Conference Session

CoNECD Session : Day 2 Slot 6 Technical Session 3

Collection

2021 CoNECD

Authors

Laura Bottomley, North Carolina State University; Angelitha Daniel, North Carolina State University; Kimberly Pender, North Carolina State University

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CoNECD Paper Submissions, Diversity

Paper ID #28477The Effect of a Deliberately Merged Program for Women and Minorities inEngineeringDr. Laura Bottomley, North Carolina State University Dr. Laura Bottomley, Teaching Associate Professor of Electrical Engineering and Elementary Education, is also the Director of Women in Engineering and The Engineering Place at NC State University. She has been working in the field of engineering education for over 30 years. She is dedicated to conveying the joint messages that engineering is a set of fields that can use all types of minds and every person needs to be literate in engineering and technology. She is an ASEE

Conference Session

CoNECD Session : Day 1 Slot 3 Technical Session 4

Collection

2021 CoNECD

Authors

Leisa D. Thompson, University of Virginia; Zhen Wu

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CoNECD Paper Submissions, Diversity

of a Large Scale, Multi- Institutional Study of Undergraduate Retention in Computing,” Proceedings of the 44th ASEE/IEEE Frontiers in Education Conference, Madrid, Spain, 2014, pp 1693-1700.[19] REU-In-A-Box: Expanding the pool of computing researchers. 2011. [Online]. Available: https://www.ncwit.org/resources/reu-box-expanding-pool-computing-researchers. [Accessed November 5, 2019].[20] NCWIT Tips: 8 ways to give students more effective feedback using a growth mindset. 2014. [Online]. Available: https://www.ncwit.org/resources/gearing-change-institutional- reform-undergraduate-computing-programs. [Accessed November 5, 2019].[21] NCWIT Tracking Tool. https://trackingtool.ncwit.org/.[22] National

Conference Session

CoNECD Session : Day 2 Slot 3 Technical Session 3

Collection

2021 CoNECD

Authors

Mary E. Fitzpatrick, University of Wisconsin - Madison; Manuela Romero, University of Wisconsin - Madison; James A. Yonker

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CoNECD Paper Submissions, Diversity

entire student population and for members of underrepresented groups in from thesecond (2015) to the third survey year (2019). Individual social cognitive measures (engineeringself-efficacy, for example) also significantly declined in each measurement year. We discussthese trends as well as the latest survey results in the context of Social Cognitive Career Theory(SCCT). In addition, we call for increased attention to utilizing standardized terminology andmeasurements for engineering educational assessment.1/FITZPATRICKIntroduction Educational researchers have been studying factors related to retention in engineering forover forty years. [1] In 2013, the American Society of Engineering Education (ASEE) initiated avoluntary Retention and

Conference Session

CoNECD Session : Day 3 Slot 8 Technical Session 1

Collection

2021 CoNECD

Authors

Jill Davishahl, Western Washington University

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CoNECD Paper Submissions, Diversity

ID PCE MFGE EE Premajor Major Nat. Avg.Statistics: Brian L. Yoder, Engineering by the Numbers. ASEE 2016-2018https://datausa.io/profile/cip/industrial-product-design#demographics Access to Facilities & EquipmentPre-major engineering + design students did not have access tolab facilities or work space outside of scheduled class time. Skill Development Student Engagement Sense of Belonging Student SuccessFall 2019: WWUEngineering & Designmakerspace opens Students working on projects in the back of the teaching classroom Broad Goals• Create inclusive and equitable learning environments for WWU engineering

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

of depoliticization and meritocracyhinder engineers' ability to think about social injustices. In J. Lucena (Ed.), Engineering education forsocial justice. Dordrecht, Netherlands: Springer.Coalition for Diversity and Inclusion in Scholarly Communications (C4DISC). (n.d.). Joint Statement ofPrinciples, Retrieved from https://c4disc.org/principles/.Coley, B., Simmons, D. & Lord, S. (2021). Dissolving the Margins: LEANING INto an Antiracist ReviewProcess (guest editorial). Journal of Engineering Education (in press).Hampton, C. & Reeping, D. (2019). Positionality: The Stories of Self that Impact Others. Proceedings ofthe 2019 ASEE Annual Conference & Exposition, Tampa, FL, June 16-19, 2019.Law, M. (2020). Why we capitalize ‘Black

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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CoNECD Paper Submissions, Diversity

