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

Education, 62, 60-71.Hirshfield, L., & Koretsky, M. D. (2017). Gender and participation in an engineering problem- based learning environment. Interdisciplinary Journal of Problem-Based Learning, 12(1).Huang, J. (2010). Improving undergraduates' teamwork skills by adapting project-based learning methodology. 2010 5th International Conference on Computer Science & Education (pp. 652-655). Taiwan: IEEE.Hughes, R. M., Nzekwe, B., & Molyneaux, K. J. (2013). The single sex debate for girls in science: A comparison between two informal science programs on middle school students’ STEM identity formation. Research in Science Education, 43, 1979-2007.Inzlicht, M., & Ben-Zeev, T. (2000). A threatening

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

sports with his wife, son, and dog.Dr. David B Knight, Virginia Tech David B. Knight is an Associate Professor and Assistant Department Head of Graduate Programs in the Department of Engineering Education at Virginia Tech. He is also Director of International Engagement in Engineering Education, directs the Rising Sophomore Abroad Program, and is affiliate faculty with the Higher Education Program. His research tends to be at the macro-scale, focused on a systems-level perspective of how engineering education can become more effective, efficient, and inclusive, tends to be data-driven by leveraging large-scale institutional, state, or national data sets, and considers the inter- section between policy and

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

subpopulations of students.AcknowledgementsThe authors would like to thank the anonymous participants for their involvement in the researchas well as their research teams at Virginia Tech, GUIDE Research Group and the DEEP Lab, andat Purdue University, STRIDE. This work is supported by the U.S. National Science Foundationaward # 1704350. Any opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the authors and do not necessarily reflect the views of the National ScienceFoundation.References[1] W. C. Lee and H. M. Matusovich, "A model of co‐curricular support for undergraduate engineering students," Journal of Engineering education, vol. 105, pp. 406-430, 2016.[2] B. E. Rincon and C. E. George-Jackson, "STEM

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

faculty members and twoeducation doctoral students.The project includes multiple data Ssources, including: (a) Participant observation – During 2016-2017, the research team conducted more than 45 hours of participant observation in the five sections of the pre-calculus workshop. Members of the research team wrote field notes using an observation protocol focusing on the interactional patterns, tools, and teaching/learning practices in the workshop. (b) Focus groups – In spring 2017, the research team conducted two focus groups: one with pre-calculus TAs and one with representatives from the math department (faculty and pre-calculus program coordinator). The focus groups lasted one hour and involved

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

Clemson University.Dr. David B Knight, Virginia Tech David B. Knight is an Associate Professor and Assistant Department Head of Graduate Programs in the Department of Engineering Education at Virginia Tech. He is also Director of International Engagement in Engineering Education, directs the Rising Sophomore Abroad Program, and is affiliate faculty with the Higher Education Program. His research tends to be at the macro-scale, focused on a systems-level perspective of how engineering education can become more effective, efficient, and inclusive, tends to be data-driven by leveraging large-scale institutional, state, or national data sets, and considers the inter- section between policy and organizational contexts. He

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

effects of team diversity n team outcomes: A meta- analytic review of team demography. Journal of Management, 33(6):987-1015.4 Johnson, D. W., Johnson, R. T., & Smith, K. A. (1998). Cooperative learning returns to college: What evidence is there that it works? Change, 27-35.5 Joshi, A. & Neely, B. H. (2018) A structural-emergence model of diversity in teams. Annual Review of Organizational Psychology and Organizational Behavior 5:361-385.6 Marra, R., Jonassen, D. H., Palmer, B., & Luft, S. (2014). Why problem-based learning works: Theoretical foundations. Journal on Excellence in College Teaching, 25(3&4), 221-238.7 Newstetter, W. C. (2004). Creating cognitive apprenticeships in

