Conference Session

Track: Collegiate - Technical Session 10

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

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

Tagged Topics

Collegiate, Diversity

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

Conference Session

Track : 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

Carolina State University Professor Elizabeth Dickey is a Professor and Associate Department Head in the Department of Materials Science and Engineering at North Carolina State University. She also directs an NSF Industry/University Cooperative Research Center on Dielectric and Piezoelectric Materials, and she is the director of an NSF Research Traineeship program on Data-Enabled Science and Engineering of Atomic Structure.Dr. Kimberly S. Weems, North Carolina Central University Kimberly S. Weems is Associate Professor of Mathematics at North Carolina Central University (NCCU). Her research interests include generalized linear models and statistics education. Since joining NCCU in 2015, she has been instrumental in

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 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

EvaluationDr. David S. Knight, The University of Texas at El Paso David Knight is Associate Director of the Center for Education Research and Policy Studies and assistant professor in the department of Educational Leadership and Foundations at The University of Texas at El Paso. His research examines educator labor markets, school finance, and cost-effectiveness analysis. He received his PhD in urban education policy and MA in economics from the University of Southern California and bachelor’s degrees in economics and anthropology from the University of Kansas.Mrs. Elizabeth Fomby Hall, The University of Texas at El Paso Elizabeth Hall, M.A., serves as manager for the CAHSI INCLUDES Alliance, as well as assistant direc

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

of Directors. She is an active member of the Institute of Operations Research and Management Science (INFORMS), Dr. Ivy served as the 2007 Chair (President) of the INFORMS Health Applications Society and is a past President for the INFORMS Minority Issues Forum. Her research interests are mathematical modeling of stochastic dynamic systems with emphasis on statistics and decision analysis as applied to health care, public health, and humanitarian logistics.Dr. Christine S Grant, North Carolina State University Dr. Christine S. Grant joined the NC State faculty in 1989 after completing her M.S. and Ph.D. (Geor- gia Institute of Technology) and Sc.B. (Brown University) all in Chemical Engineering (ChE). One of

Conference Session

Track: Collegiate - Technical Session 5

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

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

Tagged Topics

Collegiate

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

Conference Session

Track: 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: Collegiate - Technical Session 6

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

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

Tagged Topics

Collegiate, Diversity

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

Conference Session

Track: 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

, broadening participation initiatives, and S-STEM and LSAMP programs.Dr. Susan M Lord, University of San Diego Susan M. Lord received a B.S. from Cornell University and the M.S. and Ph.D. from Stanford Univer- sity. She is currently Professor and Chair of Integrated Engineering at the University of San Diego. Her teaching and research interests include inclusive pedagogies, electronics, optoelectronics, materials sci- ence, first year engineering courses, feminist and liberative pedagogies, engineering student persistence, and student autonomy. Her research has been sponsored by the National Science Foundation (NSF). Dr. Lord is a fellow of the ASEE and IEEE and is active in the engineering education community including

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

. In addition, she runs a faculty devel- opment and leadership program to train and recruit diverse PhD students who wish to pursue academic positions in engineering or applied science after graduation. Dr. Sandekian earned B.S. and M.S. degrees in Aerospace Engineering Sciences at CU Boulder in 1992 and 1994, respectively. She went on to earn a Specialist in Education (Ed. S.) degree in Educational Leadership and Policy Studies in 2011 and a Ph.D. in Higher Education and Student Affairs Leadership in December 2017, both from the University of Northern Colorado. She is a Founding Leader of the American Society of Engineering Education (ASEE) Virtual Community of Practice (VCP) for LGBTQ+ Inclusion in Engineering

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

andtechnical human capital (S&T human capital) [15] as a model to study research collaboration [1],[16], [17]. S&T human capital is defined as the sum of individual’s knowledge, skills, resources,and her professional linkages and networks [15]. With such a model, the concept of collaborationmay go beyond the state of individual partnership and include the entire research team or eventhe research field. However, even these approaches are not often concerned with the quality ofcollaboration and relationships between individuals.Indeed the nature of collaboration cannot be explored unless we go beyond the quantitativemeasures of collaboration to examine the process in addition to outcome. Kraut, et al. [18]emphasize the importance of