, vol 41, no. 4, 2016.[18] P. Brown and H. Matusovich, “Career goals, self-efficacy and persistence in engineering students,” in 2016 IEEE Frontiers in Engineering Education Conference, 2016.[19] V. Jovanovic, A. Dean, K. Bullington Sibson, C. Tomovic, C. and R. Landaeta, “Board 78: Establishing a pathway to completion for pursuing engineering and engineering technology degrees through a scholarship program at Old Dominion University,” ASEE Annual Conference & Exposition, 2019.[20] C. Hill, M. Kurzweil, E. Pisacreta and E. Schwartz, Enrolling more veterans at high- graduation-rate colleges and universities, Accessed on November 27, 2019 [Online]. Available: https://sr.ithaka.org/publications/enrolling-more-veterans-at-high

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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CoNECD Paper Submissions, Diversity

, “The Pipeline Is Leaking Women All the Way Along,” Science, New Series, Vol. 260, No. 5106 (Apr. 16, 1993), pp. 409-411 [10] Patricia Gándara, “Strengthening the Academic Pipeline Leading to Careers in Math, Science, and Technology for Latino Students,” Journal of Hispanic Higher Education, Volume 5, Number 3, July 2006 222-237.[11] ASEE Diversity Recognition Program (ADRP), https://diversityrecognition.asee.org/, ASEE 2019, retrieved December 2, 2019.[12] Goldin, Claudia, and Cecilia Rouse. 2000. "Orchestrating Impartiality: The Impact of "Blind" Auditions on Female Musicians." American Economic Review, 90 (4): 715-741.[13] Banaji, M. R., & Greenwald, A. G. (2013). Blindspot: Hidden Biases of Good People. New

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

Presentation and Paper at ASEE Annual Meeting, Montreal CA, June2020 (Accepted)Heitmer, K. L. Sherman, K.C., Jennings, M. E. (2019) Care and Cultural Responsiveness of Online College Courses:Preliminary Criteria and Best Practices. In L. Kyei-Blankson, J. Blankson & E. Ntuli (Ed.). Care and Culturally ResponsivePedagogy in Online Settings. DOI: 10.4018/978-1-5225-7802-4.ch016Hernandez, A., Chen, P., Clemmons, C. and Dong, J. (2016). Addressing the Learning Needs of Minority Students inEngineering through Participatory Design. ASEE Annual ConferenceKornblum, S. L., & Avery El, Z. K., & Menezes, G. B., & Won, D., & Allen, E. L. (2017), Enhancing Engineering First-Year Experience (FYrE) through Supplemental Instruction. Paper

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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CoNECD Paper Submissions, Diversity

2011 26.00 18.2 2012 27.46 18.9 2013 28.33 20 2014 30.16 19.9 National undergraduate enrollment data from ASEE Engineering by the Numbers, 2011-2019 https://bit.ly/36naM9S

Conference Session

CoNECD Session : Day 3 Slot 7 Technical Session 1

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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 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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CoNECD Paper Submissions, Diversity

has degrees from Swarthmore College, Rensselaer Polytechnic Institute, and the University of Florida. His research on the longitudinal study of engineering students, team assign- ment, peer evaluation, and active and collaborative teaching methods has been supported by the National Science Foundation and the Sloan Foundation and his team received for the best paper published in the Journal of Engineering Education in 2008, 2011, and 2019 and from the IEEE Transactions on Education in 2011 and 2015. Dr. Ohland is an ABET Program Evaluator for ASEE. He was the 2002–2006 President of Tau Beta Pi and is a Fellow of the ASEE, IEEE, and AAAS.Stephanie J. Lunn, Florida International University Stephanie J. Lunn is a Ph.D

Conference Session

CoNECD Session : Day 2 Slot 6 Technical Session 4

Collection

2021 CoNECD

Authors

Angela R. Bielefeldt, University of Colorado Boulder

Tagged Topics

CoNECD Paper Submissions, Diversity

engineering education. Using the ASEE Annual Conference proceedings as an example [24],the number of papers identified that included the term “social justice” increased steadily from 49in 2015 (2.7% of the papers) to 117 in 2019 (6.6% of the papers), with a drop to 82 in 2020(4.6% of the papers, perhaps due in part to the ~20 SJ papers presented at the ASEE CoNECDconference in 2018 and 2019). The divisions publishing the most papers that included SJ wereLiberal Education / Engineering & Society (n=91; 30%), Educational Research & Methods(n=53; 7%), Engineering Ethics (n=45; 26%), Community Engagement (n=30; 19%), andMinorities in Engineering (n=29; 14%). In the majority of the conference papers, SJ was not thefocus but rather mentioned in

