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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CoNECD Paper Submissions, Diversity

as a measure, in their alignment sessions with tactical leaders.Three question quizzes were measures for the pre-NILA webinars as internal assessment of the Figure 3. NILA curriculum mapping to McCormick’s social cognitive model of leadership. The double borderdenotes the two components (i.e., Leader KSAs and Self-Efficacy) of the Leader Cognitions evaluated in the NILA 2019 curriculum.content delivery. These two measures will not be the subject of this work as they do not directlymeasure self-efficacy and KSAs. The remaining two measures (i.e., the NILA knowledge test andpost-CCLP survey) are discussed be discussed in further detail in Section 4. Two leadership concepts of the McCormick

Conference Session

CoNECD Session: Day 3 Slot 2 - Technical Session 4

Collection

2021 CoNECD

Authors

Agnieszka Miguel, Seattle University; J. McLean Sloughter, Seattle University; Jennifer M. Dorsey, University of Texas at Austin; Rebecca Hartley, Seattle University; Frank J. Shih, Seattle University; Joy Crevier, Seattle University

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CoNECD Paper Submissions, Diversity

marginalized groups.In Section 1 of this paper, we introduce Seattle University and our previous work. Following, inSection 2, we review relevant literature. In Section 3, we first present the results of focus groupsconducted with students from a variety of backgrounds and experiences such as transfer students,female-identifying students, URM women, URM men, international students, and students whohave either switched out of an engineering program or have a GPA that put them at risk to notcomplete an engineering degree. The focus groups confirmed the results of the survey: studentsfrom marginalized groups experience bias and microaggressions from other students and faculty.Combining past analysis and the new focus group results, we identified two

Conference Session

CoNECD Session : Day 2 Slot 2 Technical Session 3

Collection

2021 CoNECD

Authors

Brielle Nikole Johnson, Miami University; Woo J. Kim, Miami University; Jennifer Blue, Miami University; Amy Summerville, Kairos Research; Brian P. Kirkmeyer, Miami University

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CoNECD Paper Submissions, Diversity

. He has work experiences in automotive electronics (Delphi Automotive Systems) and consumer products (International Flavors and Fragrances) prior to his current role. He served on the executive committee of the ASEE Women in Engineering division from 2010 to present. American c Society for Engineering Education, 2021 Gender differences in the functionality of regret on academic performanceIntroductionDespite increases in female enrollment levels in engineering programs, the gender gap is stillsignificant. Women accounted for approximately 23% of first-year students who desire to majorin engineering programs in 2014 in the U.S. [1], and the actual female

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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CoNECD Paper Submissions, Diversity

/2157-9288.1057Musavi, M., Friess, W. A., James, C., & Isherwood, J. C. (2018). Changing the face of STEM with stormwater research. International Journal of STEM Education, 5. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1181945&site=ehost-liveNational Science Foundation. (1996). Shaping the future: New expectations for undergraduate education in science, math, engineering, and technology, National Science Foundation 96– 139.National Science Foundation. (2007). Women, minorities, and persons with disabilities in science and engineering (NSF 07–315). Arlington, VA: Division of Science Resources Statistics.National Science Foundation. (2014). Chapter 3: Science and

Conference Session

CoNECD Session : Day 2 Slot 3 Technical Session 4

Collection

2021 CoNECD

Authors

Sarah Trainer, Seattle University; Agnieszka Miguel, Seattle University; Jean M. Jacoby, Seattle University; Jodi O'Brien, Seattle University

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CoNECD Paper Submissions, Diversity

: Repeated Rejection, Impostor Syndrome, and Burnout," Perspectives Psychological Sciences , vol. 15, no. 3, pp. 519-543, 2020.[68] L. D. Patton and N. R. Njoku, "Theorizing Black women’s experiences with institution-sanctioned violence: a #BlackLivesMatter imperative toward Black liberation on campus," International Journal of Qualitative Studies in Education, vol. 32, no. 9, pp. 1162-1182, 2019.[69] M. Salminen-Karlsson, A. Wolffram and N. Almgren, "Excellence, Masculinity and Work-Life Balance in Academia: Voices from Researchers in Germany and Sweden," International Journal of Gender, Science and Technology, vol. 10, no. 1, pp. 52-71, 2018.[70] L. Schiebinger, Gendered Innovations in Science and Engineering, Palo Alto

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 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

