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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, plus social,academic, and professional support. WEM3UR builds on the Women in Engineeringprogram and the Office of Undergraduate Research. This presentation outlines thecreation and start of the program (semester 1) in Fall 2020 as an EngineeringInformation Foundation Women in Engineering Grant recipient. 1California State Polytechnic University, Pomona (Cal Poly Pomona) is part of the 23-campus California State University system in California. Cal Poly Pomona has a “learnby doing” philosophy and is ranked second in top public schools and third as mostinnovative schools by U.S. News & World Report (U.S. News & World Report, 2020

Conference Session

CoNECD Session : Day 1 Slot 1 Technical Session 1

Collection

2021 CoNECD

Authors

Sarah Miller, University of Colorado, Boulder; Cara Frances Lammey, University of Colorado, Boulder

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engineering college,and who matriculate in our college, receive a scholarship. Over the pastfive years, the program has grown in size, scope and impact, such that itis now a residential experience and one that students across our stateare eager to apply for. We consider it a model worth sharing for two keyreasons:1) This is a unique university-corporate partnership. We have beenable to fund this with corporate support because we found a way toaddress corporate priorities and our priorities simultaneously.2) We’ve used intentional and thoughtful assessment andoperated through a model of continuous improvement. As such, we’vebeen able to demonstrate significant improvements in five years. We

Conference Session

CoNECD Session : Day 1 Slot 4 Technical Session 1

Collection

2021 CoNECD

Authors

Niesha C. Douglas, Educate, Activate, Transform; Cathy Howell, University of North Carolina at Charlotte; Lisa R. Merriweather, University of North Carolina at Charlotte; Anna Sanczyk, University of North Carolina at Charlotte

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225,500 graduate STEM degrees were awarded in the U.S.; 181,000 being masterdegrees and 44,500 were doctoral degrees [1], [2], [3] . According to the National ScienceFoundation (NSF) [4], URM graduate students only earned about 9% of the overall doctoraldegrees awarded in 2015 and about 13% of undergraduate degrees. This evidence suggests thatSTEM doctoral programs in the U.S. are severely deficient in representation from students ofdifferent racial and ethnic groups. This is a disturbing historical and contemporary trend thatuniversities should pay close attention because of the implications on America’s ability tocompete on a global level with nation states succeeding at preparing individuals for careers inSTEM fields.The participation of URM

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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; and teaching engineering. American c Society for Engineering Education, 2021 A Reflective Evaluation of a Pre-College Engineering Curriculum to Promote Inclusion in Informal Learning EnvironmentsIntroductionWithin the United States, pre-college (K-12) students spend approximately 80% of their dayoutside of school [1]. During the remaining 20% of their day, students in United States publicschools spend the least amount of time receiving science-related instruction compared to readingand math [2]. In addition, other disciplines like technology and engineering may not be availableto students during their school day. The accessibility and quality of science

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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that support underrepresented high school students interested in STEM. Thesearch resulted in a full-text review of 25 articles that explore programmatic outcomes for pre-college students with the intent to diversify the STEM workforce. Initial findings suggest that thegoal of these intervention programs is to provide enriching experiences for these students toencourage interests to pursue a STEM career as well as boost confidence in STEM subjects.Metrics used to target the effectiveness of programs revolved around three criteria: (1) studentacademic achievement in science and math, (2) matriculation through a STEM major and (3)competency in engineering-oriented skills. Three common recommendations for more robustprograms are well-prepared STEM

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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builds on our earlier study [1],which developed a conceptual model of belongingness among international engineering doctoralstudents based on their interactions with faculty, peers, and staff. A literature review informedthis conceptualization and revealed a lack of consistency in the conceptual structure ofbelongingness in both higher education and engineering education. This work will include thefollowing: 1) a brief review on the varied characteristics of sense of belonging (e.g., definitionsand constructs/defining components) in different context (e.g., K-12 education, undergraduateeducation, graduate education, and community) among different populations (e.g., adolescents,undergraduate students, underrepresented students, and adults), 2) a

