Conference Session

CoNECD Session : Day 2 Slot 8 Technical Session 2

Collection

2021 CoNECD

Authors

Kimberly Young-McLear, U.S. Coast Guard Academy; Sharon Zelmanowitz P.E., U.S. Coast Guard Academy; Royce Warner James Ph.D., United States Coast Guard Academy/Air Force Institute of Technology; Dani Brunswick, U.S. Coast Guard; Thomas W. DeNucci, U.S. Coast Guard Academy

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the academy in 2004. CDR James completed a his Doctorate in Plasma Physics at Columbia’s Plasma Physics Lab through Steven’s Institute of Technology in December 2008. Since then he has been the PI of the Coast Guard Academy Plasma Lab (CGAPL), Department Equity Officer, Science Lecture Coordinator, Internship Coordinator, Co-founder/Director for CGA’s Science Partnership for Innovation in Learning (Project SPIL), Genesis & Spectrum Council (CGA’s Black and Gay Student Unions) and the Science Department Diversity & Inclusion Officer. CDR James recently served as the Head of the Physics Section at the Coast Guard Academy, is a co-founder of the New London Freedom School, a Science Technology and Mathematics

Conference Session

CoNECD Session : Day 2 Slot 5 Technical Session 1

Collection

2021 CoNECD

Authors

Claudio Freitas, Purdue University; Jennifer Deboer, Purdue University at West Lafayette (COE)

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CoNECD Paper Submissions, Diversity

approaches to commercial product development,” Des. Stud., vol. 35, no. 6, pp. 614–631, Oct. 2014, doi: 10.1016/j.destud.2014.06.001.[32] L. Voigt, “Linking Academic Excellence and Social Justice through Community-Based Participatory Research,” J. Natl. Coll. Honor. Counc., vol. 19, no. 1, pp. 63–83, 2018.[33] M. Jacobson and C. Rugeley, “Community-Based Participatory Research: Group Work for Social Justice and Community Change,” Soc. Work Groups, vol. 30, no. 4, pp. 21–39, Aug. 2007, doi: 10.1300/J009v30n04_03.[34] K. A. S. Howard and V. S. H. Solberg, “School-Based Social Justice: The Achieving Success Identity Pathways Program,” Prof. Sch. Couns., vol. 9, no. 4, p. 2156759X0500900, Jan. 2006, doi: 10.1177

Conference Session

CoNECD Session : Day 1 Slot 8 Technical Session 1

Collection

2021 CoNECD

Authors

Tiffiny Antionette Butler, Worcester Polytechnic Institute; Ryan Meadows, Worcester Polytechnic Institute; Katherine C. Chen, Worcester Polytechnic Institute; Suzanne Sontgerath, Worcester Polytechnic Institute

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Paper ID #28448Empowering Women in STEM through Research and Mentorship in aMulti-Tiered ProgramProf. Tiffiny Antionette Butler , Worcester Polytechnic Institute Dr. Butler joined the faculty at WPI after completing a postdoctoral fellowship in biomedical engineering at Worcester Polytechnic Institute in 2016. Dr. Butler received her masters and doctoral degrees in Kinesiology (Athletic Training, Integrative Exercise Physiology) with her research interests focused on skeletal and bone biomechanics. She combines her love for education, exercise science, and her passion for diversity, and inclusion in her current position

Conference Session

CoNECD Session : Day 1 Slot 6 Technical Session 4

Collection

2021 CoNECD

Authors

Don Wittrock, University of Cincinnati CEAS Office of Inclusive Excellence and Community Engagement; Whitney Gaskins, University of Cincinnati; Jutshi Agarwal, University of Cincinnati; Gibin Raju, University of Cincinnati

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Chemistry or other Math courses, especially during the COVID-19 pandemic.We are creating options to alleviate these course deficits as they arise and our discussions with theschool districts continue.References[1] B. Harris, "College and Career Readiness: K-12 and Higher Education Collaborating for Student Success," The Hunt Institute, Durham, NC, 2014.[2] D. T. Conley, "A Complete Definition of College and Career Readiness," Educational Policy Improvement Center (NJ1), Eugene, OR, 2012.[3] Lumina Foundation for Education (U.S.), "A stronger nation through higher education: ten- year time horizon brings Goal 2025 into sharp focus," Lumina Foundation, Indianapolis, Indiana, 2015.[4] N. L. Ward, "Improving Equity and Access for Low-Income

