over 10 weeks

Conference Session

Track: Learning Spaces, Pedagogy, and Curriculum Design Technical Session 3

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Elizabeth Hane, Rochester Institute of Technology; Scott Franklin, Rochester Institute of Technology

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

," Psychological Review, vol. 84, pp. 191-215, 1977.[15] President's Council of Advisors on Science and Technology, Engage to excel: Producing one million additional college graduates with degrees in science, technology, engineering and mathematics, Washington DC: Executive Office of the President, 2012.[16] A.-B. Hunter, S. L. Laursen and E. Seymour, "Becoming a scientist: the role of undergraduate research in students' cognitive, personal and professional development," Science Education, vol. 96, pp. 36-74, 2007.[17] S. Tobias, They're not dumb, they're different: Stalking the second tier (occasional paper on neglected problems in Science Education), New York: Research Corporation, 1994.[18] S. V. Franklin, E. Hane, M. Kustusch

Conference Session

Track: Special Topic - Social Justice & Reform Technical Session 4

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Dianne Grayce Hendricks, University of Washington; Celina Gunnarsson, Massachusetts Institute of Technology; Camille Birch, University of Washington

Tagged Topics

Diversity, Special Topic: Social Justice & Reform

activities to the UW community and local K-12 students involving toy adaptation for children with disabilities. Dianne holds a PhD in Genetics from Duke University, and BS in Molecular Biology and BA in Psychology from the University of Texas at Austin.Celina Gunnarsson, Massachusetts Institute of TechnologyCamille Birch, University of Washington Camille Birch is a graduate of the Bioengineering and Computer Science departments at the University of Washington. She developed curriculum concerning the interplay of diversity and ethics for undergrad- uate engineering students at UW and is interested in the power of education to enact change in future generations of engineers. She currently works for Microsoft in the Bay Area

Conference Session

Track: Learning Spaces, Pedagogy, and Curriculum Design Technical Session 4

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Benjamin David Lutz, California Polytechnic State University, San Luis Obispo; Michelle Kay Bothwell, Oregon State University; Nick AuYeung, Oregon State University; Trevor Kenneth Carlisle, Oregon State University; Natasha Mallette P.E., Oregon State University; Susannah C. Davis, Oregon State University

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

than teams that lack inclusive climates. This change is also important because itpresents new challenges for engineering faculty who must demonstrate they have achieved thisoutcome in their class.Engineering CultureGiven the history of engineering as a discipline of exclusion, meeting the new ABET outcome islikely to be difficult for some engineering faculty. Researchers have explored engineering cultureand dominant paradigms through a range of methodologies and empirical approaches (e.g.,(Bucciarelli, 2001; Faulkner, 2000; Tonso, 2006; Trevelyan, 2013). Some studies describeengineering culture as girded by problematic ideologies that reinforce science and engineeringwork as objective, using objectivity to justify technical work’s

Conference Session

Track : Learning Spaces, Pedagogy, & Curriculum Design Technical Session 7

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Mahauganee Dawn Bonds, Georgia Institute of Technology; Veronica van Montfrans, Georgia Institute of Technology; Joseph M. LeDoux, Georgia Institute of Technology; Wendy C. Newstetter, Georgia Institute of Technology

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

composition. Our ruminations onthe implications of our results are not to imply that diversity initiatives focused on increasingknowledge or comfort with interacting with diverse others have been rendered unnecessary.Rather, we believe that our students’ views on diversity may be a factor of the diversedepartmental environment and their pre-college experiences in an increasingly global world. Ourresults, then, support the idea that initiatives that increase the diversity of people entering thefield of engineering are vital to the ability to continually replicate these results both in ourdepartment and in others.Conclusion: Our data is evidence that may support a new starting point for diversity educationwithin engineering classes of diverse

Conference Session

Track Learning Spaces, Pedagogy & Curriculum Design Technical Session 8

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Ken S. Ball P.E., George Mason University; Oscar Barton, Jr. P.E., George Mason University; Sharon A. Caraballo, George Mason University; Liza Wilson Durant, George Mason University; Michelle Marks, George Mason University; Angelina Jarrouj, George Mason University; Robin Rose Parker