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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. The previousday, the participants had met separately as a group of white women and a group of women ofcolor. Our efforts are informed by several theoretical frameworks: (1) internalizedoppression (2) self-efficacy and resilience (3) transformative change; (4) thought mapping foraction; and (5) building alliances for policy reform. This paper will discuss the results of anassessment conducted in parallel with the events and as a follow up.IntroductionWomen come bearing different histories, sizes, skin tones and hair color, yet, in a highlygendered society, they share many of the same experiences. Women are often are oftenoverworked, underpaid, undervalued; still, they remain a formidable force to be reckoned with,especially when we come

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 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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from the community participating in laboratory work 24 hours perweek over the course of 1 semester with Saturday session for professional development ofall women students. Primary outcomes for the program was to increase interest in STEMcareers, confidence in lab skills and engineering design process, learned persistence,particularly in research. Additional objective were for mentors to gain mentoring skills, andthe formation of community to foster belonging. 5In the first iteration of the WRAMP program, affectionately call WRAMP 1.0, 1 graduatestudent was paired with 1 high school student. Research was designated for 2-4 hours foreach high school

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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as well as general participation in programs andevents aimed to benefit current students. Over the past three years it has become increasinglydifficult to recruit volunteers for WE@RIT’s largest event, an accepted student overnight calledWE Retreat; and the rate of no-shows at events targeting current students, called Kate’s Hours,has skyrocketed in some cases. For example, WE Retreat saw first-year student volunteerparticipation rates drop from 72% of total WE Retreat volunteers in 2010, to 36% of total WERetreat volunteers in 2019 (Fig. 1). This is a problematic trend given that up through 2019 amajor draw of the WE Retreat program was to allow prospective students to experience anovernight in dormitory housing, which first-year students

Conference Session

CoNECD Session : Day 1 Slot 3 Technical Session 1

Collection

2021 CoNECD

Authors

Leila Zahedi, Florida International University; Hossein EbrahimNejad, Purdue University at West Lafayette (COE); Monique S. Ross, Florida International University; Matthew W. Ohland, Purdue University at West Lafayette (COE); Stephanie J. Lunn, Florida International University

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experience in industry as a software engineer, and three years as a full-time faculty in the departments of computer science and engineering. Her interests focus on broadening participation in engineering through the exploration of: 1) race, gender, and identity in the engineering workplace; 2) discipline-based education research (with a focus on computer science and computer engineering courses) in order to inform pedagogical practices that garner interest and retain women and minorities in computer-related engineering fields.Dr. Matthew W. Ohland, Purdue University at West Lafayette (COE) Matthew W. Ohland is Associate Head and the Dale and Suzi Gallagher of Professor of Engineering Edu- cation at Purdue University. He

Conference Session

CoNECD Session : Day 1 Slot 2 Technical Session 1

Collection

2021 CoNECD

Authors

Rhonda R. Franklin, University of Minnesota, Twin Cities; Kristen S. Gorman, University of Minnesota; Rashaunda M. Henderson, University of Texas at Dallas; Netra Pillay, Qualcomm; Heena Rathore, University of Texas, San Antonio; Abhay Samant, National Instruments; Tom Weller, Oregon State University

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graduateprograms. The groups, consistently mixed in gender and ethnicity, get an opportunity for directinteraction with fellow PC participants, practitioners and academics, and leaders in the field andof the MTT society. This interaction is central to the success of the program, and the integrationwith IMS is representative of the important role that professional societies can play indiversifying STEM participation [1]. PC has been in operation since 2014 [2-5] and is sponsoredjointly by the National Science Foundation and the IMS Organizing Committee.ProgramThe agenda for the four-day event at the IMS combines professional development with funactivities intentionally programmed to incorporate the local culture of the IMS host city and thethematic focus

