Conference Session

CoNECD Session : Day 1 Slot 7 Technical Session 2

Collection

2021 CoNECD

Authors

Elizabeth Litzler, University of Washington; Julia M. Williams, Rose-Hulman Institute of Technology; Cara Margherio, University of Washington; Kerice Doten-Snitker, University of Washington; Sriram Mohan, Rose-Hulman Institute of Technology; Eva Andrijcic, Rose-Hulman Institute of Technology

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CoNECD Paper Submissions, Diversity

stakeholders & network connections b. Briefly present research findings c. Group share-outWhy should stakeholders participate in shared vision? (15 minutes) a. Activity on brainstorming what motivates your potential stakeholders, and how this impacts how you will engage with them b. Briefly present research findings c. Group discussionWhat strategies encourage shared vision? (15 minutes) a. Activity on identifying short-term wins b. Briefly present research findings c. Group share-outGroup discussion and Q&A (10 minutes)Any opinions, findings, and conclusions or recommendations in this material arethose of the authors and do not necessarily reflect the views of the

Conference Session

CoNECD Session : Day 3 Slot 1 Technical Session 2

Collection

2021 CoNECD

Authors

Enrique Dominguez, University of Texas at Austin; Amy Marie Beebe, University of Texas at Austin

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CoNECD Paper Submissions, Diversity

 students) and we iterating the May 1st deadline for accepting or declining offers. A significant portion of the Family Session was allocated for Q & A – families were able to ask staff as well as 3‐4 current engineering students questions. We found that they had lots of questions for the current students ranging across different areas.   Concurrently in the alternate location, admitted students were given the same opportunity to learn about the student support services while asking questions of staff and current  4students. A portion of that time was dedicated to a hands‐on activity: designing & building a paper tower. Students were only allowed

Conference Session

CoNECD Session : Day 4 Slot 1 Technical Session 3

Collection

2021 CoNECD

Authors

Danyelle Tauryce Ireland, University of Maryland, Baltimore County; Cindy Greenwood, University of Maryland, Baltimore County ; Erica L D'Eramo, University of Maryland, Baltimore County; Katherine Bell O'Keefe

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CoNECD Paper Submissions, Diversity

-College and Pre-Professional Supports:CWIT’s Bookend Approach to Inclusive Excellence in Undergraduate Tech Education Presented by: Danyelle Tauryce Ireland, Ph.D. Cindy Greenwood, M.Ed. Erica D’Eramo, M.A. Kate O’Keefe, M.S.Ed. 2 AGENDA 1. Introduction 2. Pre-College Programs a. Impact b. Lessons Learned 3. Pre-Professional Programs a. Impact b. Lessons Learned 4. Future Directions 5. Adapting the Model 6. Where to Start 7. Q&AThe Center for Women in Technology at the University of Maryland, Baltimore Countyhas a 21 year record of working to enable success

Conference Session

CoNECD Session : Day 3 Slot 3 Technical Session 3

Collection

2021 CoNECD

Authors

Lizabeth L. Thompson, California Polytechnic State University, San Luis Obispo; Tonatiuh Rodriguez-Nikl P.E., California State University, Los Angeles

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CoNECD Paper Submissions, Diversity

Resilience'? A SystematicLiterature Review of How It Is Defined in the Literature Version 1. PLoS Curr. 2017 February 1; 9Qin, X., Chen, P. and Dong, J. (2014). Work in Progress: Enhancing Collaborative Project-based Learning usingParticipatory Design Approach. IEEE Frontiers in Education Conference. Madrid, SpainRodriguez-Nikl, T., Kelley, J., Xiao, Q., Hammer, K., Tilt, B. Structural Engineers And Sustainability: An opinion survey.Journal of Professional Issues in Engineering Education and Practice. 2015a July; 141(3). Available from:https://doi.org/10.1061/(asce)ei.1943-5541.0000228Rodriguez-Nikl, T. Linking Disaster Resilience and Sustainability. Civil Engineering and Environmental Systems. 2015;32(1-2). Available from: https://doi.org/10.1080

Conference Session

CoNECD Session : Day 2 Slot 5 Technical Session 3

Collection

2021 CoNECD

Authors

Andrew Danowitz, California Polytechnic State University, San Luis Obispo; Amman Fasil Asfaw, California State Polytechnic University, San Luis Obispo; Bridget Benson, California Polytechnic State University, San Luis Obispo; Paul Hummel, California Polytechnic State University, San Luis Obispo; K. Clay McKell, California Polytechnic State University, San Luis Obispo

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CoNECD Paper Submissions, Diversity

://link.galegroup.com/apps/doc/A13604198/AONE?sid=lms. [Accessed: 01-Dec-2019].[20] C. L. Holladay, J. L. Knight, D. L. Paige, and M. A. Quiñones, “The influence of framing on attitudes toward diversity training,” ​Hum. Resour. Dev. Q.,​ vol. 14, no. 3, pp. 245–263, 2003, doi: 10.1002/hrdq.1065.

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

. Undergraduate Civil Engineering Students,” in Proceedings of the 2018 Australasian Association for Engineering Education Conference, 2018, p. 7.[8] M. V Svyantek, “Missing from the Classroom: Current Representations of Disability in Engineering Education,” in Proceedings of the 123rd American Society for Engineering Education Annual Conference and Exposition, 2016, p. 7.[9] M. F. Olney and K. F. Brockelman, “The impact of visibility of disability and gender on the self-concept of university students with disabilities,” J. Postsecond. Educ. Disabil., vol. 18, no. 1, pp. 80–91, 2005.[10] M. H. Fitzgerald, “‘You Look So Well’ The Multiple Facets of Hidden Disabilities,” Disabil. Stud. Q., vol. 20, no. 3, pp. 254

Conference Session

CoNECD Session : Day 3 Slot 6 Technical Session 3

Collection

2021 CoNECD

Authors

Sophie Schuyler, University of Massachusetts Boston; Jonathan S. Briseno, University of Massachusetts Boston; Madison Natarajan, University of Massachusetts Boston; Anushka Sista; Kerrie G. Wilkins-Yel, University of Massachusetts Boston; Amanda Arnold, Arizona State University; Jennifer M. Bekki, Arizona State University; Bianca L. Bernstein, Arizona State University; Ashley K. Randall, Arizona State University

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CoNECD Paper Submissions, Diversity

to feel confident and valuedwithin academic spaces, giving them a sense of reprieve and a greater capacity to persist in theiracademic and career goals.EMPOWERING STEM PERSISTENCE AMONG GRADUATE WOMEN 17 ReferencesAlexander, Q. R., & Hermann, M. A. (2015). African-American women's experiences in graduate science, technology, engineering, and mathematics education at a Predominantly White University: A qualitative investigation. Journal of Diversity in Higher Education. Advance online publication. http://dx.doi.org/10.1037/a0039705Anderson, A. J., Sánchez, B., Reyna, C., & Rasgado-Flores, H. (2020). "It just weighs in the

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

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

-.014 Q2. Explain the best way to accomplish these goals to my team members .027 .802 .201 -.203 Q3. Independently initiate new individual or team projects -.095 .580 .060 .127 Q4. Organize and structure a group to accomplish a common goal .117 .480 .180 .045 Q.5 Motivate my team members to accomplish predefined goals .027 -.085 .815 .065 Q7. Effectively delegate projects and authority to other people -.131 .231 .565 -.005 Q8. Actively encourage my peers to solve problems .088 .027 .647 -.045 Q9. Easily explain and discuss the fundamental elements of a