Conference Session

Track: Special Topic - Identity Technical Session 12

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Cara Margherio, University of Washington; Coleen Carrigan, California Polytechnic State University, San Luis Obispo; Joyce Yen, University of Washington; Marie Claire Horner-Devine; Eve A. Riskin, University of Washington; Julie Ivy, North Carolina State University; Christine S. Grant, North Carolina State University

Tagged Topics

Diversity, Special Topic: Identity

groups in STEM and transform the powers of technology to advance social justice.Dr. Joyce Yen, University of Washington Joyce Yen, Ph.D., is the Director of the ADVANCE Center for Institutional Change at the University of Washington where she focuses on advancing women and underrepresented minority faculty in STEM fields and leading faculty professional development programs. Her diversity and faculty work has received over $6.7 million in grant funding. She holds a M.S. and Ph.D. in Industrial and Operations Engineering from the University of Michigan, Ann Arbor, and B.S. in Mathematics from the University of Nebraska- Lincoln. She was awarded the 2012 University of Washington David B. Thorud Leadership Award and

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: Special Topic - Evaluation & Grant Writing Technical Session 14

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Julie P. Martin, National Science Foundation; Paige E. Smith, National Science Foundation

Tagged Topics

Diversity, Special Topic: Evaluation & Grant Writing

Paper ID #24837Writing a Successful Engineering Education Proposal for the National Sci-ence Foundation: An Interactive WorkshopDr. Julie P Martin, National Science Foundation Julie P. Martin is the program director for engineering education in the Engineering Education and Centers Division of the Engineering Directorate at NSF.Dr. Paige E Smith, National Science Foundation Paige Smith is the program director for broadening participation in engineering in the Engineering Edu- cation and Centers Division of the Engineering Directorate at NSF. c American Society for Engineering Education

Conference Session

Track : Graduate - Technical Session 8

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Sharnnia Artis, University of California, Irvine; Stacie LeSure, Engineers for Equity

Tagged Topics

Diversity, Graduate Education

CASE STUDIES FOR Too Black to be Woman and Too Much Woman to be a Man: Best Practices from Black Women Persisting through Doctoral Engineering and Computing Programs Case Study #1: Black EyesHow does your race impact your experience in your doctoral program?My race impacting my experience in this department is huge because not only am Ithe only Black PhD candidate in Computer Science in the history of this school,there’s only been five other black students who have graduated from thisdepartment. Knowing this makes me think more about the school and why it beenso difficult for the staff here to recruit other students like me. I know they exist, soit's strange for me to sit here and know that I'm the

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

Paper ID #24894Design Projects as a Linkage Between Interests and Career Aspirations: AnExamination of Underrepresented, Incoming-Freshmen STEM StudentsMs. Lauren A Griggs Griggs, Virginia Commonwealth University Lauren received her B.S. in Engineering Science, with a concentration in Nanomedicine from The Uni- versity of Virginia in 2012. As a doctoral student in the Department of Biomedical Engineering at Vir- ginia Commonwealth University, Lauren was awarded the Ruth L. Kirschstein National Research Service Award Individual Predoctoral Fellowship through the National Institute of Health. As the Program Coor- dinator for

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

Paper ID #24972ADVANCE: A Community College and University Partnership Model for Ex-panding and Diversifying the Talent Pipeline to the Jobs of TomorrowDr. Kenneth S. Ball P.E., George Mason University Ken Ball is Dean of the Volgenau School of Engineering at George Mason University in Fairfax, Virginia. He received his BSME degree from Lehigh University, his MSME and PhD in mechanical engineering from Drexel University, and completed post-doctoral studies in applied mathematics at Brown Univer- sity. He previously served as the L.S. Randolph Professor and Head of the Department of Mechanical Engineering at Virginia

Conference Session

Track: Special Topics - Social Justice & Reform Technical Session 2

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Alice L. Pawley, Purdue University, West Lafayette; Erin A. Cech, University of Michigan; Stephanie Farrell, Rowan University; Donna M. Riley, Purdue University, West Lafayette

Tagged Topics

Diversity, Special Topic: Social Justice & Reform

Paper ID #24889Targeted harassment of engineering education researchers: How to connectwith community and support your colleagues under attackDr. Alice L. Pawley, Purdue University-Main Campus, West Lafayette (College of Engineering) Alice L. Pawley is an Associate Professor in the School of Engineering Education and an affiliate fac- ulty member in the Gender, Women’s and Sexuality Studies Program and the Division of Environmental and Ecological Engineering at Purdue University. Prof. Pawley’s goal through her work at Purdue is to help people, including the engineering education profession, develop a vision of engineering