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

structures, and the analysis of dynamic systems. More recently, He has mentored numerous midshipmen through independent research projects and has directed two Tri- dent Scholars, the Naval Academy’s flagship research program. He has published over 50 journal and conference articles on these topics. Dr. Barton is actively involved in curriculum development and program assessment. He chairs ASME Committee on Engineering Accreditation. He serves a Commissioner for Engineering Accreditation Com- mission of ABET, Inc. and was a program evaluator for 6 six years prior to joining the commission. Dr. Barton holds a professional engineering license in the State Maryland. He is a member of the Board of Education, ASME.Dr

Conference Session

Track: Learning Spaces, Pedagogy, & Curriculum Design Technical Session 6

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Adam Stark Masters, Virginia Tech; Lisa D. McNair, Virginia Tech; Donna M. Riley, Purdue University, West Lafayette

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

. c American Society for Engineering Education, 2019 High Risk, (with Hope for) High Reward: Lessons Learned from Planning and Hosting an Unconference Abstract Often in diversity and inclusion research, the goal is to represent the perspectives of those whoare ‘not at the table,’ but seldom do research methods provide the participants an actual seat ‘at the table.’Informed by a participatory action research approach, we partnered with study participants, positioningthem as our co-researchers. Together, we employed an unconference (also known as an Open SpaceTechnology workshop) as a research method in order to elevate the voices of

Conference Session

Track: Learning Spaces, Pedagogy & Curriculum Design Technical Session 10

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Heather Doty, University of Delaware; Shawna Vican, University of Delaware; Robin Andreasen, University of Delaware; Sue Giancola, University of Delaware

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

, “Engineering by the Numbers,” American Society for Engineering Education, 2017. Available: https://www.asee.org/documents/papers-and-publications/publications/college-profiles/2017- Engineering-by-Numbers-Engineering-Statistics.pdf. [Accessed 29 November, 2018].[8] M. Paxton, C. Figdor, and V. Tiberius, “Quantifying the Gender Gap: An Empirical Study of the Underrepresentation of Women in Philosophy,” Hypatia, Vol. 27, No. 4, 2012, pp. 949-957.[9] A. Martin and K. O’Meara, “Conditions Enabling Women’s Leadership in Community Colleges,” in P.L. Eddy et al. (eds.), Critical Approaches to Women and Gender in Higher Education, P.L. Eddy et al. (eds.), Palgrave Macmillan US, 2017.[10] R. Ely, H. Ibarra, and D. Kolb, “Taking Gender Into

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

descriptors that educators described as both assets and challenges.)Conclusion and ImplicationsAs part of a broader effort to support engineering education reform at HSIs, this paper aims to further theunderstanding of how educators at HSIs perceive their undergraduate students. In particular, a qualitativestudy was conducted with 36 engineering educators from 13 HSIs in Arizona, New Mexico, Florida, andTexas who attended one of two Rethinking Engineering Education at HSIs workshops in the spring of2018. Before and throughout the workshops, participants engaged in individual and group activities thathelped them reflect on their students and their students’ experiences in the engineering curriculum. Theirresponses to an activity exploring the assets

Conference Session

NEW SESSION Track: Special Topic - Computing & Technology Technical Session 4

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Olivia Mambo Nche, Clemson University; Murali Sitaraman, Clemson University; Elizabeth L. Colbert-Busch, Clemson University; Victor Zordan

Tagged Topics

Diversity, Special Topic: Computing & Technology

motivated real-world novel multi-faceted approach which borrows from the princi-and everyday examples, 2) elementary graphical program- ples of multiple representations. The curriculum also aims toming, and 3) a custom video game designed to test and highlight the benefits of learning CS concepts to the studentsexercise concepts in a fun environment. Pretest/posttest so that they can see how computing can impact their lives.analysis show promising trends, including positive changes So in part to achieve this goal, the curriculum proposed alsoin attitudes and learning of computational thinking and incorporates a “STEM talk” element, which exposes studentscoding concepts

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

elements of the Engineering GoldShirt Summer Bridge Programwere redesigned to transition students to college and to transform their levels of expertisethrough engineering skill-development workshops, spatial visualization and engineering designproject integration, and mathematics and physics curriculum collaboration. Developing earlypartnerships with skilled professionals and faculty fostered a collaborative approach toimplementing an integrated summer bridge program.In addition to classes, introducing these scholars to industry professionals and researchopportunities during summer bridge supported an increase in their engineering expertise.Industry tours and research presentations were expanded to multiple companies and multiplefaculty