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

Tagged Topics

CoNECD Paper Submissions, Diversity

detailed in the ASEE CoNECD conferenceproceeding titled, “Social-cognitive leadership theory of SHPE’s premier leadership conferencefor undergraduates and professionals in the STEM workforce.” The development of leadershipself-efficacy of Hispanic engineering professionals in the workforce that attended NILA 2019 isconsidered in this work. An internally developed leadership self-efficacy assessment was issuedto the attendees pre- and post-NILA. Following the same methods as the student study, theprofessionals’ self-efficacy is analyzed using the leadership factors determined for the studentsfrom an Exploratory Factor Analysis. Strategy-oriented leadership was seen to be most increasedamong the professionals and students. The analysis showed the

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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CoNECD Paper Submissions, Diversity

, interventions were put in place to set astandard for mentoring relationships so faculty and students could focus on their scholarship,progress towards degree, and maturation as independent researchers.The course outlined in this paper is the student side of the aforementioned intervention, buttraining is also being introduced to faculty simultaneously. The initial intention was for theseminar to be offered in three different formats throughout an academic year: (1) five-weekcourse with 2.5 hours sessions once per week; (2) two-day course with 6- hour sessions eachday; and (3) an online version. The course was piloted during the 2019-2020 academic year,during which 11 engineering departments across the College opted to make this seminarmandatory for

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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CoNECD Paper Submissions, Diversity

of Engineering Education, 100(2), 304–328. https://doi.org/10.1002/j.2168- 9830.2011.tb00015.xCardella, M. E., & Knight, D. B., & Lee, W. C., & Reid, K. W., & Hynes, M. M., & Young Collins, G. D., & Beauchamp, C., & Dandridge, T., & Colquitt, D. (2019, June), Board 24: Promoting the Participation of Elementary School African Americans, Hispanics, and Girls in STEM by Expanding Summer Engineering Experiences Paper presented at 2019 ASEE Annual Conference & Exposition, Tampa, Florida. https://peer.asee.org/32305Carr, R. L., Diefes-Dux, H. A., & Horstman, B. J. (2012, October). Work in progress: Analysis of change in engineering construct knowledge. In 2012

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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CoNECD Paper Submissions, Diversity

demographicrepresentation of the undergraduate and graduate student populations are starklydifferent with WPI having far less diversity than the Worcester public school. The largemajority of students at WPI are white making up 61% of the total undergraduate studentpopulation, 11.9% students of unknown ethnicity, 11% Non – resident alien, 8.9%Hispanic/Latinx and roughly a combined 8% Asian and Black or African American. Ourgraduate student population is far less with only 8.5% of our total graduate studentpopulation as underrepresented students in STEM. However in the last three years ourundergraduate women population has grown to 42% as of Fall 2019. 4In response to our own

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

equalqualifications and abilities, graduate women in STEM face significant barriers that thwart theiracademic persistence. Such barriers include, but are not limited to, feeling undervalued, isolated,and disrespected (Bernstein, 2011; Cabay, et al., 2018; Ong et al., 2011). For Women of Color(WoC), not only must they contend with gendered experiences (e.g., sexual harassment), theymust also navigate racialized experiences (e.g., White superiority) within their STEMenvironments (De Welde & Laursen, 2011; Malcom & Malcom, 2011; Ong et al., 2011; Wilkins-Yel et al., 2019). These barriers have led many women to exit their STEM doctoral programsbefore graduating, with the attrition rate for WoC being particularly high. The seven-yearattrition rate for WoC

Conference Session

CoNECD Session : Day 3 Slot 4 Technical Session 3

Collection

2021 CoNECD

Authors

David Soukup P.E., New York University Tandon School of Engineering

Tagged Topics

CoNECD Paper Submissions, Diversity

thepercentage of women earning bachelor’s degrees in engineering. This paper, based on theAmerican Society for Engineering Education’s 2019 “Engineering by the Numbers,” uses datafrom the 115 universities with 400 or more bachelor’s graduates in engineering in the UnitedStates. It describes a simple linear regression to predict the percentage of women engineeringgraduates based on the percentage of Asian-American tenured/tenure track faculty. For eachpercentage point increase in Asian-American faculty at a university, the percentage of womengraduates goes down by .236 percent. Using data from the top 20 engineering disciplines rankedby total number of graduates, for each percentage point increase in Asian American faculty in anengineering discipline

