Conference Session

CoNECD Session : Day 2 Slot 5 Technical Session 2

Collection

2021 CoNECD

Authors

Lisa M. Weber, Colorado State University; Rebecca A. Atadero, Colorado State University

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CoNECD Paper Submissions, Diversity

  continual (but not redundant) exposure to these topics throughout their curriculum.  It is not adequate to only incorporate interventions in the first year introductory  course and senior design, but optimally in at least one course every semester.  This requires integrating diversity and inclusion topics in technical courses and, when  possible, providing examples of the importance of diversity and inclusion in  engineering design.  This work‐in‐progress takes an incremental approach by working with amenable  faculty, as well as demonstrating to additional faculty the value added to the  curriculum.Weber and Atadero. 2020 Annual CoNECD Conference. 5

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

for K-12 STEM educators integrating engineering design and the development of engineering skills of K-12 learners.Dr. Morgan M Hynes, Purdue University at West Lafayette (COE) Dr. Morgan Hynes is an Assistant Professor in the School of Engineering Education at Purdue Univer- sity and Director of the FACE Lab research group at Purdue. In his research, Hynes explores the use of engineering to integrate academic subjects in K-12 classrooms. Specific research interests include design metacognition among learners of all ages; the knowledge base for teaching K-12 STEM through engi- neering; the relationships among the attitudes, beliefs, motivation, cognitive skills, and engineering skills of K-16 engineering learners

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

instruction.” Science and Engineering Ethics. https://doi.org/10.1007/s11948-020-00261-x.[30] D.T. Ozar. 2001. “Learning outcomes for ethics across the curriculum programs.” Teaching Ethics. 2(1), 1-27. https://doi.org/10.5840/tej2001211[31] C. Mitcham and E.E. Englehardt. 2019. “Ethics across the curriculum: Prospects for broader (and deeper) teaching and learning in research and engineering ethics.” Sci Eng Ethics, 25: 1735-1762. DOI 10.1007/s11948-016-9797-7[32] R. Walton, J.S. Colton, R. Wheatley-Boxx, K. Gurko. 2016. “Social justice across the curriculum: research-based course design.” Programmatic Perspectives, 8(2), 119-141.[33] D.W. Parent and P. Backer. 2018. “Integration of an electrical engineering capstone course 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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CoNECD Paper Submissions, Diversity

their incoming graduate students. In this paper, focusing on the 5-week version,we outline the initial format and structure of the course, discuss the curriculum and studentengagement during the first-two implementations of the course, and highlight some of the earlylessons learned and plans for improvement from this effort. We begin with an introduction to theframework we are using to guide the development of the GSSME course.The Academic Plan ModelThis paper is structured around Lattuca and Stark’s (2015) model of an Academic Plan inSociocultural Context, which we used to guide our reflection on the initial implementation of theGSSME course and opportunities for improvement. The Academic Plan model was developed toprovide a framework through

Conference Session

CoNECD Session : Day 3 Slot 8 Technical Session 3

Collection

2021 CoNECD

Authors

Margaret B. Bailey P.E., Rochester Institute of Technology; Naveen Sharma, Rochester Institute of Technology; Lana Verschage, Rochester Institute of Technology; Timothy T. Conlon

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CoNECD Paper Submissions, Diversity

 these experiential learning experiences. The SE department is within a large, private university which is committed to experiential learning within its undergraduate engineering curriculum.  The university has one of the oldest cooperative education programs in the country and firmly believes in learning through doing. This presentation will describe how an experiential learning model is used to improve learning and accelerate needed academic cultural changes within the department.  The experiential learning methodology is based on an existing educational model which includes four basic stages; active experiences, reflective observations, abstract conceptualization, and active experimentation.  This experiential learning model is used

Conference Session

CoNECD Session : Day 3 Slot 5 Technical Session 3

Collection

2021 CoNECD

Authors

Annette L. Pilkington, Colorado School of Mines; Amy E. Landis

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CoNECD Paper Submissions, Diversity