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

resulting in a call to view the concept of belonging as complex,multi-faceted, and impacted by extra-institutional factors [6]. Recent research on sense of belonging among graduate students has begun to consider demographicattributes and characteristics of the academic environment [7-10]. Gardner et al.’s [8] exploration ofdoctoral students’ sense of belonging across different disciplines indicates that engineering doctoralstudents reported a relatively lower sense of belonging within their academic department compared tostudents in other disciplines. Recent work by O’Meara et al. [11] echo this claim, reporting that fewerfacilitators of sense of belonging exist within STEM doctoral program environments than in non-STEMprograms. These

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

teamwork efforts and as the literature suggests, this could differentially influencelearning, self-efficacy, and continued STEM interest.AcknowledgementsThis material is based upon work supported by the National Science Foundation EngineeringEducation and Centers under Grant Number DRL-1614710, 1614739, and 1615143. Anyopinions, findings, and conclusions or recommendations expressed in this material are those ofthe author(s) and do not necessarily reflect the views of the National Science Foundation.ReferencesAAUW. (1998). Seperated by Sex: A critical look at single-sex education for girls. Washington, DC: American Association of University Women Educational Foundation.Achilles, C. M., & Hoover, S. P. (1996). Exploring problem-based

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

but I think sometimes the joking around or pushing each other around can come in many forms and it’s not always just physically pushing each other around, it can kind of be like a mental push around too. Girls and guys can have different levels of experience or strength in either of those.From this analysis, the spectrum for this dimension is a little more nuanced than the previoustwo. Understanding of systems of power necessitates the identification of the individualisticframework Brett is operating from in the scenario, while examining the scenario itself from asystems framework (such as in S4’s response). Lower levels of understanding would entail anidentification of both frameworks but an inconsistency in which they use those

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

coordinates training offered by the National Center for Women and Information Technology (NCWIT) to identify and reduce implicit bias throughout the search process. In addition, she runs a faculty devel- opment and leadership program to train and recruit diverse PhD students who wish to pursue academic positions in engineering or applied science after graduation. Dr. Sandekian earned B.S. and M.S. degrees in Aerospace Engineering Sciences at CU Boulder in 1992 and 1994, respectively. She went on to earn a Specialist in Education (Ed. S.) degree in Educational Leadership and Policy Studies in 2011 and a Ph.D. in Higher Education and Student Affairs Leadership in December 2017, both from the University of Northern Colorado

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

constructs in engineering, and they operate as gatekeepers forwho participates and who is recognized as “capable” in engineering education. This tool (seeFigure 1) can be used in an exercise of self-reflection around one’s own beliefs about therelationship between intelligence and smartness.An understanding of how intelligence and smartness are constructed as well as active reflection onour own view(s) of the relationship between these two constructs can help us better understandhow we are active participants in processes that either validate or invalidate students’ abilities, inour own practice as educators. This is of vital importance because of the implications that theexclusionary nature of smartness and intelligence can have for students

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

assignments. CAD software was accessible online to accommodate the independent coursework and to provide flexibility for students to complete these assignments. As students learned these engineering skills, the engineering design instructor lectured them about the ways in which their newly acquired skills would aid them in designing and creating their search and rescue assistants (S.A.R.A.’s). The students synthesized these skills in the engineering design process and when physically creating their final S.A.R.A.’s in their engineering design class.Figure 3: Updated Conjecture Map with Integrated Engineering Design and Spatial Visualization Figure 3 illustrates the updated conjecture map

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

Medicine, How People Learn II: Learners, Contexts, and Cultures, Washington, DC: National Academies Press, 2018.[11] K. D. Tanner, "Promoting Student Metacognition," CBE-Life Sciences Education, vol. 11, pp. 113-120, 2012.[12] G. Schraw, K. Crippen and K. Hartley, "Promoting self-regulation in science education: metacognition as part of a broader perspective on learning," Research in Science Education, vol. 36, pp. 111-139, 2006.[13] T. D. Baird, D. J. Kniola, A. L. Lewis and S. B. Fowler, "Pink Time: Evidence of self-regulated learning and academic motivation among undergrduate students," Journal of Geography, vol. 114, no. 4, pp. 146-157, 2015.[14] A. Bandura, "Self-efficacy: toward a unifying theory of behavioral change