Conference Session

CoNECD Session : Day 2 Slot 1 Technical Session 3

Collection

2021 CoNECD

Authors

Amy Kramer P.E., Ohio State University; Emily Dringenberg, Ohio State University

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CoNECD Paper Submissions, Diversity

selected 22 participants; 11 male and11 females. Participant selection was based on responses to an online survey taken in class at thebeginning of the spring 2019 semester. The survey included demographic information as well asquestions related to participants’ beliefs about the nature of intelligence. We used a purposefulsampling approach with the goal of selecting participants that would provide insightful andinformative responses [33]. The high school teacher also provided valuable insight into whichstudents would likely be willing to participate in interviews and provide information-rich data.As one of our research questions aimed to explore gendered differences in beliefs aboutsmartness, we also considered gender during selection with the

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

Annual Conference and Exposition, Conference Proceedings, 2016.[3] T. W. Barrett et al., “A Review of University Makerspaces,” in 2015 ASEE Annual Conference & Exposition, 2015.[4] V. Wilczynski, “Academic Maker Spaces and Engineering Design,” in ASEE Annual Conference & Exposition, 2015.[5] R. M. Carbonell, M. E. Andrews, A. Boklage, and M. Borrego, “Innovation, design, and self-efficacy: The impact of makerspaces,” in ASEE Annual Conference and Exposition, Conference Proceedings, 2019.[6] V. Bill and A. L. Fayard, “Co-Creating Opportunities for Extracurricular Design Learning with Makerspace Students,” in 2018 ASEE Annual Conference & Exposition, 2018.[7] A. Longo, B. Yoder, R. C

Conference Session

CoNECD Session : Day 1 Slot 4 Technical Session 3

Collection

2021 CoNECD

Authors

Bala Ram P.E., North Carolina A&T State University; Marcia F Williams, North Carolina A&T State University; Tonya Lynette Smith-Jackson, North Carolina A&T State University

Tagged Topics

CoNECD Paper Submissions, Diversity

-2019.pdf. Accessed:[2] So Y. and Jacques R., Impact of undergraduate research experiences on diverse national and international undergraduate researchers, American Society for Engineering Education (ASEE) Annual Conference, June 2018.[3] Manuel R. E.C. C., C.S. Gattis, C.S. M. Hale, and Kim N. (2013). On the development of a student integrated intern research experience as a pathway to graduate studies. ASEE Annual Conference and Exposition, June 2013.[4] Tuba Y., Mary B., and Larry S. (2010, June), Scale Development For Engineering Modeling Self Efficacy. 2010 Annual Conference & Exposition, Louisville, Kentucky. https://peer.asee.org/16033[5] Chin-Fu T., “The Modeling Process and Model Validation”, (1991) Encyclopedia

Conference Session

CoNECD Session : Day 3 Slot 7 Technical Session 2

Collection

2021 CoNECD

Authors

Maimuna Begum Kali, Florida International University; Stephen Secules, Florida International University; Cassandra J. McCall, Virginia Polytechnic Institute and State University

Tagged Topics

CoNECD Paper Submissions, Diversity

: 10.1002/jee.20077.[7] ​K. Jensen and K. Cross, “Work in progress: Understanding student perceptions of stress as part of engineering culture,” in ​2018 ASEE Annual Conference & Exposition Proceedings,​ 2020.[8] ​ . Sánchez-Peña, X. R. Xu, N. Ramirez and N. Sambamurthy, "Engineering students and M professionals living with a mental illness: an exploration of their experiences and challenges," ​2019 IEEE Frontiers in Education Conference (FIE)​, Covington, KY, USA, 2019, pp. 1-5, doi: 10.1109/FIE43999.2019.9028416.[9] D. Cole, “The Effects of Student-Faculty Interactions on Minority Students’ College Grades: Differences between Aggregated and Disaggregated Data,” ​The Journal of the

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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CoNECD Paper Submissions, Diversity

ASEE Annual Conference & Exposition, Tampa, FL, USA, June 15th-19th. Retrieved fromhttps://peer.asee. org/32861, 2019, January.[4] J. A. Leydens, J. A. and J.C. Lucena, Engineering justice: Transforming engineeringeducation and practice. New York City, NY: John Wiley & Sons, 2017[5] A. E. Slaton, Race, rigor, and selectivity in US engineering: The history of an occupationalcolor line. Cambridge, MA: Harvard University Press, 2010.[6] M. Gecan, Going public. New York City, NY: Beacon Press, 2012.[7] D. Riley D, E. K. Foster, J. Karlin “Show up and disrupt,” Journal of Engineering Education,2019 Dec 20, pp. 2-9.[8] E. A. Cech and H. M. Sherick, “Depoliticization and the structure of engineering education,”in International perspectives on