Paper ID #28523Increasing Retention and Graduation Rates for Women in STEMMs. Annette L. Pilkington, Colorado School of Mines Annette Pilkington is the Director of the Women in Science, Engineering and Mathematics (WISEM) Program at the Colorado School of Mines. She has a BA in Elementary Education from the University of Northern Iowa and a M.A. in Curriculum and Instruction from Columbia University Teacher’s College.Dr. Amy E Landis, Dr. Landis joined Mines in August 2017 as the first Presidential Faculty Fellow for Access, Attainment, and Diversity. Previously, she was a full professor at Clemson University from 2015

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

University, Washington, D.C. 20052; eshittu@gwu.edu Jennifer Dashiell-Shoffner Department of Psychology, North Carolina A&T State University, Greensboro, NC 27411 Hyung Nam Kim Department of Industrial and Systems Engineering, North Carolina A&T State University, Greensboro, NC 27411AbstractThis paper examines the use of quantitative research agendas on systems modeling to studyanticipatory cognition and cultural competency. This combination results in an integrative scienceapproach to explore the intersectionality of metacognition, academic self-efficacy, stereotypethreat, scholarly reasoning and identity among minority 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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CoNECD Paper Submissions, Diversity

Engineering from the University of Madras and M.S and Ph.D. degrees in Computer Science from Indiana University. During his time at Rose-Hulman, Sriram has served as a consultant in Hadoop and NoSQL systems and has helped a variety of clients in the Media, Insurance, and Telecommunication sectors. In addition to his industrial consulting activities, Sriram maintains an active research profile in data science and education research that has led to over 30 publications or presentations. At Rose-Hulman, Sriram has focused on incorporat- ing reflection, and problem based learning activities in the Software Engineering curriculum. Sriram has been fundamental to the revamp of the entire software engineering program at Rose

Conference Session

CoNECD Session : Day 1 Slot 3 Technical Session 3

Collection

2021 CoNECD

Authors

Adrienne Decker, University at Buffalo, SUNY; Monica McGill, Knox College

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CoNECD Paper Submissions, Diversity

about an intervention anddescribed it. There was no assessment or analysis of theeffectiveness. This trend has changed over the years and nowwe are seeing research papers making up over half of thearticles in 2018. 18 Types of Interventions Described by Articles 60 50 40 ‘- 30 20 10 0 2011 2012 2013 2014 2015 2016 2017 2018 2019 Activity (for students) Curriculum (for students) Professional Development

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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CoNECD Paper Submissions, Diversity

ParkJackelyn Raquel Lopez Roshwalb, University of Maryland, College Park Jackelyn Lopez Roshwalb is the Assistant Director of the Keystone Program in the A. James Clark School of Engineering at the University of Maryland. She serves as the course coordinator and an instructor for the school’s Introduction to Engineering Design course. Previously, Jackelyn taught high school mathematics and physics. She is a curriculum team member of the NSF-funded Engineering For Us All (E4USA) project, an initiative to deliver a nationwide standardized high school course in engineering that is available to and accessible for all high school students.Dr. Darryll J. Pines, University of Maryland College Park Darryll Pines became Dean and

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

. Thompson has an undergraduate degree in Computer Science and over 15 years of corporate experience in Engineering and Information Technology as an applications engineer, systems administrator, systems engineer, and senior consultant for companies such as Xerox, Hughes Electronics, and IBM Corporation. She has also presented at various regional, national, and international conferences.Dr. Zhen Wu, Dr. Zhen Wu is a research scientist with the National Center for Women & Information Technology (NCWIT) at the University of Colorado Boulder. She conducts research and data analysis for several NCWIT programs, such as Aspirations in Computing Award program and Extension Services for Under- graduate Program. Her areas

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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CoNECD Paper Submissions, Diversity