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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communities as well as globally.Increasing and retaining a diverse engineering workforce is therefore critical for any country [1].A diverse workforce not only renders a greater range of world-views, but also provides insightinto the needs and motivations of the communities [2]. Yet, a racially and ethnically diverseengineering workforce has been an enduring concern for the past 25 years [3].Despite numerous calls by national leaders and committees to increase representation of womenand minorities [4], [5], the engineering education system is still challenged to be more inclusiveof women and underrepresented minorities [6], [7]. According to Anderson et al. [1], numbersfor both Hispanic and Black engineering graduates remain low. Hispanic students

Conference Session

CoNECD Session : Day 1 Slot 1 Technical Session 2

Collection

2021 CoNECD

Authors

Catherine E. Brawner, Research Triangle Educational Consultants; Catherine Mobley, Clemson University; Susan M. Lord, University of San Diego; Joyce B. Main, Purdue University-Main Campus, West Lafayette (College of Engineering)

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 support veterans in engineering  education? 8 Research Questions 1. Why do veterans pursue a Bachelor’s degree in engineering? 2. How do military experiences shape student veterans’  educational experiences? 3. What are the experiences of student veterans in engineering  education? 4. How do institutions (and the people in them) support  veterans in engineering education?This presentation seeks to share what we’ve learned, with particular attention to the fourth question regarding institutional support – what do veterans find valuable and what supports are missing? We also hope to give faculty and staff some

Conference Session

CoNECD Session : Day 2 Slot 8 Technical Session 1

Collection

2021 CoNECD

Authors

Lisa Lim, Pennsylvania State University

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CoNECD Paper Submissions, Diversity

and research. Students are invited to our Interview weekend where we get to know them better. Once excepted, our bridge program is required for them the summer prior to starting their first semester.- Founded in 2013 with Cohort 1- For in state students, they receive a scholarship covering full tuition, room and board. For out of state students, they receive a scholarship of full tuition. We also try to fund conference travelling and research stipends.- Replication program initially funded by Howard Hughes Medical Institute (HHMI) and based off of the Meyerhoff Scholars Program at the University of Maryland, Baltimore County- The first requirement of MSP is to complete the 6-week Summer Bridge Program. This is one of the adapted

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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participationof this group in engineering, researchers identify a variety of factors that have kept people withdisabilities at the margins of the field. Such factors include the underrepresentation of disabledindividuals within research and industry [1]; systemic and personal barriers [2], [3], andsociocultural expectations within and beyond engineering education-related contexts [4]. Thesefindings provide a foundational understanding of the external and environmental influences thatcan shape how students with disabilities experience higher education, develop a sense ofbelonging, and ultimately form professional identities as engineers [4]–[7].Prior work examining the intersections of disability identity and professional identity is slowlyemerging [1

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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organized around the reasoned action model. The major themes revealed that many faculty do not see involvement with diversity and inclusion as a norm in the department, and do not recognize their power to influence these issues. Our conclusions provide recommendations for engineering departments to meaningfully involve their faculty in improving diversity and inclusion.IntroductionIn 2012, a report from the American Society of Engineering Education (ASEE) titled“Innovation with Impact” called out the gap between engineering education research andeducational practice in engineering schools [1]. The report stressed a need for engineeringschools’ faculty and administration to be actively involved in a cycle of research

Conference Session

CoNECD Session : Day 3 Slot 6 Technical Session 1

Collection

2021 CoNECD

Authors

Katreena Thomas, Arizona State University, Polytechnic campus; Brooke Charae Coley, Arizona State University, Polytechnic campus; Michael Lorenzo Greene, Arizona State University, Polytechnic campus; Jeremi S. London, Virginia Polytechnic Institute and State University

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, as a Black woman, I feel as though my support system, you got to seek a support system, but when it's there, it's there for you. Especially the strong Black women around you. Like the little things that [the counterspace] has done for me to help me excel, in order for me to be this person that I am today. I'm forever indebted. -CharismaIntroduction. Despite an increasing interest in diversity and inclusion in engineering, there hasbeen a stagnant trend in the enrollment of Black graduate students while students from otherracial minority groups have shown a steady increase over the last decade [1]. Where it mightseem that more studies would seek to