Precollege division of ASEE in 2004; was awarded NAE’s 2008 Gordon Prize for Innovation in Engineering and Technology Education, and was conferred as an ASEE Fellow in 2011. She has served on multiple NAE committees, and on the NSF ENG division’s Advisory Committee. American c Society for Engineering Education, 2021 Minority Status and Belonging: Engineering Math as a Vehicle to Build CommunityAbstractThis research explored feelings of belonging and engineering identity among entering first yearstudents, within the case study of an engineering math course at a large, public institution.Incoming first-year students who did not place

Conference Session

CoNECD Session : Day 3 Slot 5 Technical Session 2

Collection

2021 CoNECD

Authors

Gretchen A. Dietz, University of Florida; Elliot P. Douglas, University of Florida; Erica D. McCray, University of Florida

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CoNECD Paper Submissions, Diversity

push cultural change and going beyond changing diversitynumbers within workplaces. 1White individuals hold nearly 70% of the full time employment within theengineering and scientist positions, where Black individuals hold almost 8% [3]. Thisdoes not compare favorably with the US demographic averages. As for gender, about44% of full time employees are women and 56% men [3]. Although the gender gap isclosing, barriers still exist for marginalized people. This includes issues such as salaryinequity, bias in hiring practices, token hiring, perceptions of incompetence, andfewer advancement opportunities

Conference Session

CoNECD Session : Day 1 Slot 8 Technical Session 4

Collection

2021 CoNECD

Authors

Mauro Rodriguez Jr, California Institute of Technology; Indhira María Hasbún, Florida International University; Jose Luis Estrada, University of San Diego; Dora Louise Renaud

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CoNECD Paper Submissions, Diversity

campuses. She has collaborated with other faculty and departments across the nation to develop graduate programs with clear course objectives, learning outcomes and engaging, rigorous cur- riculum that leads to student achievement. Dora has been an international literacy trainer with a focus on linguistics, literacy development, and second language learners. In addition, she has served on the boards of directors for the Association of Hispanic School Administrators, Texas Reading Association, and Chess for Humanity. Dora is a former fellow of the Teaching Trust Executive Leadership Teams Program where she learned how to lead with trust and influence in order to achieve results and increase technical competence of her

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

are often shut out of formal pathways to learning due torefugees' lack of resources and opportunities. Of the adult refugee learners who are eligible forpostsecondary education, the UNHCR estimates that only 3% are able to enroll in highereducation programs [23], and the demand for higher education degrees, connected education, andvocational training have been increasing. In terms of technical training, the International LaborOffice [24] points out several other challenges, such as accessing TVET programs and decentjobs, lack of information, lacking recognition of qualifications and skills, and low collaborationbetween employers and workers’ organizations. In light of this challenge, we developed apedagogical model that fills in this

Conference Session

CoNECD Session : Day 2 Slot 2 Technical Session 1

Collection

2021 CoNECD

Authors

Leroy L. Long III, Embry-Riddle Aeronautical University - Daytona Beach; Sharnnia Artis, University of California, Irvine; Morris Council III, University of West Georgia

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CoNECD Paper Submissions, Diversity

academic support servicesfor collegiate student-athletes who demonstrate academic and social risk.Author 3: ​As a researcher, there are different attributes of my identity that inform mypositionality as a researcher on this study involving Black student-athletes in engineering andrelated fields. First, I identify as a Black female engineer, educator, and administrator at aHispanic Serving Institution. Second, I am a first generation college student who playedcompetitive high-school sports and received merit-based and Division I athletic scholarships topursue higher education. Third, I have experience working as a tutor with Division Istudent-athletes.FindingsSome common themes from the interviews were around accessibility to STEM

Conference Session

CoNECD Session : Day 2 Slot 8 Technical Session 4

Collection

2021 CoNECD

Authors

Lisa Benson, Clemson University; Victoria Beth Sellers, Engineering and Science Education; Katreena Thomas, Arizona State University, Polytechnic campus

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CoNECD Paper Submissions, Diversity

issue. For example, the editor for the Journal of Women and Minorities in Science andEngineering, Julie Martin, wrote in an editorial about expectations for reviewers to be constructiverather than destructive (Martin, 2020). Martin provided explicit instructions for reviewers to considertheir own positionality, or their position in relation to the social and political context of the study – thecommunity, the organization, or the participant group (Hampton & Reeping, 2019). Positionalitystatements allow a reader to see “how the researchers viewed their own internal conversation withtheir identity and the identity of those being studied” (Hampton & Reeping, 2019, pp. 3–4). A researcher(or reviewer’s) positionality includes personal and