Conference Session

Track: Special Topic - Evaluation & Grant Writing Technical Session 13

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Elizabeth Litzler, University of Washington; Cara Margherio, University of Washington; Emily Alicia Affolter, University of Washington; Emily Knaphus-Soran, University of Washington

Tagged Topics

Diversity, Special Topic: Evaluation & Grant Writing

evaluator help you with interpreting results and furthering your DEI project?Plan for the Workshop session:Introduction of speakers and expectations for the session (5 minutes) a. Recognition of Native Land: “We are gathered today on the occupied territory of the Pamunkey and Piscataway people, who have stewarded this land for generations.” b. Introduction of speakers and attendees: Names, pronouns c. Open with a brief assessment of attendee’s experience in working with evaluators. i. Ask for a show of hands: Who has never worked with evaluator? Who has had bad experiences with an evaluator? Who has had good experiences with an evaluator? Who

Conference Session

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

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Stephanie Farrell, Rowan University; Kyle F. Trenshaw, University of Rochester; Robyn Sandekian, University of Colorado, Boulder

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

Inclusive Strategies Climate  Strategies Policies  Resources 4Icons The participant booklet contains B additional information on this topic. A An activity is associated with this slide. An inclusive strategy is associated with this slide. This term should be avoided. 5Safe Space Agreement Respect Ask Questions Listen Learning leaves, names stay 6Inclusive EnvironmentsSafe Zone TrainingBecoming an AllySafe Zone A welcoming and supportive environment for LGBTQ+ students, faculty and staff on campus. Stickers/signs help create a visible network

Conference Session

Special Topic: Safe Zone Session 2

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Stephanie Farrell, Rowan University; Robyn Sandekian, University of Colorado, Boulder; Tiago R. Forin, Rowan University; Alisha L. Sarang-Sieminski, Franklin W. Olin College of Engineering

Tagged Topics

Special Topic: Safe Zone

? 2Today’s Facilitators 3Session Overview Inclusive Environments Concepts Safe Zone Training  Privilege Becoming an Ally  Bias and Microaggressions LGBTQ+ Experiences Inclusive Strategies Climate Overview  Inclusive Classroom STEM Climate  STEM-specific Resources 4Icons The participant booklet contains B additional information on this topic. A An activity is associated with this slide. An inclusive strategy is associated with this slide. 5Inclusive EnvironmentsSafe Zone TrainingBecoming an AllySafe Space Agreement  Respect  Ask

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

underrepresented groups in the physicalsciences through effective partnerships with minority-serving institutions,” Journal ofGeoscience Education, vol. 58, no. 3, pp. 135-144, 2010.[7] J. E. Williams, C. Wake, L. Hayden, E. Abrams, G. Hurtt, B. Rock, K. Graham, S. Hale, W.Porter, R. Blackmon, M. LeCompte, and D. Johnson, “Building a model for collaborationbetween historically black and historically white universities,” Journal of Higher EducationOutreach and Engagement, vol. 15, no. 2, pp. 35-55, 2011.[8] E. Carpenter-Song and R. Whitley, “Behind the scenes of a research and trainingcollaboration: Power, privilege, and the hidden transcript of race,” Culture, Medicine, andPsychiatry, vol. 37, no. 2, pp. 288-306, 2013.[9] C. M. Jenerette, M. Funk, C. Ruff

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

3Workshop Overview Inclusive Environments Concepts and Terminology Safe Zone Training  LGBTQ+ Terminology Becoming an Ally  Sex, Gender, Orientation LGBTQ+ Experiences Inclusive Strategies Normative Assumptions  Inclusive Language Identity Development  Inclusive Classrooms The Coming Out Process 4Icons The participant booklet contains B additional information on this topic. A An activity is associated with this slide. An inclusive strategy is associated with this slide. This term should be avoided. 5Safe Space Agreement Respect Ask Questions Listen Learning

Conference Session

Track Special Topic: Intelligence Technical Session 14

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Turhan Kendall Carroll, Ohio State University; Amy Kramer P.E., Ohio State University; Emily Dringenberg, Ohio State University

Tagged Topics

Diversity, Special Topic: Intelligence

intelligence and smartness may beantithetical to welcoming and inclusive environments.References Cited[1] L. M. Terman, The Measurement of Intelligence: An Explanation of and a Complete Guide for the Use of the Stanford Revision and Extension of the Binet-Simon Intelligence Scale. Houghton Mifflin, 1916.[2] D. Dawda and S. D. Hart, “Assessing emotional intelligence: reliability and validity of the Bar-On Emotional Quotient Inventory (EQ-i) in university students,” Personal. Individ. Differ., vol. 28, no. 4, pp. 797–812, Apr. 2000.[3] N. Mackintosh and N. J. Mackintosh, IQ and Human Intelligence. OUP Oxford, 2011.[4] D. Borsboom, “The attack of the psychometricians,” Psychometrika, vol. 71, no. 3, pp. 425–440, Sep. 2006.[5] B. Hatt