Conference Session

CoNECD Session : Day 1 Slot 7 Technical Session 1

Collection

2021 CoNECD

Authors

Laura Bottomley, North Carolina State University; Crystal R. Emery, URU The Right to Be, Inc.; Valeria Sinclair Chapman

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CoNECD Paper Submissions, Diversity

addition to theBuilding Bridges conferences, this organization offers a range of conferences aimed at celebrating, promoting, andimproving diversity in STEMM in K-12 education, higher education, and industry.3 According to the Association of Women in Science, making the academy and industry spaces where more womencan thrive will require, “implementing innovative approaches to systemic change” [AWIS, n.d.,https://www.awis.org/intersectionality/]. We maintain that Building Bridges, with its attention to difficultconversations and real-time activities designed to facilitate self-reflection and commitment to nurturing sisterhood isone such innovative approach.Our theoretical framework draws from literature in several areas, including literature

Conference Session

CoNECD Session : Day 3 Slot 1 Technical Session 1

Collection

2021 CoNECD

Authors

Kayla R. Maxey, Purdue University at West Lafayette (College of Engineering); Morgan M. Hynes, Purdue University at West Lafayette (College of Engineering)

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CoNECD Paper Submissions, Diversity

inclusion of students who may have diverse physical or cognitive abilities. In ourcontinuous improvement efforts, we do not foresee us removing the human-centered designchallenges in our future camps, but we do want to explore alternative ways for students tocommunicate their designs beyond building physical prototypes. By facilitating studentengagement in this way, we can also further support our program objective of demonstratingother ways students can engage as an engineer.Everyone can become an engineerBy promoting the diversity of engineering through human-centered design challenges that fostercollaboration, we intend to value each campers’ potential and support their interests inengineering as a future career pathway. By valuing each campers

Conference Session

CoNECD Session : Day 2 Slot 7 Technical Session 1

Collection

2021 CoNECD

Authors

Catherine Mobley, Clemson University; Catherine E. Brawner, Research Triangle Educational Consultants; Rebecca Brent, Education Designs, Inc; Marisa K. Orr, Clemson University

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CoNECD Paper Submissions, Diversity

LSAMP programs.Dr. Rebecca Brent, Education Designs, Inc Rebecca Brent is President of Education Designs, Inc., a consulting firm located in Chapel Hill, N.C. She is a certified program evaluator and a faculty development consultant. Brent received her B.A. from Mill- saps College in Jackson, Miss., her M.Ed. from Mississippi State University, and her Ed.D. from Auburn University. She was an Associate Professor of education at East Carolina University before starting her consulting firm in 1996.Dr. Marisa K. Orr, Clemson University Marisa K. Orr is an Assistant Professor in Engineering and Science Education with a joint appointment in the Department of Mechanical Engineering at Clemson University. Her research

Conference Session

CoNECD Session : Day 3 Slot 2 Technical Session 1

Collection

2021 CoNECD

Authors

Emily Knaphus-Soran, University of Washington; Tiffany D. Pan, University of Washington; Eve A. Riskin P.E., University of Washington; Sonya Cunningham, University of Washington; Saejin Kwak Tanguay, University of Washington; Elizabeth Litzler, University of Washington

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. 14REFERENCES[1] V. C. Lundy-Wagner, C. P. Veenstra, M. K. Orr, N. M. Ramirez, M. W. Ohland, and R. A. Long, “Gaining Access or Losing Ground? Socioeconomically Disadvantaged Students in Undergraduate Engineering, 1994—2003,” J. High. Educ., vol. 85, no. 3, pp. 339–369, May 2014.[2] M. W. Ohland, M. K. Orr, V. C. Lundy-Wagner, C. P. Veenstra, and R. A. Long, “Viewing access and persistence in engineering through a socioeconomic lens,” in Engineering and Social Justice: In the University and Beyond, .[3] W. R. Earl, “INTRUSIVE ADVISING OF FRESHMEN IN ACADEMIC DIFFICULTY,” NACADA J., vol. 8, no. 2, pp. 27–33, Sep. 1988.[4] D. Schenider, D. P. Sasso, and L. Puchner, “Adviser and Faculty Perceptions of the Benefits and Feasibility of