Boston, San Diego and finally Rochester, Kathy spent many years in the fitness industry while raising her daughter, wearing every hat from personal trainer and cycling instructor to owner and director of Cycledelic Indoor Cycling Studio. Kathy draws upon these many diverse career and life experiences while directing WE@RIT. In the spring of 2020, Kathy earned her Master of Science degree in Program Design, Analysis & Manage- ment through RIT’s School of Individualized Study, combining concentrations in Project Management, Analytics and Research, & Group Leadership and Development. An unabashed introvert, Kathy enjoys reading and spending time with her family, exploring the world of craft cocktails, and

Conference Session

Enacting Culturally Relevant Pedagogy for Underrepresented Minorities in STEM Classrooms: Challenges and Opportunities

Collection

2021 CoNECD

Authors

Moses Olayemi, Purdue University; Jennifer Deboer, Purdue University at West Lafayette (COE)

Tagged Topics

CoNECD Paper Submissions, Diversity

enact culturally responsive[39] teaching • Time spent keeping pace with curriculum means less time to commit to designing culturally responsive lessonPreparing science P-12 pre-service Ethnographic • Being learners in an • Cultural immersion and reversalteachers for culturally and in-service case study unfamiliar Hawaiian of teacher-learner status as andiverse

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

Dora Renaud currently serves as the Senior Director of Academic Programs and Professional Develop- ment of the Society of Hispanic Professional Engineers (SHPE). Dora oversees the development and management of grants, scholarships, professional development, and National Programs that address the needs of SHPE members. For over a decade Dora has been an adjunct faculty with the American College of Education, impacting educators across the world by developing curriculum and teaching masters and doctoral level courses in education administration, curriculum and instruction, and bilingual education. Prior to working for SHPE, she was a public school administrator serving campuses with over 1,500 students. Dora also

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

of the Society of Hispanic Professional Engineers (SHPE). Dora oversees the development and management of grants, scholarships, professional development, and National Programs that address the needs of SHPE members. For over a decade Dora has been an adjunct faculty with the American College of Education, impacting educators across the world by developing curriculum and teaching masters and doctoral level courses in education administration, curriculum and instruction, and bilingual education. Prior to working for SHPE, she was a public school administrator serving campuses with over 1,500 stu- dents. Dora also served as the instructional specialist and curriculum manager for 245 elementary, middle and high school

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

factors impacting their motivation and persistence in STEM fields. Dr. Ireland holds a B.A. in African American studies and family studies from the University of Maryland, College Park and a Ph.D. in edu- cational psychology from Howard University.Cindy Greenwood, University of Maryland, Baltimore County Cindy Greenwood is an Assistant Director of the Center for Women in Technology (CWIT) at the Uni- versity of Maryland, Baltimore County (UMBC). In CWIT, Cindy manages the Cyber Scholars Program, which focuses on increasing the participation and success of women and other underrepresented students in computing majors with an interest in the field of cybersecurity. She also manages some of the Center’s K-12 outreach

Conference Session

CoNECD Session : Day 3 Slot 2 Technical Session 3

Collection

2021 CoNECD

Authors

Julia D. Thompson, University of San Francisco; Amalia Kokkinaki, University of San Francisco; Jes Parker, University of California, Berkeley; Hana M. Böttger, University of San Francisco; N. Jeremy Kasdin, University of San Francisco

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CoNECD Paper Submissions, Diversity

years,students will choose one of three concentrations: environmental engineering, sustainable builtenvironments engineering, or electrical and computer engineering. These concentrations buildon the expertise and resources that already exist on campus.Each year, the entire cohort will take an interdisciplinary project course that integrates thecontent that students are learning that year, and builds necessary skills in project management,communication skills, working in teams and working with communities or other stakeholders.Additionally, we have planned the curriculum for students to be able to travel abroad during theFall of their Junior year, to work with communities in different cultures and settings, and expandtheir perspectives in