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

Sciences, Boulder, CO: Westview Press, 1997.[2] H. B. Carlone, "Innovative science within and against a culture of "achievement"," Science Education, vol. 87, pp. 307-328, 2003.[3] K. W. Thiede and M. C. Anderson, "Summarizing can improve metacomprehension accuracy," Contemporary Educational Psychology, vol. 28, pp. 129-161, 2003.[4] J. Dunlosky, K. A. Rawson and E. L. Middleton, "What constrains the accuracy of metacomprehension judgements? Testing the transfer-appropriate mentoring and accessibility hypothesis," Journal of Memory and Language, vol. 52, pp. 551-565, 2005.[5] J. Kruger and D. Dunning, "Unskilled and unaware of it: How differences in recognizing one's own incompetence lead to inflated self-assessments," Journal

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

– economically, socially, andtechnologically – to retain and advance the success of all our human resources, an importantportion of whom are women of color. It is equally important to promote access to all who chose Intersectional Perspectives 15to pursue STEM by addressing and eradicating the myriad of interpersonal and environmentalbarriers that plague these spaces. Intersectional Perspectives 16 ReferencesCarlone, H. B., & Johnson, A. (2007). Understanding the science experiences of successful women of color: Science identity as an analytic lens. Journal of Research in

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

commands, sequence subsequent modules followed this same pattern but focused onand order in executing computer programs. differed in content. The middle three weeks were devoted to three modules,each focusing on different concepts. During the concluding B. Module 2: Focus on Conditionalsweek, the students took post assessment tests, created theirfinal projects, and participated in a graduation ceremony. The For Module 2, the students listened to a talk about LEDsordering of computing concepts roughly follows the learn- in relation to how they are programmed and used. In theing trajectory

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

, J. S. Jansujwicz, K. Hutchins, B. Cline, and V. Levesque, “Socialization to interdisciplinarity: Faculty and student perspectives.” Higher Education, vol. 67, no. 3, pp. 255-271. 2014. [9] D. J. Twale, J. C. Weidman, and K. Bethea, “Conceptualizing Socialization of Graduate Students of Color: Revisiting the Weidman-Twale-Stein Framework.” Western Journal of Black Studies, vol. 40, no. 2, pp. 80- 93. 2016. [10] J. C. Weidman, “Socialization of doctoral students to academic norms.” Research in Higher Education, vol. 44, no. 6, pp. 641-656, 2003. [11] B. K. O'Mera, K. A. Griffin, A. Kuvaeva, G. Nyunt, and T. Robinson, “Sense of belonging and its contributing factors in graduate education.” International

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

Paper ID #24991Black Men in the Making: Engaging in makerspaces promotes agency andidentity for Black males in engineeringMr. Michael Lorenzo Greene, Arizona State University, Polytechnic campus Michael Greene is a PhD Student in the Shifting Perceptions, Attitudes and Cultures (SPACE) Lab at Arizona State University. He is pursuing his degree in the Engineering Education Systems and Design program concurrently with a Master’s degree in Engineering. Michael received his B.S. in Mechanical en- gineering from the University of Pittsburgh in April 2018. His research interest lies in diversity, inclusion and K-12

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

Psychology at Miami University. She earned her Ph.D. in Psychology from the University of Illinois at Urbana-Champaign. Dr. Summerville is a social psychologist whose research examines how thoughts of ”what might have been” affect emotion, motivation, and behavior. She is the PI of a grant from NSF’s EEC division investigating new interventions in engineering education that utilize social cognitive psychology.Dr. Brian P Kirkmeyer, Miami University Brian Kirkmeyer is the Karen Buchwald Wright Senior Assistant Dean for Student Success and Instructor in the College of Engineering and Computing at Miami University in Oxford, Ohio. His background includes BS, MS and PhD degrees in Materials Science and Engineering

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

Journal of Engineering Education, vol. 29, no. 4, pp. 914-925, 2013.[4] P. A. Daempfle, "An Analysis of the High Attrition Rates Among First Year College Science, Math, and Engineering Majors," Journal College Student Retention, vol. 5, no. 1, pp. 37-52, 2003.[5] R. M. Marra, K. A. Rodgers, D. Shen and B. Bogue, "Leaving Engineering: A Multi‐Year Single Institution Study," Journal of Engineering Education , vol. 101, no. 1, pp. 6-27, 2012.[6] M. Rose, B. Bogue, D. Shen and K. A. Rogers, "Those that Leave: Assessing Why Students Leave Engineering," in Proceedings of the 37th ASEE/IEEE Frontiers in Education Conference, Honolulu, 2007.[7] S. Haag, N. Hubele, A. Garcia and K. McBeath, "Engineering