Conference Session

CoNECD Session : Day 2 Slot 7 Technical Session 2

Collection

2021 CoNECD

Authors

Tanya D. Ennis, University of Colorado Boulder

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CoNECD Paper Submissions, Diversity

of herexperience to understand better the mechanisms and circumstances that contributed to herretention and identity development as a Latina woman engineer who is working now as an opto-mechanical engineer in the Pacific Northwest. This student described her experience during herundergraduate engineering studies.In this analysis, Iliana’s response is represented as a counter narrative to the majoritariannarrative about who belongs and can succeed in the CEAS space. This examination representsthe ways in which Iliana accessed resources in the Engineering GoldShirt Program counterspace, positioned herself in and out of various social spaces, and developed her personal, socialand professional identities through dialogical relationships with

Conference Session

CoNECD Session : Day 1 Slot 6 Technical Session 3

Collection

2021 CoNECD

Authors

Teirra K. Holloman, Virginia Tech Department of Engineering Education; Walter C. Lee, Virginia Polytechnic Institute and State University; Kirsten A. Davis, Purdue University at West Lafayette (COE); Jeremi S. London, Virginia Polytechnic Institute and State University; David B. Knight, Virginia Polytechnic Institute and State University; Tremayne O'Brian Waller, Virginia Polytechnic Institute and State University; John J. Lesko, Virginia Polytechnic Institute and State University

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Paper ID #28352WIP: Preparing Graduate Students to Engage in Multicultural EnvironmentsTeirra K Holloman, Virginia Tech Department of Engineering Education Teirra Holloman is a doctoral student in engineering education at Virginia Polytechnic Institute and State University, where she serves as a graduate research assistant. She is concurrently pursuing a MS in In- dustrial and Systems Engineering at Virginia Tech with a focus in Management Systems.Teirra received her BS in Industrial Engineering from Clemson University. Her research interests revolve around broad- ening participation in engineering and global education

Conference Session

CoNECD Session : Day 1 Slot 2 Technical Session 4

Collection

2021 CoNECD

Authors

Courtney Zongrone, Virginia Polytechnic Institute and State University; Cassandra J. McCall, Virginia Polytechnic Institute and State University; Marie C. Paretti, Virginia Polytechnic Institute and State University; Ashley Shew, Virginia Polytechnic Institute and State University; Denise Rutledge Simmons P.E., University of Florida; Lisa D. McNair, Virginia Polytechnic Institute and State University

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CoNECD Paper Submissions, Diversity

, retaining and training women and minorities in transportation, environmental science and engineering and natural resources-related fields of study. As SRESFS director, she led a board composed of 29 colleges and universities.Dr. Lisa D. McNair, Virginia Tech Lisa D. McNair a Professor of Engineering Education at Virginia Tech and Director of the Center for Ed- ucational Networks and Impacts (CENI) at the Institute for Creativity, Arts and Technology (ICAT). She develops integrative education projects that transverse perspectives within and beyond the university. Her currently funded NSF projects include revolutionizing the VT ECE department, identifying practices in intentionally inclusive Maker spaces, and exploring

Conference Session

CoNECD Session : Day 2 Slot 5 Technical Session 4

Collection

2021 CoNECD

Authors

Laura Bottomley, North Carolina State University

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and IEEE Fellow and PAESMEM awardee. American c Society for Engineering Education, 2021 A New Change Model for Recruitment and Retention of Underrepresented Groups in STEMAbstractEngineers tend to understand the world by making models. We design a model bridge and test it withheavy loads or put a model house through a simulated hurricane. We use Matlab to define acommunications link and test it under various conditions with different input data. Our ability to drawaccurate conclusions from these tests is tied directly to how good our models are.When we think about women and underrepresented minorities in STEM, and how we are going toincrease their

