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: 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

shows that putting too much weight on high stakes standardized tests is resulting in a misrepresentation of actual student potential for academic success and may disadvantage students from historically underrepresented groups. This is especially true with undergraduate engineering programs where a minimum standardized test score is frequently required for admission. This dynamic is relevant in Nebraska where the demographics of the high school graduates, and in particular the growth of the Hispanic/Latino/a population, is changing quickly. In response to this, the University of Nebraska-Lincoln College of Engineering (UNL-COE) admits students who would not ordinarily be admitted under the

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

Engineering Education, 2017, p. 37.[26] NSF and NCSES, "Digest: Women, Minorities, and Persons with Disabilities in Science and Engineering," ed. Arlington VA, 2017.[27] S. M. Lord, R. A. Layton, and M. W. Ohland, "Multi-institution study of student demographics and outcomes in electrical and computer engineering in the USA," IEEE Transactions on Education, vol. 58, pp. 141-150, 2015.[28] M. C. Paretti and L. D. McNair, "Analyzing the intersections of institutional and discourse identities in engineering work at the local level," Engineering Studies, vol. 4, pp. 55-78, 2012.[29] T. H. Hammond, "Herding Cats IN University Hierarchies: The Impact Of Formal Structure On Decision-Making," 2002.[30] D. Grasso and J. J. Helble, "Holistic

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

"correct."MethodsThe research team invited conversations with professors and graduate students from Women,Gender, and Sexuality Studies (WGSS) who are scholars in the area of oppression and privilege.Through these brainstorming sessions, possible subjects for the vignette were generated, most ofwhich had to do with the treatment of individuals with identities outside of the dominantparadigm (e.g., women’s experiences in engineering, racial or cultural insensitivity in a socialsetting, and gender as a social construct). A vignette format was chosen because it could beeasily constructed to elicit responses around several different underlying concepts believed to beimportant indicators of an understanding of oppression and privilege. The input from