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

skills, and becomeinterested in and prepared for future global engagement. The course teaches students aboutglobal engineering through the use of guest speakers from different departments and industry,group projects, case studies, and written reflection. International modules, each around twoweeks in length, involve visits to engineering companies, universities, and cultural sites. Theprogram currently serves around 180 students on approximately seven different internationaltracks annually. Prospective transfer students from NOVA and VWCC were included in theprogram in recent years through a partnership with the VT-NETS scholarship program.Virginia Tech Network for Engineering Transfer Students (VT-NETS) Funded through the National

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

staff primarily evaluated based on their engineering education research pro- ductivity. She can be contacted by email at apawley@purdue.edu. c American Society for Engineering Education, 2019 Engaging in STEM education equity work through a course: studying race, class and gender theory in engineering educationAbstractEach of the authors are currently enrolled as students or serving as an instructor in a graduate-level engineering education course which is cross-listed with the women’s, gender, and sexualitystudies program at a large research university in the Midwest. Through engagement withpodcasts, readings, reflection, and discussion with others, this course seeks to help

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

Perspectives requirement, introduces students to a variety ofmetacognitive issues and practices including: developing a growth mindset; Bloom’s and Perry’staxonomies for content and intellectual development; inaccuracy in self-assessment; lateral andlongitudinal transfer of knowledge and experiences; and the benefits of self-reflection. Over200 students in five years have taken the course, with very promising results. Retention ofIMPRESS 1st-generation and DHH students into their 2nd, 3rd and 4th year are all above 80%,at or exceeding the institutional average. IMPRESS student demographics are inclusive: 35% arewomen; 32% from identities historically excluded from STEM disciplines; and 17% Deaf or Hardof Hearing (DHH). Retention results are consistent

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

often longer; and they are designed to becompatible with the understanding of the university as a complex ecosystem governed by a rangeof stakeholders and competing interests. The recent report on systemic change to STEM post-secondary pathways by the National Academies of Sciences, Engineering, and Medicinereferenced this work and highlighted PLCs as reflecting these important features (NationalAcademies of Sciences and Medicine, 2016). This report also indicated the importance ofsimultaneously addressing incentive practices and the values of the academy in order to ensurethe institutionalization of the instructional shifts. In designing our PLC, we ensured each of theseelements were present and will expand on each in turn

Conference Session

Track: Special Topic - Social Justice & Reform Technical Session 4

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Dianne Grayce Hendricks, University of Washington; Celina Gunnarsson, Massachusetts Institute of Technology; Camille Birch, University of Washington

Tagged Topics

Diversity, Special Topic: Social Justice & Reform

techniques to design solutions for diverse user groups.3. Propose approaches to promote social justice in science and engineering practice.4. Critically evaluate claims about the science of human difference and reflect on how these scientific theories have been used to promote or fight inequality. Gunnarsson, Birch, and Hendricks. 2019 CoNECD Annual Conference.Learning ObjectivesPlease see handout for complete list5. Evaluate the positive and negative impacts of science, engineering and technology on marginalized groups.6. Identify how scientists and engineers handle implicit bias during research and design processes.7. Recognize social justice issues in your community and field of study, and feel empowered to affect

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

. c American Society for Engineering Education, 2019 Storytelling And Utopia AsResistance To Marginalization Of African American Engineers At A PWI Chanel Beebe April 2019 WATCH AND REFLECT https://www.youtube.com/watch?v=RD2o6soOe1I How did that make you feel? What stuck with you? What did you see? Key pointsEducation should prioritize active learning and embodied knowledgeEducational opportunities are different for different groups of people Marginalization exists AGENDA• My Story• Background of Project• Phase 1 and Phase 2• Phase 3• Summary of Findings• Recommendations• TakeawaysPROJECT BACKGROUND: MY

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

understanding was further underscored in an ASEE Distinguished Lecturesession that I organized with Matt King, Facebook’s lead accessibility engineer. As he told meabout his transition into his blindness, he rhetorically asked me, “What do you do with thesighted blind kid?” His simple question validated my own feelings and experiences of trying tomake sense of my new identity. I often feel compelled to tell my story when asked about my research because of theirintertwined and reciprocal nature. As part of a community that is simultaneously sighted andblind (as reflected in the group’s emerging use of the hashtag: #itscomplicated), I recognize thatthe seemingly simple labels of blind or disabled are highly nuanced and context-dependent