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

the effectiveness of the workshop relativeto the benefits to SVS gained from participation in the class only.References1. S. Sorby, “Educational Research in Developing 3-D Spatial Skills for Engineering Students,” International Journal of Science Education, vol. 31, no. 3, pp. 459-480, 2009.2. J. Wai, D. Lubinski, and C. P. Benbow, “Spatial ability for STEM domains: Aligning over 50 years of cumulative psychological knowledge solidifies its importance,” Journal of Educational Psychology, vol. 101, no. 4, pp. 817-835, 2009.3. M. B. Casey, E. Pezaris, E., and R. L. Nuttall, “Spatial ability as a predictor of math achievement: the importance of sex and handedness patterns,” Neuropsychologia, vol. 30, pp. 35-40, 1992.4. D. Halpern, D

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

Paper ID #25004High Risk, (with Hope for) High Reward: Lessons Learned from Planningand Hosting an UnconferenceAdam Stark Masters, Virginia Tech Adam S. Masters is a doctoral student and Graduate Research Assistant at Virginia Polytechnic Institute and State University. They received a B.S. in Mechanical Engineering from University of Delaware and are currently pursuing a Ph.D. in Engineering Education at Virginia Tech. Adam’s research interests include access, equity and social justice in engineering.Dr. Lisa D. McNair, Virginia Tech Lisa D. McNair is a Professor of Engineering Education at Virginia Tech, where she also

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

also found community during college by reaching outside of engineering towards morepolitically involved groups. The on-campus LGBTQ+ cultural center is where she first“encounter(s) people who are visibly not cis for the first time.” The campus LGBTQ+ culturalcenter, which hosts programing and events centered around LGBTQ+ inclusion and advocacy,became a place to meet other TGNC individuals who were safe to ‘come out’ to while her peerswere not perceived as safe. As she progressed further in her program, Naya found that herhearing disability was often just as salient when seeking resiliency strategies and forming socialsupport networks. Disability and LGBTQ+ identities are described as socially overlapping,interactive, parallel, and/or

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

, ​Race, Rigor, and Selectivity in U.S. Engineering: The History of an OccupationalColor Line.​ Cambridge, MA: Harvard University Press, 2010.[4] E. J. Woodhouse, “Curbing overconsumption: Challenge for ethically responsible engineering,”IEEE Technology and Society Magazine, v​ ol. 20, no. 3, pp. 23-30, 2001.[5] M. Chua, “Unstable equilibrium: The privilege of being oblivious,” ​ASEE Prism, S ​ eptember2015. [Online]. Available: http://www.asee-prism.org/unstable-equilibrium-sep/http://www.asee-prism.org/unstable-equilibrium-sep/​. [Accessed December 3 2018].[6] ​joint submission at ASEE conference, omitted for blind review since these professionalcommunities overlap.[7] J. B. Bennett, ​Collegial Professionalism: The Academy, Individualism

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

color,particularly African Americans, Latino(a)s, and Native Americans, only make up a very small proportionof engineering majors, with little improvement in the last 10 years [18]. In addition to racial/ethnicminority groups historically underrepresented in STEM more broadly, students who are from rural areas,who are the first generation to attend college, who are not able bodied, and those who lack financialresources are often not adequately prepared in their K-12 education, and often do not meet the minimumstandardized test scores to be admitted into engineering programs, particularly at land grant universities. Many engineering colleges are creating institutional resources to support student success and toreduce the historical barriers

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

cousin that's went to, uh. She, she's just been older than me and I was asking her like what was gonna be required of me in college and stuff and like, s-s-simple things like that. But then I would also ask my aunts and uncles because they have close ties to [Four-Year Institution] so I was […] already sure that I was going to [Four-Year Institution]. – CalebAnother example of this shown when Robin, a participant from a four-year institution focusgroup, is discussing her great-aunt. Robin mentions how this relative influenced her to go tocollege and encouraged her to do well in school. My great-aunt [is] amazing. Uh, she um, was a really big influence on me coming to [public university] because this is