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

higher education. Greenwood Publishing Group, 2003.[6] B. R. Cohen, J. S. Rossmann, and K. S. Bernhardt, “Introducing engineering as a socio-technical process,” 2014.[7] T. D. Sadler, J. A. Foulk, and P. J. Friedrichsen, “Evolution of a model for socio-scientific issue teaching and learning,” Int. J. Educ. Math. Sci. Technol., vol. 5, no. 1, pp. 75–87, 2017.[8] D. Beede, T. Julian, D. Langdon, G. McKittrick, B. Khan, and M. Doms, “Women in STEM: A Gender Gap to Innovation. ESA Issue Brief# 04-11.,” US Dep. Commer., 2011.[9] L. M. Avery, “Rural science education: Valuing local knowledge,” Theory Pract., vol. 52, no. 1, pp. 28–35, 2013.[10] B. Wong, “Is Science for Us?,” in Science Education, Career

Conference Session

Track: Special Topic - Student Organizations Technical Session 13

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Tasha Zephirin, Purdue University, West Lafayette

Tagged Topics

Diversity, Special Topic: Student Organizations

over that whole, "I don't want to ask for help." And everyone was struggling, and once I realized everyone's struggling, I mean we might as well try to struggle together, help each other get through versus you do this by yourself and drown miserably when they’re at least helping you stay afloat. In my first year I learned, you really have to learn to lean on the people who are also going through the same experiences as you are. – Black female, SeniorZephirin, T., & Jesiek, B. K. (2018, June), WIP: Unpacking the Black Box: How does a Cultural Engineering

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

computer science and engineering departments on diversifying their undergraduate student population. She remains an active researcher, including studying academic policies, gender and ethnicity issues, transfers, and matriculation models with MIDFIELD as well as student veterans in engi- neering. Her evaluation work includes evaluating teamwork models, broadening participation initiatives, and S-STEM and LSAMP programs.Dr. Joyce B. Main, Purdue University-Main Campus, West Lafayette (College of Engineering) Joyce B. Main is Assistant Professor of Engineering Education at Purdue University. She holds a Ph.D. in Learning, Teaching, and Social Policy from Cornell University, and an Ed.M. in Administration, Planning, and

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

Paper ID #25003Joyce B. Main is Assistant Professor of Engineering Education at Purdue University. She holds a Ph.D. inLearning, Teaching, and Social Policy from Cornell University, and an Ed.M. in Administration, Planning,and Social Policy from the Harvard Graduate School of Education. c American Society for Engineering Education, 2019 Race, Veteran, and Engineering Identities among Black Male Student VeteransAbstractUsing interviews with seven Black Student Veterans in Engineering (BSVEs) at threepredominantly White institutions (PWIs), we explore how the identities of Black, Male, Veteran,and Engineering student are enacted during their undergraduate engineering experience. Weapproach this study informed by

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

workshop session (Workshop B), followed by a final opportunity to re-take the PSVT:R.The incentive plan allows for credit based on workshop participation as well as test performance. Studentswho completed the first workshop session would earn 3 additional points, regardless of their re-take testscore. Similarly, students who completed both workshop sessions would earn the full 5 points, regardlessof their final test score. Based on prior years, it was reasoned that including a participation based gradewould encourage students to volunteer for the sessions by reducing anxiety associated with retaking thePSVT:R. All students, whether they had attended the workshop or not, had the opportunity to re-take thetest offered mid-semester and at the end of

Conference Session

Track: Special Topic - Social Justice and Reform Technical Session 6

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Ellen Foster, Purdue University, West Lafayette; Jennifer Karlin, Minnesota State University, Mankato; Stephanie Quiles-Ramos, ​Virginia Polytechnic Institute & State University; Donna M. Riley, Purdue University, West Lafayette

Tagged Topics

Diversity, Special Topic: Social Justice & Reform

, and the CommonGood.​ Phoenix, AZ: Oryx Press, 1998.[8] L.D. Gonzales, “Subverting and Minding Boundaries: The Intellectual Work of Women,”The Journal of Higher Education​, pp. 1-25, 2018.[9] M. ​Horton, ​The long haul: An autobiography.​ New York, NY: Doubleday, 1990.[10] B.J. Thayer-Bacon, “An exploration of Myles Horton's democratic praxis: Highlander FolkSchool,” ​Educational Foundations​, vol. 18, no. 2, pp. 5-23, 2004.[11] A. ​Schutz and M. Miller, ​People power: The community organizing tradition of SaulAlinsky.​ Nashville, TN: Vanderbilt University Press, 2015. [12] B. ​Robinson and M. G. Hanna,“Lessons for Academics for Grassroots CommunityOrganizing: A Case Study—The Industrial Areas Foundation,” ​Journal of Community Practice,​vol