Conference Session

Track : Special Topic - Identity Technical Session 7

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Michael Lorenzo Greene, Arizona State University, Polytechnic campus; Nadia N. Kellam, Arizona State University; Brooke Charae Coley, Arizona State University, Polytechnic campus

Tagged Topics

Diversity, Special Topic: Identity

is one of the largest factors influencing a student’s decision to leaveengineering [1]. This can often be exacerbated for underrepresented students when compoundedwith existing structural and systematic issues such as the lack of visible professional role models,exposure and/or access to science, technology, engineering and math (STEM), under-resourcedpublic schools and inadequate preparation to matriculate into a university-level engineeringprogram. Efforts to answer the call to increase diversity and inclusion in engineering should startwith an understanding of how people from groups marginalized in engineering experienceengineering. Experiences in engineering include reception to the curriculum, classroomdynamics, interactions with

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

; Technical Director now working as an Educational Consultant on several National Sci- ence Foundation grant projects focused on Computer Science. Chair of CS4NH - Computer Science for New Hampshire - in collaboration with NH Tech Alliance (Technology Business Assn.) c American Society for Engineering Education, 2019 Changing Perceptions of Who Can Code: A Professional Development Program for Career and Technical Education Teachers AbstractThis paper reports the results of evaluating a broadening participation in computing initiativeaimed at Career and Technical Education (CTE) secondary teachers and students. The

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

&M Engineering Academies, which is the first engineering transition program of its kind in the United States. This innovative program provides a pathway to students interested in pursuing an engineering degree at Texas A&M University. Students admitted to an Engineering Academy are Texas A&M engineering students co‐enrolled at Texas A&M University in the College of Engineering and at a participating 2‐year institution. They enroll in math, science and core curriculum courses through the 2‐year and have the unique opportunity to enroll in Texas A&M engineering courses taught by Texas A&M faculty on the 2‐year campus. Students can spend a minimum of one year up to a maximum of two years co‐enrolled before transitioning

Conference Session

Track: Special Topic - Computing & Technology Technical Session 3

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Elsa Q. Villa, University of Texas, El Paso; Sarah Hug, Colorado Evaluation & Research Consulting; Heather Thiry, Golden Evaluation ; David S. Knight, The University of Texas, El Paso; Elizabeth Fomby Hall, The University of Texas, El Paso; Andrea Tirres, University of Texas, El Paso

Tagged Topics

Diversity, Special Topic: Computing & Technology

Paper ID #24674Broadening Participation of Hispanics in Computing: The CAHSI IncludesAllianceDr. Elsa Q. Villa, University of Texas, El Paso Elsa Q. Villa, Ph.D., is a research assistant professor at The University of Texas at El Paso (UTEP) in the College of Education, and is Director of the Center for Education Research and Policy Studies (CERPS). Dr. Villa received her doctoral degree in curriculum and instruction from New Mexico State University; she received a Master of Science degree in Computer Science and a Master of Arts in Education from UTEP. She has led and co-led numerous grants from corporate

Conference Session

Track: Pre-college - Technical Session I

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Cheryl Beauchamp, Virginia Tech; Cherie D. Edwards, Virginia Tech; Walter C. Lee, Virginia Tech; David B. Knight, Virginia Tech; Glenda D. Young Collins, Mississippi State University

Tagged Topics

Diversity, Pre-College

Exploring Student Perceptions of Teamwork in a Summer Outreach ProgramAbstractIncreasing numbers of summer outreach programs aim to engage students in science, technology,engineering and mathematics (STEM). A common approach to these programs is project-basedlearning (PBL), which often involves working in teams. Ideally, students participating in theseprograms work together in teams to apply the STEM knowledge gained from their programexperiences; these intentional communication and collaboration experiences are also likely toenhance students’ teamwork skills. However, team experiences are not always positive, andsome team members may not feel welcome to contribute. Team experiences can negatively affectstudents’ sense

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

changes to the admission policy and the application of the policy in the college reviewprocess. This team intends to continue reviewing these preliminary data over time. Since 2013, the college has allocated considerable human and operational resources for studentsuccess initiatives to assist undergraduate engineers. New initiatives include career advising, pathwayprograms targeting underrepresented populations in engineering, professional academic advising, andtutoring services for first and second year engineers in the general math, chemistry, and physics sequencerequired in the engineering curriculum. When combined with significant pedagogical changes to the firstand second-year seminar courses, the college is poised to provide and respond