Conference Session

Track: Faculty - Technical Session 3

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Robyn Sandekian, University of Colorado, Boulder; Karen G. Braun, University of Colorado, Boulder; Sarah Miller, University of Colorado, Boulder

Tagged Topics

Diversity, Faculty

Academic Couples: What Universities Need to Know. Stanford, CA: Michelle R. Clayman Institute for Gender Research, Stanford University. Available from http://www.stanford.edu/group/gender/Publications/index.html.• Sprunt, E. (2016). A Guide for Dual-Career Couples: Rewriting the Rules : Rewriting the Rules. Santa Barbara, Calif: Praeger.• Wolf-Wendel, Lisa, Susan B. Twombly, and Suzanne Rice. 2003. The Two-body Problem: Dual- career couple Hiring Policies in Higher Education. Baltimore, MD: The Johns Hopkins University Press.• Yoder, B. L. (2018) Engineering by the numbers. American Society for Engineering Education.

Conference Session

Track: Pre-college - Technical Session 6

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Malle R Schilling, University of Dayton; Margaret Pinnell, University of Dayton

Tagged Topics

Diversity, Pre-College

summerengineering camp participants to the host institution.METHOD To explore the efficacy of the three summer camps as a UD recruitment tool, a surveywas developed. The surveys were disseminated at three engineering camps: a camp for URMmales interested in engineering, a single-sex female camp, and a co-ed camp. In this survey,participants were asked to report their prior exposure to engineering through other campexperiences, classes, and extracurricular activities; their interest in engineering; any official visitsto the university, and interest in visiting the university; their interest in applying to and attendingthe university; and demographics including gender, ethnicity, and year in school. Appendices Aand B contain the full pre-camp and post

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

between psychological science andeducation: Cultural stereotypes, STEM, and equity,” Prospects: Quarterly Review ofComparative Education, vol. 46, no. 2, p. 215-234, March 2017. [Online].[6] F. Quinn, and T. Lyons, “High school students’ perceptions of school science and sciencecareers: A critical look at a critical issue,” Science Education International, vol. 22, no. 4, p.225-238, December 2011. [Online].[7] S. S. Valenti, A. M. Masnick, B. D. Cox, and C. J. Osman, “Adolescents’ and emergingadults’ implicit attitudes about STEM careers: “Science is not creative,” Science EducationInternational, vol 27, no. 1, p. 40-58, March 2016. [Online].[8] M. Jawaharlal, C. Larriva, and J. Nemiro, “School Robotics Initiative – An outreach initiativeto

Conference Session

Track: Special Topic - Identity Technical Session 10

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Andrea Haverkamp, Oregon State University; Ava Butler, Oregon State University; Naya Selene Pelzl; Michelle Kay Bothwell, Oregon State University; Devlin Montfort, Oregon State University; Qwo-Li Driskill, Oregon State University

Tagged Topics

Diversity, Special Topic: Identity

Student Development, vol. 53, no. 5, pp 719-736. 2012[11] D. Hill, “Genderism, transphobia, and gender bashing: A framework for interpreting anti- transgender violence,” in Understanding and dealing with violence: A multicultural approach, B. Wallace and R. Carter, Eds. Thousand Oaks, CA: Sage, 2002, pp. 113-136.[12] J. Weiss, “Reflective Paper: GL Verses BT: The Archaeology of Biphobia and Transphobia Within the U.S. Gay and Lesbian Community,” Journal of Bisexuality, vol. 11, no. 4, pp. 498-502, 2011.[13] Z. Nicolazzo, Trans* in College: Transgender Students’ Strategies for Navigating Campus Life and the Institutional Politics of Inclusion. Sterling, VA: Stylus Publishing, 2017.[14] S. James, J. Herman, S

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

; Exposition, Columbus, OH. Retrieved from https://peer. asee. org/wannabet-historical-and- organizational-perspectives-ongovernance-in-engineering-education.National Academies of Sciences and Medicine, E. (2016). Barriers and opportunities for 2-year and 4-year stem degrees: systemic change to support students’ diverse pathways. National Academies Press.Riley, D., Pawley, A., & Slaton, A. (2013). Social justice and inclusion: Women and minorities in engineering. Cambridge Handbook of Engineering Education Research. New York: Cambridge.Sussman, J. L., Brackin, P., & Rajala, S. A. (2016). ABET Update Proposed Revisions to EAC General Criteria 3 and 5. In 2016 EDI.Taylor, A., Lutz, B., Hampton, C., Lee, W. C., &