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

, and service are conducted through a paradigm of equity and access. His research agenda includes two foci: (1) instructional interventions for improving academic outcomes for culturally and linguistically diverse (CLD) individuals diagnosed with high incidence disabilities; and (2) student-athlete academic achievement. American c Society for Engineering Education, 2021 1 Black Unicorns: STEM Access for Black Student-Athletes in Non-Revenue SportsAbstractThere is a shortage of literature investigating access to science, technology, engineering, andmath (STEM) for Black

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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Conference Session

CoNECD Session : Day 4 Slot 1 Technical Session 2

Collection

2021 CoNECD

Authors

Amy Rachel Betz, Kansas State University; Craig Wanklyn P.E., Kansas State University; LaVerne Bitsie-Baldwin, Kansas State University

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ofEngineering in 2018.The Summit/Town Hall originally had three major goals: 1. Engage all engineering students in the college in discussions on diversity and inclusion. 2. Promote diversity and inclusion among students, staff, and faculty. 3. Increase the sense of belonging and engagement of underrepresented students.BackgroundAs previously mentioned, the first summit was precipitated by ongoing national, local, and on-campus events. The movement and need for the event were articulated by student leaders in thecollege. Based on the voiced concerns, the deans of the college recommended a town hall/summit-type event. While the college has good programmatic activity to support students, evidence hasshown both programmatic activity and events impact

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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LGBTQ+engineering students as well as students with other minority or underrepresented identities. Manyof these programs include providing shared spaces for students to inhabit and interact with eachother, such as multicultural engagement centers, department-sponsored minority studentorganizations, and gender and sexuality centers. These spaces present an interesting physicallocale and cultural context to explore the experiences of LGBTQ+ engineering students, as theyare inherently intended to make engineering feel more inclusive for LGBTQ+ engineeringstudents. This study, part of a broader project on the experiences of LGBTQ+ engineering studentsmore generally, attempts to answer the following research questions: 1. How do LGBTQ

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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international education systems, individual and social development, technology use and STEM learning, and educational environments for diverse learners. American c Society for Engineering Education, 2021 Empowering displaced students through a local community-centered engineering education frameworkIntroduction There are many opportunities to use engineering skills to improve living conditions indisplacement [1]–[5]. However, displaced populations are often overlooked as potentialengineers for their community. In a time where the global policy arena is discussing strategies tofoster self-reliance by helping them to become part of the solution [6], the

Conference Session

CoNECD Session : Day 1 Slot 3 Technical Session 2

Collection

2021 CoNECD

Authors

Christina Viau Haden, Lehigh University; Marci J. Levine, Lehigh University

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sustainability. ● ● ● ● ● ● 3https://studentaffairs.lehigh.edu/content/prelusion This is a clip from our website describing the Lehigh preLUsion experience. Here we see a group of preLUsion mentors and it reads “Can’t wait to get your Lehigh career started? Be a part of preLUsion!” A few key points are that 1. This is a pre-orientation, 3

Conference Session

CoNECD Session : Day 2 Slot 1 Technical Session 4

Collection

2021 CoNECD

Authors

Anthony W. Dean, Old Dominion University; Kim Bullington Sibson, Old Dominion University; Cynthia Tomovic, Old Dominion University; Vukica M. Jovanovic, Old Dominion University; Rafael E. Landaeta, Old Dominion University

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technology, computer engineering technology, electricalengineering technology, and mechanical engineering technology. It has approximately 2,400undergraduate students.The ODU Pathways to Completion project is designed to provide students with the necessaryacademic and mentoring tools to increase their preparation to enter the STEM workforce. III. CHALLENGES FOR A STEM-READY WORKFORCESince 1990, the STEM workforce has grown almost 80%, to 17.3 million [1] and it continues togrow. Projections from the U.S. Bureau of Labor Statistics [2] forecast STEM jobs will grow to10.8% by 2024. The U.S. struggles to graduate enough STEM-ready workers to meet thedemand. In fact, the U.S. has long looked internationally to decrease the gap of