Conference Session

CoNECD Session : Day 1 Slot 5 Technical Session 1

Collection

2021 CoNECD

Authors

Kathrine Ehrlich-Scheffer, Rochester Institute of Technology

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Paper ID #32171Gen Z’s Declining Engagement with WE@RIT, a Women in Engineering Pro-gramMs. Kathrine Ehrlich-Scheffer, RIT Kathy has served as Director of Women in Engineering at RIT (WE@RIT) since 2015, and brings a rich array of life experiences to the position. After graduating with a bachelor’s degree in Public Affairs from a women’s college where she learned first-hand the value of a female-centric support network, Kathy made her way to Silicon Valley. There she studied CMOS Mask Layout Design which eventually led her to a position in IT for a semiconductor IP start-up. Fast forward through coast-to-coast moves to

Conference Session

CoNECD Session : Day 3 Slot 7 Technical Session 1

Collection

2021 CoNECD

Authors

Angela R. Bielefeldt, University of Colorado, Boulder; Janet Y. Tsai, University of Colorado, Boulder; Beth A. Myers, University of Colorado, Boulder; Daniel A. Godrick, University of Colorado, Boulder; Jacquelyn F. Sullivan, University of Colorado, Boulder

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CoNECD Paper Submissions, Diversity

civil engineering. Her interests are in quantitative and qualitative research and data analysis as related to equity in education.Mr. Daniel A Godrick, University of Colorado BoulderDr. Jacquelyn F. Sullivan, University of Colorado, Boulder Jacquelyn Sullivan is founding co-director of the Engineering Plus degree program in the University of Colorado Boulder’s College of Engineering and Applied Science. She spearheaded design and launch of the Engineering GoldShirt Program to provide a unique access pathway to engineering for high potential, next tier students not admitted through the standard admissions process; this program is now being adapted at several engineering colleges. Sullivan led the founding of the

Conference Session

CoNECD Session : Day 2 Slot 1 Technical Session 1

Collection

2021 CoNECD

Authors

Taylor Lightner, Virginia Polytechnic Institute and State University; Monica E. Cardella, Purdue University at West Lafayette; Natali Huggins, Virginia Polytechnic Institute and State University; Cynthia Hampton, Virginia Polytechnic Institute and State University; Walter C. Lee, Virginia Polytechnic Institute and State University; David B. Knight, Virginia Polytechnic Institute and State University

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approachis often achieved through programs such as the Summer Engineering Experiences for Kids(SEEK) program. SEEK is a three-week summer program organized by the National Society ofBlack Engineers (NSBE) to expose children to hands-on, team-based engineering designprojects. The purpose of this work-in-progress paper is to discuss the data analysis process usedto examine shifts in children’s perceptions of engineers as a result of participating in theprogram. Children’s perceptions were captured using prompts asking them to either (1) drawthemselves as an engineer or (2) draw an engineer. Each SEEK participant received one of thetwo prompts. In this paper, we considered the inclusion of Critical Race Theory concepts toextend the qualitative analysis

Conference Session

CoNECD Session : Day 2 Slot 6 Technical Session 2

Collection

2021 CoNECD

Authors

Ekundayo Shittu, George Washington University; Jennifer Dashiell-Shoffner, North Carolina A&T State University; Hyung Nam Kim, North Carolina A&T State University

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CoNECD Paper Submissions, Diversity

thestudents’ progress through the process of quantitative skills mastery. This paper reports on thehighlights of the distilled data on: (i) anticipatory cognition – construct to describe use ofprospective memory to simulate future associations and expected outcomes; (ii) academic self-efficacy – captures the perceived level of confidence in the participants to engage successfully inspecific cognitive acts associated with academic mastery; (iii) stereotype threat – captures theanxiety associated with the salience of status as a member of a group that is stereotyped asunderperforming in a specific area; (iv) identity or categorization of the self as a scholar andengineer. Other themes emerging include perseverance or determination, isolation

Conference Session

CoNECD Session : Day 1 Slot 1 Technical Session 3

Collection

2021 CoNECD

Authors

Donovan Colquitt, Purdue University-Main Campus, West Lafayette (College of Engineering)

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. Literature Review Industrialists, educators, and scientists reached a consensus regarding the low scientificliteracy of the United States (National Science Foundation, 1996), a persistent problem asevidenced by the 6% representation of African Americans, Latinos, and Native Americans in thetotal STEM workforce despite consisting of one-fourth of the U.S. population (2014). As theworld becomes increasingly technological, the U.S. has begun to seek new approaches forbroadening participation in STEM beyond the white, male labor supply (Gonzalez & Kuenzi,2012). Increasing participation in STEM careers by engaging underrepresented youth in K-12serves as a means of meeting the national demand for a competitive STEM workforce (Byars-Winston, 2014