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

robust ASEE datasource in conjunction with other high school variables appears to be a solid approach forquantifying how large the pool of potential engineering student from backgroundsunderrepresented in engineering might be.Method and ResultsThe ASEE Data Mining Tool was used to download the 2011, 2012 and 2013 cohort data (2012is also the year aligned with the survey results), including data from nearly 200 engineeringcolleges. The particular metrics of interest for this research are the number of new undergraduateengineering applicants that were enrolled in the fall; their 25th percentile SAT Math, SAT Total,ACT Math and ACT Composite scores; and the percentage of entering students that were rankedin the top quarter of their high school

Conference Session

Track: Pre-college - Technical Session 7

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Kristina Rigden, California State Polytechnic University, Pomona; Mariappan Jawaharlal, California State Polytechnic University, Pomona; Nicole Gutzke, California State Polytechnic University, Pomona

Tagged Topics

Diversity, Pre-College

® Program.ConclusionSince 2013, the Femineer® Program has grown exponentially. With the innovative toolkit,personalized curriculum, in-person interactive teacher training workshops and mentoringopportunities, the Femineer® Program offers a modern way to encourage female students to studySTEM. Cal Poly Pomona College of Engineering is looking forward to the continued growth ofthe program and the opportunity to continue our research within the Femineer® Program. References[1] J. E. Jacobs, “Twenty-five years of research on gender and ethnic differences in Math andScience career choices: What have we learned?” New Directions in Child and AdolescentDevelopment, vol. 110, p. 85-94, January 2005. [Online].[2] National Center

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

development of engineering standards (e.g., Engineering for USAll) and the growing number of public, private, and charter schools with engineering subjectsspeaks to an increasing interest in integrating engineering in the K-12 curriculum. However,because such efforts are not yet widely implemented, monitoring K-12 efforts of broadeningparticipation at the national level is unlikely. The same can also be said for informal engineeringeducation (outreach programs, museums, toys, etc.), which is also a prominent form ofparticipation in engineering at the K-12 level.After compulsory education, those wishing to pursue engineering as a career then proceed tohigher education. Here, this can entail the completion of an associate's degree, bachelor’s degree

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

, “Fostering communities of teachers as learners: Disciplinary perspectives,” Journal of curriculum studies, vol. 36, no. 2, pp. 135-140, 2004.[8] T. Ennis, J. Sullivan, and D. Knight, “Unlocking the gate to Calculus success: Pre- calculus for engineers - An assertive approach to readying underprepared students,” presented at ASEE American Society for Engineering Education, 02, 2013, pp. 23.1285.1-23.1285.23.[9] J. Liou-Mark, A. E. Dreyfuss, and L. Younge, “Peer assisted learning workshops in precalculus: An approach to increasing student success,” Mathematics and Computer Education, vol. 44, no. 3, pp. 249 2010.[10] J. Reisel, M. Jablonski, and E. Munson, “A study of the impact of peer-led team

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

Carbide Chemicals & Plastics, Inc., Charleston, WV Synergistic Activities: Project Leadership Team for STEM Achievement in Baltimore Elementary Schools (SABES), an NSF Funded Math Science Partnership with Baltimore City Public Schools Grant No. DUE- 1237992, 2012 – present. Co-Lead, STEM workgroup, Consortium for Urban Education, Baltimore, MD 2014-2015 Maryland State Department of Education STEM Equity workgroup 2014-2015 Professional Engineer, Commonwealth of Virginia, License No. 021864, 1996-2010 Board of Directors, Maryland Science Olympiad, 2010-present Champions Board, Mid Atlantic Girls Collaborative Network c American Society for Engineering Education, 20191Good morning!  My name is

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

2002.[5] Bilimoria D, Liang X. Gender equity in science and engineering: Advancing change in higher education. New York: Routledge; 2012.[6] Bilimoria D, Joy S, Liang X. Breaking barriers and creating inclusiveness: Lessons of organizational transformation to advance women faculty in academic science and engineering. Hum Resour Manage. 2008;47: 423-441.[7] Center for Health Leadership and Practice, “Mentoring Guide: A Guide for Mentors,” Public Health Institute, Oakland, CA., November 2003. Available online at https://www.rackham.umich.edu/downloads/more-mentoring-guide-for-mentors.pdf[8] S. Blake-Beard, “Mentoring: Creating Mutually Empowering Relationships,” Stanford VMware Women’s Leadership