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

serves as Director of the Center for Research in SEAD Education at the Institute for Creativity, Arts, and Technology (ICAT). Her research interests include interdisciplinary collaboration, design education, communication studies, identity theory and reflective practice. Projects supported by the National Science Foundation include exploring disciplines as cultures, liberatory maker spaces, and a RED grant to increase pathways in ECE for the professional formation of engineers.Dr. Donna M Riley, Purdue University-Main Campus, West Lafayette (College of Engineering) Donna Riley is Kamyar Haghighi Head of the School of Engineering Education and Professor of Engi- neering Education at Purdue University

Conference Session

Track: Faculty - Technical Session I

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Meagan R. Kendall, University of Texas, El Paso; Alexandra Coso Strong, Florida International University; Ines Basalo, University of Miami; Gemma Henderson, University of Miami

Tagged Topics

Diversity, Faculty

further the understanding of how educators at HSIsperceive their undergraduate students, including their assets and needs. Thirty-six engineering educatorsfrom 13 HSIs in Arizona, Florida, New Mexico, and Texas attended one of two workshops in the springof 2018. Participants engaged in individual and group activities that helped them reflect on their studentsand actively design an educational innovation for their institution, using information previously gatheredthrough interviews with students. Qualitative analysis of the data across the thirty-six educators at bothworkshops identified differences between how instructors describe characteristics of Latinx engineeringstudents across regions and instructor type. The overall findings provide a set

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

do your research methods employed tostudy engineering education align with your social justice values? In what ways could you examine orimprove upon your research methods to reflect a critical intersectional frame? How might that framebe relevant to your work and change-making in the field of engineering education? Participants willleave the workshop with an increased awareness of how to do engineering education research thatreflects social justice values, paired with concrete methodological ideas to run with. 1 Aligning your Research Methods with your Social Justice Values Plan for the workshop

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

[11]. Specifically, immersive virtual reality (IVR) provides an effective way of 3generating a first-person experience not limited by the constraints of reality, possessing theability to essentially create the impossible in a potentially transformative way. Virtualtechnologies are transforming our external experiences by focusing on the high level of personalefficacy and self-reflectiveness generated by their sense of presence and emotional engagement[12].The power of IVR is its ability to enable a person to change their body representation, i.e.gender, race, age, ability status, etc., in a process known as virtual embodiment. In IVR, whenthe

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

the national-level by positively impacting early-career women in academicengineering. LATTICE is a collaborative project between the University ofWashington, Cal Poly San Luis Obispo, and North Carolina State University. 1I serve as evaluator of LATTICE, on a team of women working to broadenparticipation and accelerate the success of women faculty in engineering through aprogram called LATTICE. Diversity and inclusion are at the core of our worktogether and are reflected in our LATTICE team as well as in how we do ourwork together. We come from a range of social identities, including personaland professional experiences with career development programs

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

theories of systems of oppression, provide aforum to critique particular ideologies central to engineering culture that hinder authenticprofessional discussion and reflection on the political, social and ethical dimensions of scienceand technology, and present participants with particular examples where systems of power haveinterlaced with engineering science and design such that access to opportunities, resources andgoods have been stratified across various social identity groups. Having the ability to measure anindividual’s growth in conceptualization of oppression and privilege would be instructive for theindividual and for measuring success of programs designed to promote this learning. The lack ofsuch an instrument provided motivation for

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

mechanisms.”The result, Hatt concludes, has direct implications for diversity and inclusion in that “whitenessand smartness get reproduced” [6, p. 1143].For the aspiring engineer, being classified as intelligent based on achievement scores, or smartbased on informal classroom criteria, affords the label’s recipient certain privileges andopportunities, in the form of things like admission into engineering programs, scholarships,internship opportunities, or potential employment after graduation. Because of this, it is vital thatengineering educators be aware of the idea of smartness as a construct that is distinct from, yetrelated to, intelligence, so that they can begin to 1) reflect on their own beliefs about therelationship between smartness and