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

Education at Purdue University (USA). Claudio received his Bachelor of Science degree from the Higher Education Institute of Amazonia, in Brazil, in 2011. In 2014 he received his Master of Science degree in Electrical Engineering from the State University of Campinas in Brazil. In May 2020, he completed his Ph.D. at Purdue University. His research interests lie in the area of educational technology and digital learning in diverse settings.Dr. Gregory John Gage, Backyard Brains Dr. Gregory Gage is a Neuroscientist and the Co-Founder and CEO of Backyard Brains. Greg is an Adjunct Assistant Professor in the Molecular & Integrative Physiology department of the University of Michigan. His research focuses on

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)

Tagged Topics

CoNECD Paper Submissions, Diversity

: http://www.unhcr.org/tertiary-education.html.[24] ILO, “Skills for migration and employment,” 2018.[25] C. Freitas and J. DeBoer, “Engineering design with Syrian refugees: localised engineering in the Azraq refugee camp, Jordan,” Australas. J. Eng. Educ., pp. 1–14, Jul. 2020, doi: 10.1080/22054952.2020.1793612.[26] K. Wall, “Engineering: issues, challenges and opportunities for development,” UNESCO, 2010.[27] D. J. Gilbert, M. L. Held, J. L. Ellzey, W. T. Bailey, and L. B. Young, “Teaching ‘community engagement’ in engineering education for international development: Integration of an interdisciplinary social work curriculum,” Eur. J. Eng. Educ., vol. 40, no. 3, pp. 256–266, Sep. 2015, doi: 10.1080

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

, components that the majority of engineeringdepartments are adopting include rapid prototyping tools, such as additive manufacturingmachines (3D printers) and laser cutters [3], [4].Makerspaces and Engineering Education. Makerspaces have become popular withinengineering education. Integrating a makerspace into an engineering curriculum can be adaunting task given the scope and sequence of university engineering coursework. Recentresearch found that over a three-month period, students who took part in a course that integrateda class project within the makerspace were positively and significantly impacted in the domainsof technology self-efficacy, innovation orientation, affect towards design, design self-efficacy,and belonging to the makerspace [5

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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CoNECD Paper Submissions, Diversity

from the Center for Research on Learning and Teaching at the University of Michigan.Prof. Rashaunda M. Henderson, The University of Texas at Dallas Rashaunda Henderson received the B.S.E.E. degree from Tuskegee University, Tuskegee, AL, in 1992, and the M.S. and Ph.D. degrees in electrical engineering from The University of Michigan, Ann Ar- bor, MI, in 1994 and 1999, respectively. From 1999 to 2007, she worked as a R&D device engineer at Freescale Semiconductor (formerly Motorola Semiconductor Product Sector). Since Fall 2007, she has been researching novel passive components and integration techniques for millimeter-wave circuits and systems at UT Dallas in Richardson, TX. As an Associate Professor she advises

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

thinking skills that can help students program in any language. This paper illustrates the creation and implementation of an innovative approach to developalgorithmic reasoning and computational thinking with two popular programming languages, Cand Python for middle school female students by using a hands-on, application-oriented approach.The research questions for this study are: 1) What factors are involved in identifying STEM-confidence in middle-school female students when learning in a female-only STEM learning environment? 2) How are Femineer® students developing algorithmic reasoning or computational thinking through participation in this Innovative Coding curriculum?This curriculum will become part of the Femineer

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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CoNECD Paper Submissions, Diversity

jamboards which we could view once the group was back together. e) FlipGrid – Flipgrid is a short educational video making platform. Flipgrid was used forgetting to know your videos, and for students to demonstrate physics experiments anddemonstrations. Flipgird integrates with canvas and participants could submit an assignmentthrough the platform. Students created videos about newton’s laws of motion, getting to know you,and more. This program works on any device and moderators can assign specific video lengths. • https://info.flipgrid.com/ f) Physics Simulations – We used two online physics simulations programs where studentscould change parameters and test ideas since we could not meet in person. • https