Conference Session

CoNECD Session : Day 3 Slot 1 Technical Session 3

Collection

2021 CoNECD

Authors

Casey Lynn Haney, Purdue University at West Lafayette (COE); Claudio Freitas, Purdue University at West Lafayette; Gregory John Gage, Backyard Brains; Jennifer Deboer, Purdue University at West Lafayette (COE)

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CoNECD Paper Submissions, Diversity

indiverse school contexts. This paper is situated in a larger study examining the combined benefitsand areas for improvement of technology tools and active learning through a neuroscience lab-kitimplemented with a curriculum that focuses on active learning centered around science andengineering concepts. Specifically, this study examines how lab kits and the neurosciencecurriculum function and relate to STEM motivation, self-beliefs, conceptual understanding, andinstructor implementation within school systems that differ across both their student populationsand their school environments. This paper will specifically evaluate the impact of thisintervention on self-beliefs and motivations for students in an Black majority urban school

Conference Session

CoNECD Session : Day 1 Slot 7 Technical Session 3

Collection

2021 CoNECD

Authors

Nadia N. Kellam, Arizona State University; Vanessa Svihla, University of New Mexico; Susannah C. Davis, Oregon State University; Susan Sajadi, Arizona State University; Jasmine Desiderio, University of New Mexico

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CoNECD Paper Submissions, Diversity

changes within engineering departments. Based on this work, we developed thePOWER protocol (Privilege and Oppression: Working for Equitable Recourse), a workshop thatguides engineering educators to identify and understand the intersectional nature of power andprivilege before planning strategies to disrupt, disarm, and dismantle it. In this paper, we presenta design case to show how this workshop has evolved. We provide the POWER protocol in theappendix so that others can adapt this workshop for their own contexts.In the interactive session at CoNECD, we will take attendees through part of the POWERprotocol (we will scope the workshop to fit in the time allotted; the full workshop is 1.5 hours) toexamine how power, privilege, and

Conference Session

CoNECD Session : Day 2 Slot 2 Technical Session 4

Collection

2021 CoNECD

Authors

Yousef Jalali, Virginia Tech ; Shernita Lee, Virginia Tech; Justin Grimes, Virginia Tech

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CoNECD Paper Submissions, Diversity

level, it is also important to have “buy-in” fromother entities beyond the Graduate School that manages and organizes this event. To ensure anequal opportunity for all campus partners to be involved, invitations are sent to the Dean of eachCollege and Director of each Research Institute. This yielded a financial commitment from theOffice of the President, Office of the Provost, Office of Inclusion and Diversity, Office forResearch and Innovation, and the Institute for Critical Technology and Applied Science(ICTAS). Without the financial and representative support from others, the HBCU/MSI ResearchSummit would not have the same impact, size, or experience for its participants. The summit ishighlighted in three sections to describe the planning

Conference Session

CoNECD Session : Day 1 Slot 6 Technical Session 1

Collection

2021 CoNECD

Authors

Eunsil Lee, Arizona State University; Jennifer M. Bekki, Arizona State University; Adam R. Carberry, Arizona State University; Nadia N. Kellam, Arizona State University

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CoNECD Paper Submissions, Diversity

- 93. 2016. [13] 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 Journal of Doctoral Studies, vol. 12, no. 12, p. 251-279. 2017. [14] C. Baek, “Beyond Social Integration: Academic Motivation and International Graduate Students' Sense of Belonging.” Doctoral dissertation. Available: https://stacks.stanford.edu. 2013. [15] C. E. George, E. S. Saclarides, and S. T. Lubienski, “A difference in priorities? Why US and international students consider leaving doctoral programs.” Studies in Graduate and Postdoctoral Education, vol. 9, no. 1, pp. 38-57. 2018. [16] S. C. Davis, E. C. Moise, N. Cheon, and S

Conference Session

CoNECD Session : Day 2 Slot 4 Technical Session 4

Collection

2021 CoNECD

Authors

Sharnnia Artis, University of California, Irvine; Gregory N. Washington, George Mason University