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

, Office of Legislative and Public Affairs, Division for Molecular and Cellular Biosciences, and Directorate for Biological Sciences, “Perspectives on broader impacts,” 2014.[3] B. A. Holloman, T. K., Lee, W. C., London, J. S., Hakiyo, A. B., Jew, G., & Watford, “A historical and policy perspective on broadening participation in STEM: Insights from national reports ( 1974-2016 ),” in American Society for Engineering Education, 2018.[4] T. E. Barry, “The development of the hierarchy of effects: An historical perspective current issues and research in advertising,” Curr. Issues Res. Advert., vol. 10, no. 1–2, pp. 251–295, 1987.[5] T. E. Barry and D. J. Howard, “A review and critique of the hierarchy

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

students, including students in rural areas and those who learn differently, in STEM education from pre-K through graduate studies. Her current work focuses on supporting and evaluating the construction of collaborative communities and building evaluation capacity within organizations and large-scale programs. In all efforts Adrienne works to (a) truly understand the purpose and needs for the evaluation or research undertaking, (b) develop feedback cycles that support continuous program improvement, (c) make implementation and impact data available and interpretable for program implementers, and (d) select the most rigorous, yet feasible analytic designs that are tailored to the unique needs of each program context. She

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

., intersections of race, gender, sexual orientation) within minority groups be supported with equity when a critical mass may or may not exist in the group/program? 15 ● How can programs balance the pressing need to support students in navigating engineering with the hope to transform departments and institutions altogether? ● How do new or existing structures (MEP, WIEP) adapt and account for the needs associated with axes of identity often not considered within their target population?In Appendix B, we suggest specific additional

Conference Session

Track: Learning Spaces, Pedagogy, and Curriculum Design Technical Session 5

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Chanel Beebe, Purdue University, West Lafayette

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

slights and insults toward people of color” Sue, D. W., Capodilupo, C. M., Torino, G. C., Bucceri, J. M., Holder, A. M. B., Nadal, K. L., & Esquilin, M. (2007). Racial microaggressions in everyday life: Implications for clinical practice. American Psychologist, 62(4), 271–286. https://doi.org/10.1037/0003- 066X.62.4.271 Values and Norms Historical Context Student say they value Perseverance/Hard Historical precedents manifests themselves work, Family , Originality, Honesty and through negative perceptions and attitudes of Education

Conference Session

Track: Special Topic - Computing & Technology Technical Session 6

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Claudio Vignola, Arizona State University, Polytechnic campus; Nicholas Flowers, Arizona State University; Brooke Charae Coley, Arizona State University, Polytechnic campus

Tagged Topics

Diversity, Special Topic: Computing & Technology

more or less successful for this purpose) will be identified.Specifically, this work will address the following research question:RQ1. In what ways might participation in immersive virtual reality experiences promoteempathy, impact shifts towards more inclusive mindsets and result in corresponding behaviorsthat cultivate inclusive environments? A. How might exposure to complex and delicate scenarios enable engineering faculty perceptions to shift towards being more inclusive? B. How might exposure to complex and delicate scenarios raise an awareness that fosters empathy for engineering faculty? C. How might perception of the physical world change when virtual embodiment pushes the boundaries by what is felt and seen in the

Conference Session

Track : Special Topics - Identity Technical Session 8

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Stephen Secules, Purdue University, West Lafayette ; Cassandra J. Groen-McCall, Virginia Tech

Tagged Topics

Diversity, Special Topic: Identity

Paper ID #24820To Be or Not To Be: A Dialogic Discussion of Two Researchers’ Hidden andTransitioning IdentitiesDr. Stephen Secules, Purdue University-Main Campus, West Lafayette (College of Engineering) Stephen is a Visiting Assistant Professor in the School of Engineering Education at Purdue. He has a prior academic and professional background in engineering, having worked professionally as an acousti- cal engineer. His research focuses on equity and inclusion in undergraduate engineering education. He uses critical qualitative and ethnographic methodologies to investigate and improve engineering class- room culture. He is