Conference Session

CoNECD Session : Day 3 Slot 3 Technical Session 1

Collection

2021 CoNECD

Authors

Justin Charles Major, Purdue University at West Lafayette (COE); Allison Godwin, Purdue University at West Lafayette (COE); Adam Kirn, University of Nevada, Reno

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CoNECD Paper Submissions, Diversity

individualswho are typically White and male, making it privileged knowledge to more dominantpopulations, intersectional knowledge is privileged to those smaller, more finitegroups who experience specific oppressions that have not been observed inmainstream conversation.Our conversations on methodological reform are tied deeply to the ideals of thistheory. 4 An exploration of intersectional statisticsshows we may actually know very little about the diversity of engineering education. • Reports show overall increases in enrollment and persistence each year (NSF, 2019; ASEE, 2019). • They also show increases by separate race/ethnicity, and sex

Conference Session

CoNECD Session : Day 2 Slot 7 Technical Session 3

Collection

2021 CoNECD

Authors

M. Javed Khan, Tuskegee University; Chadia A. Aji, Tuskegee University

Tagged Topics

CoNECD Paper Submissions, Diversity

toundergraduate students from the various STEM (aerospace engineering, electrical engineering,mathematics, mechanical engineering, chemistry, biology, computer science, sociology, andpsychology), and non-STEM majors (political science, and English). The questionnaireadministration was repeated in Spring 2019 to students from the STEM and non-STEM majorswho had not responded in Fall 2018. The questionnaire included few additional items (gender.academic standing, GPA, design/project experience). These demographic items preceded theAT-20 items. The study was approved by the Institutional Review Board (IRB). The studentswere invited to respond to the survey through their instructors who were provided copies of theinformed consent forms. The survey

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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CoNECD Paper Submissions, Diversity

treasurer of Research Triangle Park Evaluators, an Ameri- can Evaluation Association affiliate organization and is a member of the American Educational Research Association and American Evaluation Association, in addition to ASEE. Dr. Brawner is also an Exten- sion Services Consultant for the National Center for Women in Information Technology (NCWIT) and, in that role, advises computer science and engineering departments on diversifying their undergraduate student population. She remains an active researcher, including studying academic policies, gender and ethnicity issues, transfers, and matriculation models with MIDFIELD as well as student veterans in engi- neering. Her evaluation work includes evaluating teamwork

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

. 12The demographics of the engineering faculty at Cal Poly Pomona are shown in piecharts with gender (figure 4) and race/ethnicity (figure 5). This includes fullprofessors, associate professors and assistant professors according to ASEE (CaliforniaState Polytechnic University, Pomona, 2018). 13About CPP WEThe Cal Poly Pomona Women in Engineering (CPP WE) program was established in2012 as a Dean’s Office initiative to provide young women the resources andsupportive services to succeed in engineering. CPP WE focuses on recruitment andretention efforts, as well as overall environment enhancement programs. CPP WE isopen to all College of Engineering students and

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

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 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

1994. Dr. Miguel’s professional interests involve image processing, machine learning, and engineering education especially active learn- ing, diversity, equity, and inclusion, retention, and recruitment. Her teaching interests include MATLAB, circuits, linear systems, and digital image processing. She is an ASEE Fellow and a member of the IEEE, SWE, and Tau Beta Pi. Currently, Dr. Miguel is the ASEE First Vice President and Vice President for External Relations which gives her a seat on the ASEE Board of Directors. Dr. Miguel has held several other officer positions across the ASEE including: Professional Interest Council I Chair, Division Chair and Program Chair of the ECE and New Engineering Educators Divisions

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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CoNECD Paper Submissions, Diversity

B. Dwyer, “Exploring college students’ identification with an organizational identity for serving Latinx students at a Hispanic serving institution (HSI) and an emerging HSI,” Amer. J. of Educ., vol 124, no. 2., pp. 191-215, 2018.[14] H. Holloway-Friesen, “The role of mentoring on Hispanic graduate students’ sense of belonging and academic self-efficacy,” J. Hispanic High. Educ. vol 1, no. 13, pp., 1-13, 2019.[15] R. A. Revelo Alonso, “Engineering identity development of Latina and Latino members of the society of Hispanic professional engineers,” in ASEE Annual Conference and Exposition, Conference Proceedings, Seattle, WA, USA, June 14-17, 2015, pp. 1–13, doi: 10.18260/p.23967[16] P