Conference Session

CoNECD Session : Day 2 Slot 4 Technical Session 1

Collection

2021 CoNECD

Authors

Kristina Rigden, California State Polytechnic University, Pomona

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CoNECD Paper Submissions, Diversity

about the Innovative Coding curriculum. Overview of the Study STEM jobs are increasing and the US workforce will need more STEM workers in thefuture [1], [2]. “STEM occupations include computer scientists and mathematicians; engineers andarchitects; life, physical, and social scientists; medical professionals; and managers of STEMactivities” [3]. According to ISACA, the United States will need 1.4 million workers in computer-related fields in 2020 and the U.S. will only be able to fill 29% of those jobs [4]. With the increaseof STEM workers, research has shown that men outnumber women in the STEM field. Accordingto the National Center for Education Statistics, 36% of STEM bachelor degrees were

Conference Session

CoNECD Session : Day 1 Slot 7 Technical Session 4

Collection

2021 CoNECD

Authors

David B. Knight, Virginia Tech; Jacob R. Grohs, Virginia Tech; Holly M. Matusovich, Virginia Tech; Isabel S Bradburn, Virginia Tech; Cheryl Carrico P.E., E4S, LLC; Kai Jun Chew, Virginia Tech; Michelle D. Klopfer, Virginia Tech

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342,223 49.9% Female 343,206 50.1% URM Status1 URM 239,487 34.9% Non-URM 445,942 65.1% Economic Status Economically Disadvantaged 191,654 28.0% Not economically Disadvantaged 493,775 72.0%1 Includes American Indian or Alaska Native, Black, Hispanic, Native Hawaiian or Pacific Islander, and Non-Hispanic two or more races.2 Eligible for free/reduced meals, receives Temporary Assistance for Needy Families (TANF), eligible for Medicaid, identified as migrant, or experienced homelessness

Conference Session

CoNECD Session : Day 2 Slot 6 Technical Session 1

Collection

2021 CoNECD

Authors

Rebecca Brent, Education Designs, Inc; Keith A. Schimmel P.E., North Carolina A&T State University; Marcia Gumpertz, North Carolina State University at Raleigh

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Underrepresented Minority Doctoral Students? Are They Doing Enough?IntroductionFor many years there has been concern about the status of underrepresented minorities (URMs)in graduate education and their underrepresentation in the professoriate. More than 30 years ago,broadening the participation of URMs in STEM fields was made a national priority [1]. Still theunderrepresentation has persisted, aided in part by obstacles at every level of higher education[2]. Numerous attempts have been made to address the concerns, including efforts to improvementoring practices [3] [4] [5].There are many resources on effective mentoring and specifically effective mentoring of studentsacross differing races and ethnicities. One particularly helpful

Conference Session

CoNECD Session : Day 1 Slot 8 Technical Session 3

Collection

2021 CoNECD

Authors

Julie P. Martin, Clemson University

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Conference Session

CoNECD Session : Day 3 Slot 4 Technical Session 1

Collection

2021 CoNECD

Authors

Andrea Haverkamp, Oregon State University; Michelle Kay Bothwell, Oregon State University; Devlin Montfort, Oregon State University; Qwo-Li Driskill, Oregon State University

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relevant due to thepersistence of the field’s domination by men and masculinity. Mainstream discourseon gender in STEM, however, has been kept in a “black box” for decades according toAllison Phipps [1]. She states that the reliance on a simplistic gender binaryunaccompanied by racial, cultural, or sexual identity nuances may be undermining itsown political aims of gender equity. One large gap in our existing body of genderresearch and discourse is how the highly gendered landscape of engineeringeducation is experienced by those who are transgender or gender nonconforming(TGNC).[1] A. Phipps. (2007). Re-inscibing gender binaries: Deconstructing the dominantdiscourse around women’s equality in science, engineering, and technology, TheSociological