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

personal desire to broaden partici- pation of women and other underrepresented students, including students in rural areas and those who learn differently, in STEM education from pre-K through graduate studies. Her current work focuses on supporting and evaluating the construction of collaborative communities and building evaluation capacity within organizations and large-scale programs. In all efforts Adrienne works to (a) truly understand the purpose and needs for the evaluation or research undertaking, (b) develop feedback cycles that support continuous program improvement, (c) make implementation and impact data available and interpretable for program implementers, and (d) select the most rigorous, yet feasible

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

activities relate to the change model elements. (See Appendix B.) Themapping process has helped the team to better understand the change model and to highlightareas in need of strengthening. 2 Figure 1: Project StructureFaculty members designated “AGEP Fellows” are at the core of the project. Each participatingdepartment nominates a faculty member to serve as a Fellow for a two-year term. The Fellowsmeet monthly on their home campuses and attend semi-annual Alliance-sponsored workshops onsuch topics as the URM doctoral student experience and culturally responsive mentoring. Overthe life of the project

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

Research in Engineering Education, Honolulu, HI, 2007, pp. 1-13.[5] T. D. Ennis, B. A. Myers, J. B. Milford, S. M. Miller, B. Louie, A. S. Parker & C. F. Lammey, “Redshirting in Engineering – The Engineering GoldShirt Program: Creating Engineering Capacity and Expanding Diversity,” in First Year Engineering Experience (FYEE) Conference Proceedings, Columbus, OH, USA, 2016, Workshop M8, https://fyee.asee.org/FYEE2016/index.htm.[6] J. L. Segil, J. F. Sullivan, B. A. Myers, D. T. Reamon, M. H. Forbes, “Analysis of multi- modal spatial visualization workshop intervention across gender, nationality, and other engineering student demographics,” in Frontiers in Education Conference (FIE), 2016, pp. 1-5

Conference Session

Track: Special Topic - Social Justice & Reform Technical Session 5

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Kristin Boudreau, Worcester Polytechnic Institute; Leo Ryan Bunyea, Worcester Polytechnic Institute; David DiBiasio, Worcester Polytechnic Institute; Rozwell Johnson; Zoe Reidinger

Tagged Topics

Diversity, Special Topic: Social Justice & Reform

Paper ID #24975Integrating Inclusive Pedagogy and Experiential Learning to Support Stu-dent Empowerment, Activism, and Institutional Change: A Case Study withTransgender STEM StudentsKristin Boudreau, Worcester Polytechnic Institute Kristin Boudreau is Paris Fletcher Distinguished Professor of Humanities at Worcester Polytechnic In- stitute, where she also serves as Head of the Department of Humanities and Arts. Her training is in nineteenth-century literature, but for the past 8 years she has taught engineering ethics, first-year en- gineering courses, and humanities for engineers. She has also worked with students and

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

provided feedback on our coding process, Noa Bruhis and Ieshya Anderson for theirperspective and advice, and the reviewers of this manuscript for their support and thoughtfulsuggestions.References[1] T. Church, “Returning Veterans on Campus with War Related Injuries and the Long Road Back Home,” J. Postsecond. Educ. Disabil., vol. 22, no. 1, pp. 43–52, 2009.[2] L. Zinger and A. Cohen, “Classroom : How Can Colleges Be Better,” Contemp. Issues Educ. Res., vol. 3, no. 1, pp. 39–52, 2010.[3] L. McBain, Y. Kim, B. Cook, and K. Snead, “From Soldier to Student II: Assessing Campus Programs for Veterans and Service Members,” 2012.[4] A. Shackelford, “Documenting the Needs of Student Veterans with Disabilities

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 well-chosen readings, accurately represented.The essence of a “B” grade for graduate courses is adequate participation in class andassignments. Achieving this level of participation includes attending most classes andaccomplishing assignments with a mix of mostly check minus and checks on assignments. Iconsider this to be the minimum for graduate students.The essence of an “A” grade for graduate courses is appropriate participation in class and inassignments. Achieving this level of participation includes active and thoughtful participation inthe classroom, incorporating feedback from peers and me as instructor into revisions of papers,and achieving a mix of mostly checks

