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: 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

virtualspaces became a place for respite and finding community: The cruelty of my peers caused me to become deeply and painfully introverted. I shrunk away from any sort of social obligation, and became a denizen of the internet. I spent most of my free time locked away in my room, reading or cruising online forums. (Document 1, paragraph 15)Online spaces which centered on her political identity and gender identity became ways to feelincluded while she continued to form in-person support networks which would be validating insimilar ways. Her day-to-day interactions during the first term of her 1st year were dominated bycisgender students on campus and in engineering classrooms leaving the internet as an importantsocial support

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

Member.Dr. Samantha Ruth Brunhaver, Arizona State University Dr. Samantha R. Brunhaver is an Assistant Professor within The Polytechnic School, one of six schools in the Ira A. Fulton Schools of Engineering at Arizona State University. She is a mixed-methods researcher with focus on the preparation and pathways of engineering students. Her specific research interests include engineering student persistence and career decision-making, early career engineering practice, faculty pedagogical risk-taking, and entrepreneurial mindset. She completed her B.S. in Mechanical Engineering at Northeastern University and her M.S. and Ph.D. in Mechanical Engineering at Stanford University. Prior to ASU, she worked as an engineer at A

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

terms of providing career development support forstudents in STEM, the way the departments are combined (e.g., professional versus non-professional) could dictate the values of top-level administrators and influence how theyconstruct possible solutions/interventions and how final decisions are implemented. Theprofessional nature of the engineering field may have a sizable impact on the extent to whichcollege administrators decide to create an engineering-specific career fair to provide access tointernship opportunities in the same way a college of science may prioritize undergraduateresearch to prepare its students for graduate studies or other professional schooling.Exo (Institutional) LevelAt the exo (or institutional) level, the type of

Conference Session

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

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

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

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

appointment in the Department of Mechanical Engineering at Clemson University. Her research interests include student persistence and pathways in engineering, gender equity, diversity, and academic policy. Dr. Orr is a recipient of the NSF CAREER Award for her research entitled, ”Empowering Students to be Adaptive Decision-Makers.”Maya Rucks, Clemson University Maya Rucks is an engineering education doctoral student at Clemson University. She received her bache- lor’s degree in mathematics from the University of Louisiana at Monroe and her master’s degree in indus- trial engineering from Louisiana Tech University. Her areas of interest include, minorities in engineering, K-12 engineering, and engineering curriculum

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

• deliver relevant and challenging educational programs to attract an outstanding diverse student body • prepare graduates for rewarding careers in their chosen professions and encourage graduates to extend their level of knowledge through lifelong learning • conduct leading edge research advances engineering science and stimulate the intellectual development and creativity of both students and faculty, • extend exemplary engineering service and transfer knowledge that contributes to the well- being and betterment of society. In order to broaden participation in engineering, UNL COE will broaden the admission reviewprocess to deemphasize student test scores and to

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 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

, and the pronouns correspond to the gender identified by the participant in thequalification survey.The analysis team included faculty members and graduate students in engineering and scienceeducation, as well as a multi-disciplinary team of undergraduate students divided into six-personsub-teams exploring themes related to academic influences, social influences, and familialinfluences. The focus of this paper is on data analyzed by the familial influences sub-team.Each transcript was unitized prior to distribution to the undergraduate analysis team, so that teammembers would be coding the same meaningful units of text [26]. Individual team members readthe interview transcripts and created open codes related to themes they found. The analysis

Conference Session

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

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

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

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

Paper ID #24863ADVANCE Women’s Leadership at The University of DelawareDr. Heather Doty, University of Delaware Heather Doty is an assistant professor of mechanical engineering at the University of Delaware (UD). Dr. Doty teaches undergraduate courses in thermodynamics, statics, dynamics, and technical communication and conducts research on gender in the academic STEM workforce. She is co-PI on UD’s NSF ADVANCE Institutional Transformation grant, which aims to recruit, retain, and advance women STEM faculty at UD. Dr. Doty is faculty advisor to UD’s Women in Engineering Graduate Student Steering Committee.Dr. Shawna Vican

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

, increased awareness or any of the other analytics measured by the social media channels but in how many students applied, were accepted, and then ultimately enrolled in the Engineering Academies. To begin measuring the return on investment, the Engineering Academies team conducted a survey in December 2018. The survey was distributed to 374 students, all of whom enrolled in an Engineering Academy in fall 2017 or later. Of the 76 who responded, 51.3 percent were first introduced to the Engineering Academies by a Texas A&M or 2‐year institution staff or faculty member. This includes campus visits to Texas A&M or a partner 2‐year institution, college and career fairs across Texas, and individual high school visits.  Additional responses show

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

great deal of self-care. Whenpursuing social justice work on topics I care about but have not as deeply victimized me, I sensethat I am not weighed down as deeply. In the times when I have given LGBTQ inclusionworkshops, I found I was particularly sensitive and not as easily generous to faculty whodiscounted the opinions of LGBTQ students or who microaggressed them in dialogue. I imaginemy perspective on which research questions to pursue will continue to evolve; currently I workon issues which matter deeply and intellectually to me, they relate to experiences and problems Ihave had, but they are not so extremely personal that I find myself paralyzed or despondent overthe findings.Cassandra’s reflection on the questions she asks

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

engage with specific tasks. This latter step was important in that it provided both amotivation to engage the work and a means to pilot the new instructional strategies.From the perspective of the authors and PLC members, the PLC provided a consistent space forits members to explore the concepts of social justice and inclusivity as they relate to curriculum,to our students, and to our own self-development. The environment was challenging but invitingand respectful, allowing for authentic discussion of ideas for teaming instruction activities andfor an opportunity to receive critical feedback. The variety of perspectives and experiences of thePLC members improved the quality of the teaming activities and modules that emerged, and alsopromoted the

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

career consultation.Ms. Sharlane Cleare, Purdue University-Main Campus, West Lafayette (College of Engineering)Mr. Justin Charles Major, Purdue University-Main Campus, West Lafayette (College of Engineering) Justin C. Major is a second-year Engineering Education Ph.D student and National Science Foundation Graduate Research Fellow at Purdue University. Prior to graduate school, he completed Bachelor’s de- grees in both Mechanical Engineering and Secondary Mathematics Education at the University of Nevada, Reno with a focus on K-12 Engineering Education. Justin’s research and service focuses on the experi- ences and attitudinal development of low-socioeconomic students. Through his work, he hopes he can bring light to the