Conference Session

CoNECD Session : Day 2 Slot 6 Technical Session 4

Collection

2021 CoNECD

Authors

Angela R. Bielefeldt, University of Colorado Boulder

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CoNECD Paper Submissions, Diversity

, 10explicitly discussed issues related to power and 6 discussed privilege.Among the survey respondents who taught courses that included any ESI topics, 27% (n=338)included SJ and/or poverty (SJP). This is similar to the 26% of papers published by theEngineering Ethics division at the ASEE Annual Conference that included the term social justicebetween 2015 to 2020 (n=45 among 171 [24]). The individuals who taught SJP in their coursesrepresented 174 U.S. institutions and 42 international universities (47% of the institutionsrepresented in the full data set). Among 155 individuals who taught SJP in their courses andresponded to the co-curricular survey, 90 (58%) also taught SJP in one or more co-curricularactivities that they advised. In addition, 145

Conference Session

CoNECD Session : Day 1 Slot 4 Technical Session 2

Collection

2021 CoNECD

Authors

Yousef Jalali, Virginia Tech ; Christian Matheis, Guilford College; Christine Tysor, Virginia Tech; Vinod K. Lohani, Virginia Tech

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CoNECD Paper Submissions, Diversity

in 2009 with the emphasis on fostering international engineeringeducation research collaboration on three areas: e-learning, gender and diversity, andproblem/project-based learning. The authors reported that a few long-term collaborations haveresulted from the workshops and argued that workshops and conference sessions are not enoughto get to a point that there is a shared understanding, trust, and respect for building collaborativeefforts. They used the pattern of interaction as an illustration of collaboration in which bothonline tools and face-to-face (communications) interactions play an important role.Apart from the categories described above, Mills et al (2009) in a unique study reflected on theircollaboration around studying women in

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

, whichincludes 6,521 undergraduate and graduate students. Within the demographics,international students are identified as Non-Resident Aliens according to the Cal PolyPomona Institutional Research, Planning, and Analytics office. Twenty point eightpercent of students are female, 79.154% are male and 0.046% identify as nonbinary. 11The pie chart (figure 3) above reflects engineering undergraduate and graduatestudents and their first-generation status. The pie chart reflects students that identifyas first in their family to attend college in pursuit of a degree, no response and notfirst-generation status

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

as part of the International Year for People of African Descent, and the Yale University Seton Elm-Ivy Award. She has appeared on TedX Beacon Street, where she spoke on the intersection of race, gender, and dis- ability and participated as an expert panelist in the award-winning curated film series ”Tell It Like It Is: Black Independence in New York 1968-1986” at the Lincoln Center. Emery served as a consultant to the Connecticut Health Foundation’s Dental Initiative and to former New Haven Public Schools superinten- dent Dr. Reginald Mayo. She currently sits on the City of New Haven’s mayoral Blue Ribbon Reading Commission, serving as co-chair of its Birth-Grade 3 Early Childhood Subcommittee. In 2016

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

numerouscalls to diversify engineering [1, 2], there is still a low proportion of engineering bachelor’sdegrees awarded to people of color that is then reflected in the profession [3].Our three-year, transformative mixed-method study of Black students in computer (CpE),electrical (EE) and mechanical engineering (ME) addresses the following overarching researchquestions: 1. Why do Black men and women choose and persist in, or leave, CpE, EE, and ME? 2. What are the academic trajectories of Black men and women in CpE, EE, and ME? 3. In what way do these pathways vary by gender or institution? 4. What institutional policies and practices promote greater retention of Black engineering students?Project Purpose and OverviewIn our

Conference Session

CoNECD Session : Day 1 Slot 4 Technical Session 4

Collection

2021 CoNECD

Authors

Memoria Elizabeth Matters, Purdue University at West Lafayette; Carla B. Zoltowski, Purdue University at West Lafayette (COE); Andrew O. Brightman, Purdue University at West Lafayette (COE); Patrice Marie Buzzanell, University of South Florida

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CoNECD Paper Submissions, Diversity

Design at Shanghai Jiao- tong University. Fellow and Past President of the International Communication Association (ICA), she served as President of the Council of Communication Associations and the Organization for the Study of Communication, Language and Gender. She is a Distinguished Scholar of the National Communica- tion Association. Her research focuses on career, work-life policy, resilience, gender, and engineering design. She received ICA’s Mentorship Award and the Provost Outstanding Mentor Award at Purdue, where she was University Distinguished Professor and Endowed Chair and Director of the Susan Bulke- ley Butler Center for Leadership Excellence. She has worked with Purdue-ADVANCE initiatives for