Conference Session

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

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Emily Alicia Affolter, University of Washington; Elizabeth Litzler, University of Washington; Cara Margherio, University of Washington; Emily Knaphus-Soran, University of Washington

Tagged Topics

Diversity, Special Topic: Social Justice & Reform

the questions on thereverse side.(10 minutes) Discuss the thoughts you jotted down regarding CRQG in small groups (3-4). We’ll askyou to report back to the larger group in about 10 minutes. Note these questions appear in theHandout. 1) To what extent are you already engaging with these questions in your own research? 2) Which questions do you find most challenging to address adequately? a. Where will you seek help if you need it (to address those challenging questions)? b. What areas are less familiar/less part of your research practices/hygiene? 3) Which areas would you like to focus on refining/improving upon moving forward? a. What steps will you take to do this? 4) What

Conference Session

Track: Special Topic - Computing & Technology Technical Session 2

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Kylel Devine Scott, Arizona State University, Polytechnic; Kamille Green, Arizona State University, Polytechnic; Brooke Charae Coley, Arizona State University, Polytechnic

Tagged Topics

Diversity, Special Topic: Computing & Technology

-39, 2003.[3] R. A. of Engineering, “Creating cultures where all engineers thrive- A unique study of inclusion across the UK engineering,” 2017. 
[4] K. Lee, P. Quinn and O. Pascalis, "Face Race Processing and Racial Bias in Early Development: A Perceptual-Social Linkage", Current Directions in Psychological Science, vol. 26, no. 3, pp. 256-262, 2017.[5] M. Banaji and A. Greenwald, Blindspot. New York: Bantam Books, 2016.[6] W. Hofmann, B. Gawronski, T. Gschwendner, H. Le and M. Schmitt, "A Meta-Analysis on the Correlation Between the Implicit Association Test and Explicit Self-Report Measures", Personality and Social Psychology Bulletin, vol. 31, no. 10, pp. 1369-1385, 2005.[7] D. Sue, Microaggressions

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

Paper ID #24891Work in Progress: Bridging the gap between accommodations letters andemerging classroom practicesDr. Alisha L. Sarang-Sieminski, Franklin W. Olin College of Engineering Alisha Sarang-Sieminski is an Associate Professor of bioengineering and the director of SCOPE at Olin College of Engineering. Their work focuses on low-tech design to maximize mobility and amplifying under-represented voices within engineering.Adva WaranyuwatEmily Ferrier, Franklin W. Olin College of EngineeringDr. Alison Wood , Franklin W. Olin College of Engineering Dr. Wood is a distinguished researcher in the fields of both water and

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

tochange mindsets in challenging norms that act as barriers to student achievement. It is whenworking collectively and transparently with partners committed to the shared vision that CAHSIbelieves that it can truly accelerate change in the landscape for Hispanics in computing.AcknowledgementsThis material is based upon work supported by the NSF under #HRD-1834620. Any opinions,findings, and conclusions or recommendations expressed in this material are those of the authorsand do not necessarily reflect the views of the NSF.References[1] C. B. Lockard, and M. Wolf, “Occupational employment projections to 2020,” Monthly Labor Review, pp. 84-108, 2012.[2] M. Gasman, and C. Conrad, Educating a diverse nation: Lessons from Minority-Serving

Conference Session

Track: Special Topic - Social Justice & Reform Technical Session 3

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Rachel M. Johnson, University of Minnesota; Michelle Kay Bothwell, Oregon State University; Devlin Montfort, Oregon State University; Kali Furman, Oregon State University

Tagged Topics

Diversity, Special Topic: Social Justice & Reform

Inclusivity and Collaboration,” Proceedings of the Collaborative Network for Engineering and Computing Diversity Conference, 2018.[2] D. Matsumoto and H. C. Hwang, “Assessing cross-cultural competence: A review of available tests,” Journal of Cross-Cultural Psychology, vol. 44, no. 6, pp. 849-873, 2013.[3] I. Halloun and D. Hestenes, “Common sense concepts about motion,” American Journal of Physics, vol. 53, no. 11, pp. 1056–1065, 1985.[4] R. Streveler, S. Brown, G. L. Herman, and D. Montfort, “Conceptual change and misconceptions in engineering education,” in Cambridge Handbook of Engineering Education Research, A. Johri and B. Olds, Eds. Cambridge: Cambridge University Press, 2014, pp. 83-102