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

made to the transcript with the participants’ comments, and itdramatically changed the meaning of the focus groups.Missed Opportunity: The participants had to reach out to us to suggest member checking. We couldhave been proactive on this front.Communication & Dissemination ScenarioOne of our colleagues did research on AIDS in S. Africa and created a public health pamphlet todistribute based on the findings. (success!)Two of us did not deliver results from our dissertations to the communities involved in a timelymanner, even though there were actionable recommendations embedded in the results. (missedopportunity)Critical Research Question Guide Engagement 25 minutes(5 minutes) Participants will be prompted to read through CRQG, considering

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

for Education Statistics, “Indicator 24: STEM Degrees,” 2017. [Online].Available: https://nces.ed.gov/programs/raceindicators/indicator_reg.asp[3] National Science Foundation, “Women, minorities, and persons with disabilities in scienceand engineering. Field of degree: Women,” 2017. [Online]. Available:https://www.nsf.gov/statistics/2017/nsf17310/digest/fod-women/engineering.cfm[4] S. Cheryan, A. Master, and A. N. Meltzoff, “Cultural stereotypes as gatekeepers: Increasinggirls’ interest in computer science and engineering by diversifying stereotypes,” Frontiers inPsychology: Hypothesis and Theory Article, vol. 6, no. 49, February 2015. [Online]. Available:DOI: 10.3389/rpsyg.2015.00049[5] A. Master, and A. N. Meltzoff, “Building bridges

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

Science Foundation (NSF) Scholarships in Science,Technology, Engineering, and Mathematics Program (S-STEM), VT-NETS is a scholarshipprogram and research project focused on improving collaboration efforts between Virginia Techand two community college partners. The primary objective of VT-NETS is to determine how allthree partners can increase the success and efficiency of engineering transfer through communitycollege-to-bachelor’s degree pathways, thus increasing attainment of A.S. and B.S. degrees inengineering. VT-NETS works toward increasing access to co-curricular programs, streamliningand aligning advising between institutions, and developing a cohort mentality among the pre-transfer students at the community college. One intention of this

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

Karis Boyd-Sinkler is a doctoral candidate in Engineering Education at Virginia Tech. She also serves as support staff for the Center for the Enhancement of Engineering Diversity where she is involved in the recruitment, outreach, and retention of engineering students. Her research interests include diversity in engineering and the role of engineering student support centers in regards to student attrition and persistence rates. Ms. Boyd received her B.S. in Engineering Science from the University of Virginia in 2014.Adam Stark Masters, Virginia Tech Adam S. Masters is a doctoral student and Graduate Research Assistant at Virginia Polytechnic Institute and State University. They received a B.S. in Mechanical

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

]. It is important to note that the framework is one model of the transition processand that as few or as many S’s as are deemed appropriate can be used to describe the transitionprocess. Figure 1 provides a visual representation of the cyclic nature of a transition and the fourmain aspects of this theoretical framework.Figure 1: The Schlossberg Transition Theory Framework (adapted from Schlossberg, 1981).Each S within this framework addresses an aspect of transition. Self describes personalcharacteristics of one’s image and their psychological resources. It also includes demographiccharacteristics, perceptions of themselves, and their value systems. Situation is rooted more inthe actual transition and the changes that are occurring. This is

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

they bring, dominant and marginal identities, to thedepartment. The results suggest the course does NOT make salient these surface-level diversityattributes and that students lack an understanding or appreciation of the impact these attributescan have on how individuals experience the team, or how this may impact overall team function.References:1 Casper, W. J., Wayne, J. H., & Manegold, J. G. (2013). Who will we recruit? Targeting dep- and surface-level diversity with human resource policy adversity. Human Resource Management 52(3):311-332.2 Data USA. (2018). Biomedical engineering. Available from: https://datausa.io/profile/cip/1405/#demographics.3 Horwitz, S. K. & Horwitz, R. B. (2007). The