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

documenting the structure and effectiveness of such practices,primarily from a pragmatic perspective grounded in highlighting programmatic features ordocumenting assessment results. Building on these efforts, our research team is working towardsclarifying and critiquing the strategic aims and nuanced choices involved with crafting suchinitiatives. The purpose of this paper is to identify key dilemmas associated with enhancing theaccessibility of institutional support practice. To address this purpose, we used collaborativeinquiry methodology to reflect on various issues related to program participation, structure,advertisements, messages, recruitment, etc. The results of our study highlight subtle ways thatwell-intentioned educators and student

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

comes out or begins transitioning between the ages of 18 and 24[14]. This itself is a process with additional social and material support needs which canovershadow the demands of the classroom.Resiliency and social support Resiliency refers to the processes used to overcome challenging situations and adapt tothe demands of life, with particular attention on the unique strategies employed by marginalizedgroups [16, 17]. Transgender and gender nonconforming students are often written about throughdeficit framing which define their lives in terms of their trauma or perceived academic failure[13, 18]. In contrast, resilience is “reflected by achievement in career development, happiness,relationships, and physical well-being in the presence

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

paradoxes ofleadership, or how leaders frequently experience competing demands. In the case of women leaders, thismay include inconsistent expectations around gender and leadership roles, such as the competence andlikeability tradeoff. Participants reflected on personal leadership successes and challenges and groupdiscussion centered on the wide range of leadership roles faculty may choose to pursue. Participantsidentified personal core values and developed an individualized leadership vision linked to these values.Other topics covered during the off-site residency included networking skills, best practices inunderstanding and motivating others, and managing difficult conversations.In between the off-campus and on-campus sessions, participants

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

communication” means different things to different people, and what you have in mind might not be possible with the budget you have. ii. Full disclosure includes talking about any problems or challenges you encounter—and not just reporting on your successes. The evaluator can help you turn a challenge into a positive result. Acceptance of the dissonance that comes with sharing problems is useful for improving the project because it helps motivate change. b. DEI Expectations: Expect your evaluator to advocate for DEI values, accept that there will be dissonance in the DEI work, and commit to self-reflection when

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

. 20Reducing Bias Reducing bias takes ongoing and timely attention and effort. Bias is reduced by mindful vigilance and practice. To limit microaggressions try to be self- aware and listen to your language. If you make mistake, apologize, correct it, and move on. Challenge the behavior, not the person! 21LGBTQ+ ExperiencesClimate OverviewSTEM ClimateClimate Climate is reflected in: Chilly Climate  structures, policies, and An environment that practices; dampens individuals’ self

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

., Schlossberg’sTransition Theory) for examining the high school-to-college transition of engineering studentsfrom underrepresented racial/ethnic groups. The subsequent sections examine the developmentof a codebook grounded in Schlossberg's Transition Theory [5] to articulate the categoriesthrough which African American and Hispanic/Latinx students’ reflect on their own transitioninto college. The theory and codebook provided language that illuminates the coping strategiesand supports that underrepresented minority engineering students use during their first year incollege.Theorizing the Transition from High School to CollegeWe use the sociocultural perspective to theoretically frame our exploration of the transition fromhigh school to college. The sociocultural

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

demonstrated excellence in four core areas:professional development, scholarly achievements, community outreach, and co-curricular orextracurricular activities.Finally, the Alliance is currently focused on determining what other practices are provingeffective and adding more signature practices to our portfolio, such as: (1) providing workshopson computational thinking and computer science principles to effectively prepare K-12 teachersto integrate these into its existing curriculum; and (2) the development of one- and two-credithour courses on problem solving, which are now in its pilot stage at six CAHSI institutions.These problem solving courses are intended to shift student thinking about how best tosystematically approach a problem, reflect on

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

Figure 1) [17, 18, 24]. Learner can do  The principal characteristics of a sociocultural unaided model include: the importance of authentic activities Zone of Proximal  to promote learning; the importance of the Development  collaborative construction of knowledge; the need [Learner can do  with guidance] for coaching and scaffolding at critical moments; and the importance of reflection to