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., & Rosa, A. J. (2005). The role of the laboratory in undergraduate engineering education. Journal of Engineering Education 94(1): 121–130. 5. National Research Council, Center for Science, Mathematics, and Engineering Education, “Inquiry and the National Science Education Standards: A Guide for Teaching and Learning”, http://www.nap.edu/openbook.php?record_id=9596&page=R1. 6. Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.) (2002). How people learn: Brain, mind, experience and school. Com- mission on Behavioral and Social Science and Education, National Research Council. Washington: National Academy Press. 7. Lyon, G. H., Jafri, J., & St. Louis, K. (2012). Beyond the pipeline: STEM pathways for

Conference Session

CoNECD Session : Day 1 Slot 1 Technical Session 4

Collection

2021 CoNECD

Authors

Medha Dalal, Arizona State University; Stacy S. Klein-Gardner, Vanderbilt University; Jennifer Kouo, Towson University; Kenneth Reid, University of Indianapolis; Cheryl Beauchamp, Regent University; Briana O'Neal, University of Maryland College Park; Jackelyn Raquel Lopez Roshwalb, University of Maryland, College Park; Darryll J. Pines, University of Maryland College Park

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was collected through focusgroup interviews during a professional development effort for high school teachers. Thematicanalysis revealed teacher perspectives of long-standing issues affecting diversity in engineeringespecially in the frameworks of social culture. The study has implications for research as well aspractice by providing insight into stereotype threats and implicit biases from the K-12 teacherangle and laying out grass roots solutions at the classroom level.Keywords: Engineering education, high school, teacher professional development, stereotypes,biases, stereotype threatIntroductionThe field of engineering is vast and dynamic and encompasses cutting-edge occupations thatyield innovative solutions to problems persisting in local

Conference Session

CoNECD Session : Day 3 Slot 4 Technical Session 2

Collection

2021 CoNECD

Authors

Ellen Foster, Purdue University at West Lafayette (College of Engineering); Donna M. Riley, Purdue University at West Lafayette (College of Engineering); Andrea Haverkamp, Oregon State University; Soheil Fatehiboroujeni, Cornell University; Justin Charles Major, Purdue University at West Lafayette

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Paper ID #28514Week of Action: #EngineersShowUp as intersectional advocatesDr. Ellen Foster, Purdue University-Main Campus, West Lafayette (College of Engineering) Dr. Ellen K Foster currently holds a post-doctoral appointment in the engineering education department at Purdue University. She received her doctorate in Science and Technology Studies from Rensselaer Polytechninc Institute in 2017, and holds her BA in Astronomy and Physics from Vassar College.Dr. Donna M Riley, Purdue University at West Lafayette (COE) Donna Riley is Kamyar Haghighi Head of the School of Engineering Education and Professor of Engi- neering

Conference Session

CoNECD Session : Day 2 Slot 7 Technical Session 4

Collection

2021 CoNECD

Authors

Luke Alao P.E., Swinburne University of Technology

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. Parker. “Navigating Change: a typology of student transition in higher education,” Studies in Higher Education Conference, Vol.39, No.5, 734-753, 2014 http://dx.doi.org/10.1080/03075079.2012.721351.[8] S. Kift, K. Nelson and J. Clarke, “Transition Pedagogy: A third-generation Approach to FYE – A case study of policy and practice for the higher education sector.” The International Journal of the First Year in Higher Education, 1(1), 1-20, 2010.[9] M. Zukas and J. Malcolm. “Pedagogies for Lifelong Learning:-Building Bridges or Building Walls?” http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.593.4296&rep=rep1&type=pdf, 2002.[10] L. Watson. and J. McIntyre. Scaling Up Building engineering workforce capacity through

Conference Session

CoNECD Session : Day 1 Slot 5 Technical Session 4

Collection

2021 CoNECD

Authors

Nadia N. Kellam, Arizona State University; Audrey Boklage, University of Texas at Austin; Brooke Charae Coley, Arizona State University, Polytechnic campus; Yue Liu, Arizona State University

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CoNECD Paper Submissions, Diversity