Conference Session

CoNECD Session : Day 2 Slot 2 Technical Session 2

Collection

2021 CoNECD

Authors

Mohamed ElZomor, Florida International University; Gabriella Santi, Florida International University; Piyush Pradhananga, Florida International University; Mais Kayyali, Florida International University; Lu Zhang, Florida International University

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CoNECD Paper Submissions, Diversity

ofalternative learning pedagogies such as in-class training that integrate students’ developmentskills in addition to technical contents.Background and MotivationFrom providing access to clean water to managing large-scale infrastructure projects, thegrand challenges that engineers face in the modern world are equally technical and social. Toovercome these challenges, engineers must not only become experts on the technical aspectsof their specific field but also develop their soft skills, such as communication andpresentation skills, to enable leveraging their technical knowledge in an evolving,increasingly complex and globalized work environment. In today’s world, wheremulticultural teams are encouraged and considered the norm rather than an exception

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 2 Technical Session 2

Collection

2021 CoNECD

Authors

Edwin Wendell Lee II, Ohio State University; Ana' M. Bell M.S., Ohio State University

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CoNECD Paper Submissions, Diversity

understanding ofdiversity and inclusion and seeks to integrate its principles and practices into thefabric and culture of the college. 2As part of a 2006 report entitled “Moving Forward to Improve EngineeringEducation,” the National Science Foundation identified the following factors as majorcontributors to why some of the best students, with high grades abandon their goalsof attaining an engineering degree.Our student academic success program aims to address some of these issues. 34There are many options for tutoring resources for engineering students at OSU. Thedepartments that

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

Paper ID #32203What’s Next? From Analysis to ActionDr. Agnieszka Miguel, Seattle University Agnieszka Miguel received her Ph.D. in Electrical Engineering in 2001 from the University of Washing- ton, and MSEE and BSEE from Florida Atlantic University in 1996 and 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

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

, the experiences of underrepresented undergraduate engineering students and engineering educators. In addition to teaching undergraduate engineering courses and a graduate course on entrepreneurship, she also enjoys teaching qualitative research methods in engineering education in the Engineering Education Systems and Design PhD program at ASU. She is deputy editor of the Journal of Engineering Education.Dr. Vanessa Svihla, University of New Mexico Dr. Vanessa Svihla is a learning scientist and associate professor at the University of New Mexico in the Organization, Information and Learning Sciences program and in the Chemical and Biological Engineer- ing Department. She served as Co-PI on an NSF RET Grant and a USDA

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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CoNECD Paper Submissions, Diversity

individual student and the institution. At the institutional level it is understoodas a mechanism that contributes to reducing attrition rates and enhancing recruitment plans butthere is a scarcity of empirical research related to PhD programs to understand this phenomenon.Contemporarily, Di Pierro [15] conceptualized doctoral mentoring as part of an institution’spragmatic retention plan to counter economic losses, potential loss in Carnegie classification, andvoids in research. Thus, mentoring should not be thought of as a disjointed obscure process, butone that is integrated and benchmarked as part of an institution’s best practices particularly forunderrepresented populations. For individual students mentoring often times is described as akey

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

Tagged Topics

CoNECD Paper Submissions, Diversity

institutional policies (or lack thereof), professional and personal networks, interactionswith colleagues and students, and articulated (or not) expectations all combine to createparticular climates and experiences for faculty at institutions of higher education throughout theUnited States in 2020. Those show gendered and race-based patterns. Many of the activities thatare integral to the reputation and function of an organization are often performed by women andfaculty of color. These activities, especially administrative and curriculum-based ones, tend torequire time and expertise but are not typically rewarded in traditional academic promotionstructures [1, 33, 6, 34, 31, 35]. In fact, research indicates that women faculty overwhelminglyare tasked