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

resurging interest in the presence and impact of implicit bias in both formal andinformal engineering environments. Implicit bias refers to the unconscious associations andstereotypes an individual ascribes based on affiliation with a particular identity that impactsattitudes, actions, and behaviors. Though individuals may hold egalitarian views, they can stillact in ways that reflect an implicit bias that is incongruent with their greater beliefs and/orintentions. While literature and tests on implicit bias exist, to our knowledge, a method tospecifically gauge biases that exist in the perceptions and dynamics relating to engineeringenvironments, more directly, does not.This study introduces a novel mixed-methods approach that incorporates

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

did not agree with one another.ResultsFigure 1 reflects the responses regarding the YLS Inventory questions, which capturedCommunication Skills and Group Work Skills. Universally, students rated themselves positivelyon these measures, with averages ranging from 2.59–2.80. However, boys rated both theircommunication and their group work skills lower than girls. There were not significantdifferences in girls’ perceptions of their communication and group work skills between the co-edand the all-girl program participants. Comparing across the life skills, the girls and the boys allperceived their group work skills more positively than their communication skills

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

Using misgendering as a tactic for harassment and bullying by those Can risk outing who have discriminatory beliefs. 21Trans ExperiencesClimate for Trans IndividualsTrans-supportive Policies and ProceduresClimate Climate is reflected in: Chilly Climate  structures, policies, and An environment that practices; dampens individuals’ self

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

undergraduate science andengineering students for a total of 16 participants. For the first round, the focus groups wereaimed at identifying high-level issues with the survey (i.e., the applicability of the questions andstudents’ initial reactions to the instrument). Questions aimed at the participants in the focusgroup ranged from reflecting about the different experiences of student support, whether thoseexperiences were captured in the instrument and identifying any student support experiences thatwere not represented among available answers. Additionally, participants were asked to lookcarefully at how the questions are constructed and the wording used in the instrument. Thestudents described how they interpreted questions and gave suggestions to

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

) administrators are reassessing admissions criteria to deemphasize standardizedtests and to take a more holistic view of a student academic experiences. Research shows that putting toomuch weight on high stakes standardized tests results in a misrepresentation of actual student potential foracademic success. Students, particularly students of color and girls, are often negatively impacted bystereotype threat which lowers scores and therefore do not accurately reflect student ability [22]–[26].Students who are first and second-generation immigrants or refugees may not speak English as their firstlanguage and so they are doubly disadvantage when it comes to standardized test scores. It is important to recognize that the mission of the UNL COE is to

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

course data? What data is collected? • Who collects data at the institutional level? What data is collected? • What should we be collecting? • Who or what can help us in accessing, collecting, and analyzing data?BENEFITS OF ASSET MAPPING• The Process – Initiating conversations – Generating new relationships between assets – As a brainstorming exercise to help strategize areas for growth• The Product – Physical or virtual resource used by the intended audience – As a training tool for new staff or faculty/teaching assistants – Part of a communication package to recruit students/faculty – A reflection of university’s valuesASSET MAPS AS AN EVALUATIONTOOLA way to track progress and increase connectivityAsset maps can be

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

, actions and roles performed based on sex Orientation: core sense of attraction Avoid “preference.” 11Biological Sex Biological or medical classification based on genitalia, chromosomes, and/or reproductive organs Assigned at birth as Male or Female (in most countries); this binary does not always reflect reality Intersex: anatomy and chromosomes are not consistent with M/F designations Avoid “hermaphrodite.” Sex is expressed physically in many ways 12Gender Gender identity – one’s core sense of being male or female or both or neither Gender expression – one’s outward presentations and behavior, how others perceive a

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

describing that theclassroom did not provide the same exposure, Byron stated, “In the lab, you have to do a lot of 13outside research to find out what you need to do. No one is telling you what to do step by step.It's a very creative [space]. Inside the classroom, the same creativity isn't necessarily used.”Shortly after, he reflected on the effect that the project process had on his ability to design andmake, stating, “Basically, it taught me how to break things down into parts in my head, and thatmakes it so much simpler.” Due to his ability to apply the concepts learned in class to the maker-projects he was simultaneously working on, Bryan considered