.[11] C. K. Lam, S. N. Cruz, N. N. Kellam, and B. C. Coley, “Making space for the women: Exploring female engineering student narratives of engagement in makerspaces,” in ASEE Annual Conference & Exposition.[12] M. Jennings, B. C. Coley, A. R. Boklage, and N. N. Kellam, “Listening to Makers: Exploring Engineering Students’ Recommendations for Creating a Better Makerspace Experience,” in ASEE Annual Conference & Exposition, 2019.[13] S. Vossoughi, P. K. Hooper, and M. Escudé, “Making through the lens of culture and power: Toward transformative visions for educational equity,” Harvard Educational Review. 2016.[14] M. Patton, Qualitative research and evaluation methods, 3rd ed. Thousand Oaks, CA

Conference Session

CoNECD Session : Day 4 Slot 1 Technical Session 1

Collection

2021 CoNECD

Authors

Kristina Rigden, California State Polytechnic University, Pomona

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CoNECD Paper Submissions, Diversity

inspiring prospective and current students to be successful engineers,and by continuing engagement with alumnae in engineering industries. CPP WEpromotes a close community for female engineering students through proactiveretention activities and seeks to create an environment in which women can thrive inthe classroom and beyond in their careers. 16There are four program outcomes of CPP WE that focuses on K-12 students,prospective students, current students and alumni. 17The purpose of the CPP WE Advisory Board is to advance the mission and outcomesof CPP WE to enhance recruitment, retention

Conference Session

CoNECD Session : Day 3 Slot 3 Technical Session 2

Collection

2021 CoNECD

Authors

Sophia Lauren Plata, University of Southern California; Indhira María Hasbún, Florida International University ; Mauro Rodriguez Jr., California Institute of Technology; Dora Louise Renaud, Society of Hispanic Professional Engineers

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McCormick’s socio-cognitiveleadership model due to its incorporation of domain-specific leadership and self-efficacy. Wemeasured NILA attendees gained self-efficacy through pre- and post-conference surveys. Thesurvey questions and assessment validity are presented. The survey results show a growth ofattendees’ self-efficacy and preparation to interface with their leadership environment (i.e., STEMcollegiate system and workforce). Given McCormick’s leadership model and no specific approachto leadership self-efficacy, the programming and chapter-based organizational infrastructure iswidely applicable to other chapter-based organizations.NomenclatureEFA Exploratory Factor AnalysisCCLP Certified Chapter Leaders ProgramCMT Chapter

Conference Session

CoNECD Session : Day 1 Slot 5 Technical Session 3

Collection

2021 CoNECD

Authors

Jerry Austin Yang, University of Texas at Austin; Audrey Boklage, University of Texas at Austin; Maximilan Kolbe Sherard, University of Texas at Austin; Christine Julien, University of Texas at Austin; Maura J. Borrego, University of Texas at Austin

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black culturalcenters and multicultural centers were necessary to support and provide resources for minoritystudents on university campuses. McShay (2017) and Museus et al. (2017) describe howmulticultural centers increase students’ sense of identity and belonging on campuses. Diversity-oriented student organizations have also had a presence on campuses, mainly through studentchapters of professional organizations. Examples of these organizations include the Society ofWomen Engineers (SWE), National Society of Black Engineers (NSBE), Society of HispanicProfessional Engineers (SHPE), and Out in STEM (oSTEM). Diversity-oriented studentorganizations target specific marginalized communities such as women engineers, blackengineers, Hispanic

Conference Session

CoNECD Session : Day 3 Slot 7 Technical Session 3

Collection

2021 CoNECD

Authors

Alberto Esquinca, San Diego State University; Erika Mein, University of Texas at El Paso; Helena Mucino, University of Texas at El Paso

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literature reviewed previously that points out thatstudents with low grades struggle to feel a sense of belonging to their fields [26].Students became aware of each other’s GPAs through practices such as announcing theirgrades publicly to their peers or discussing grades with each other. They also typically askedeach other what they got on the test, a practice that may be related to grade curving. In thecontext of the competitive culture, this could also be an opportunity for students to positionthemselves in relation to others. For instance, Genesis told a story of how she asked her (mostlymale) peers about their grades on a test. “Or like, "Oh, well how did you guys end up doing onthe exam?" I'm like, "Oh, well, I ended up getting an A on the exam