Conference Session

Track : Pre-College - Technical Session 10

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

Diversity, Pre-College

student graduating from engineering in six (or fewer) years. For thedata analysis to create such a predictive model, an initial category of “underrepresentedminority” (URM) was created using a societal definition of underrepresentation in engineeringbased on race/ethnicity that included Black/African American (B), Hispanic (H) and NativeAmerican (I). During the initial iteration of trees (method explained below), it appeared that thepredictive ability of the variables to detect differences in engineering graduation rates amongstudents from various racial/cultural backgrounds was masked by the created URM category. Inparticular, analysis found that the two Historically Black College/Universities (HBCUs) keptboth appearing and being grouped

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

Paper ID #24852Quantifying the Pool of Underrepresented Minority Students for EngineeringStudiesDr. Beth A Myers, University of Colorado Boulder Beth A. Myers is the Director of Analytics, Assessment and Accreditation at the University of Colorado Boulder. She holds a BA in biochemistry, ME in engineering management and PhD in civil engineering. Her interests are in quantitative and qualitative research and data analysis as related to equity in education.Dr. Angela R Bielefeldt, University of Colorado, Boulder Angela Bielefeldt is a professor at the University of Colorado Boulder (CU) in the Department of Civil

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

Paper ID #24819A Bridge to the PhD for URM StudentsDr. Ashleigh Renee Wright, North Carolina State UniversityDr. Rebecca Brent, Education Designs, Inc Rebecca Brent is President of Education Designs, Inc., a consulting firm located in Chapel Hill, N.C. She is a certified program evaluator and a faculty development consultant. Brent received her B.A. from Mill- saps College in Jackson, Miss., her M.Ed. from Mississippi State University, and her Ed.D. from Auburn University. She was an Associate Professor of education at East Carolina University before starting her consulting firm in 1996.Prof. Elizabeth C Dickey, North

Conference Session

Track: Pre-college - Technical Session 5

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Margaret Hart, Johns Hopkins University; Christine A. Newman, Johns Hopkins University; Sai Pinni

Tagged Topics

Diversity, Pre-College

Paper ID #24922Near-Peer Mentoring as a Tool for Increasing Interest in STEMMs. Margaret Hart, Johns Hopkins University Margaret Hart, Ed. M is the STEM Outreach Advisor at the Johns Hopkins Whiting School of Engi- neering’s Center for Educational Outreach. She works closely with student groups and leads our robotics outreach efforts. Margaret has a bachelor’s degree in Astronomy from Boston University and a Masters in Teaching and Curriculum from Harvard University. She has worked as a software test engineer, run a high-school outreach program at the MIT Kavli Institute for Astrophysics and Space Research, and taught

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

Paper ID #24920Texas A&M Engineering Academies: Impacts of Effective MarketingJon Carter Buchanan, Texas A&M University Mr. Buchanan has always had a passion for working with students. After spending many years in full-time ministry, he began working for Texas A&M University in 2009 as an Admissions Counselor. He served as lead transfer advisor for the Aggieland Prospective Student Center and was also the liaison for the Program for System Admission. From 2016-2018, he was Associate Director of Engineering Academies, spending the majority of his time on recruiting students for the program. He currently serves

Conference Session

Track: Special Topic - Computing & Technology Technical Session 5

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Frieda McAlear, Kapor Center; Allison Scott, Kapor Center

Tagged Topics

Diversity, Special Topic: Computing & Technology

Paper ID #25024Women of Color in Computing: A Researcher-Practitioner CollaborativeFrieda McAlear, Kapor Center Frieda McAlear is a Senior Research Associate at the Kapor Center and one of the principal investi- gators of the Women of Color in Computing Researcher-Practitioner Collaborative. She has a decade of experience managing projects, developing evaluation and research methodology and building nonprofit technology capacity with socially progressive organizations in the Bay Area, Europe and Southern Africa. In 2013, she worked as an evaluator for an HIV/AIDS clinic serving villages in Lesotho and as a Program