Conference Session

Technical Session 4 - Paper 5: Broadening Participation through Information: A Synthesis of Resources for Research and Practice in Computing and Computer Science

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Anu Tuladhar, Medtronic; Carin Queener, University of Michigan; Joi-lynn Mondisa, University of Michigan; Kinnis Gosha, Morehouse College

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CoNECD Paper Sessions, Diversity

engineering in the workplace.Ms. Carin Queener, University of Michigan Carin Queener has a bachelor’s degree in Industrial and Operations Engineering, and is now working in industry.Dr. Joi-Lynn Mondisa, University of Michigan Joi Mondisa is an Assistant Professor in the Department of Industrial and Operations Engineering and an Engineering Education Faculty Member at the University of Michigan–Ann Arbor. Dr. Mondisa earned a PhD in Engineering Education, an MS in Industrial Engineering, an MBA, and a BS in General Engineering. She researches STEM mentoring experiences and mentoring intervention programs in higher education.Dr. Kinnis Gosha, Morehouse College Dr. Kinnis Gosha (Go-Shay) is an Assistant Professor in the

Conference Session

Track 4: Technical Session 4: The Pink Paradox: Tensions in How STEM Toys are Marketed Toward Girls

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Theresa Green, Purdue University; Artre Reginald Turner, Purdue University at West Lafayette; Ruth Wertz P.E., Purdue University at West Lafayette (COE)

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CoNECD Paper Sessions, Diversity

bridges video gaming with engineering learning principles. His academic journey has been marked by mentorship and instruction, a legacy from his tenure as a STEM tutor and supplemental instructor. Artre’s discipline and leadership skills, finely honed during his time as a sergeant in the United States Marine Corps, now serve as the foundation for his scholarly pursuits. His ambition is to forge a career in academia, where he can influence the next generation of engineers with an educational framework that is as rigorous as it is innovative.Prof. Ruth Wertz P.E., Purdue University at West Lafayette (COE) Dr. Wertz has earned a B.S. in Civil Engineering from Trine University, a M.S. in Civil Engineering from Purdue

Conference Session

Technical Session 8 - Paper 5: Cultivating Inclusivity: A Systematic Literature Review on Developing Empathy for Students in STEM Fields

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Stephanie Jill Lunn, Georgia Institute of Technology; Cristi L. Bell-Huff, Georgia Institute of Technology; Joseph M LeDoux, Georgia Institute of Technology

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CoNECD Paper Sessions, Diversity

of 15 applicable papers which were added to the original candidates. In total, 63Figure 2: SLR paper selection processpublications were included in the systematic literature review.4.3 Study Inclusion and Exclusion CriteriaThe search strings generated a lengthy list of sources, that often were not related to the researchquestions. To filter databases and publications from their title to abstract to content, we applied alist of additional criteria, illustrated in Table 1. We excluded articles if they did not meet thesecriteria or if the full text was unavailable. Inclusion Exclusion Publications that address the RQs Publications not in English

Conference Session

Track 8: Technical Session 3: Exploring Engineering Faculty Views on their Role in Broadening Participation in Engineering

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Gerica Brown, University of Dayton

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CoNECD Paper Sessions, Diversity

thesegoals even if time permitted.KeywordsBroadening Participation; Faculty Views; Engineering Education; Success and PersistenceIntroductionBroadening participation in STEM is an initiative of national interest in the United States. Inorder for the US to maintain its global prominence in STEM fields, as well as maintain nationalsecurity and other technological advances, the US must produce over one million more STEMprofessionals than what is currently projected [1]. Broadening participation is a term used todescribe increasing the participation of underrepresented groups in STEM fields [2]. Thisincludes providing exposure, access, and opportunities in STEM for individuals fromunderrepresented groups. According to the National Science Foundation

Conference Session

Track 8: Technical Session 2: Adapting the Gender Based Analysis Plus (GBA+) to Engineering: A Digital Tool to Aid Inclusive Design

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Audrey Anne Blanchet, Université de Sherbrooke; Nathalie Roy, Université de Sherbrooke

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CoNECD Paper Sessions, Diversity

interdisciplinary pedagogical activities. These major capstone projects span the lastthree sessions of the bachelor's degree, equivalent to a period of 20 months. An interdisciplinarystudent team is formed to create a project from its initial idea to its design. These projectsprovide an advanced and realistic context for engineering practice as they allow students to applyall the skills they have learned during their studies.Pedagogical innovation approachIn this project, the pedagogical innovation approach consists of two complementary components:(1) developing a digital tool to inclusive design in engineering and (2) developing a trainingprogram, consisting of two modules designed to enable the use of the tool in a pedagogicalcontext.Developing the

Conference Session

Track 6: Technical Session 5: Exploring Gender Representation Issues In Computing by Writing Interactive Fiction

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

John K. Estell, Ohio Northern University; Stephany Coffman-Wolph, Ohio Northern University

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CoNECD Paper Sessions, Diversity

Society for Engineering Education, 2024 EXPLORING GENDER REPRESENTATION ISSUES IN COMPUTING BY WRITING INTERACTIVE FICTION John K. Estell Stephany Coffman-WolphNote: Those photos in this file that were taken by one of the authors can be used under theCreative Commons CC BY-NC 2.0 license.https://creativecommons.org/licenses/by-nc/2.0/ 1 METRIC: COMPUTER SCIENCE DEGREES • Women account for a low share of the degrees earned in computer science: CS Bachelor’s Degrees

Conference Session

Track 8: Technical Session 7: Designing an open course to highlight the work of underrepresented STEM scholars

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Brianna B Buljung, Colorado School of Mines; Seth Vuletich, Colorado School of Mines; Madison Schaefer

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CoNECD Paper Sessions, Diversity

for reviewers to complete. To analyze theresponses to these questions, individual statements were classified as positive, negative,suggestion, or technical. The suggestion category contained statements that either proposedspecific items to include or noted areas for expansion or improvement. The technical categorywas used for statements that identified typos, broken links, or other technical issues with thecontent.Overall, reviewers felt the content of their assigned page was good, well organized, and wellpresented. As one reviewer noted, “the page was well organized with a manageable number ofresources presented.” The rest of the comments on this question fell into two general categories.Five reviewers felt the resources were not diverse

Conference Session

Track 6: Technical Session 3: Teaching Equity through Assets-Based Journaling: Using Community Cultural Wealth to Guide Student Reflections

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Gabriella Coloyan Fleming, University of Texas at Austin; Jessica Deters, University of Nebraska - Lincoln; Maya Denton, University of Oklahoma

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CoNECD Paper Sessions, Diversity

water resources engineering from the University of Texas at Austin (UT-Austin), and her PhD in STEM education from UT-Austin. Before graduate school, she worked for an industrial gas company in a variety of engineering roles. Her research in engineering and STEM education focuses on career pathways within engineering and issues of diversity, equity, and inclusion. ©American Society for Engineering Education, 2024Teaching Equity throughAssets-Based Journaling:Using Community Cultural Wealth to Guide Student Reflections Gabriella Coloyan Fleming, Jessica Deters, Maya Denton 1

Conference Session

Technical Session 2 - Paper 3: Increasing Academic Success for Underrepresented Minority PhD Graduate STEM Students Through Self-Advocacy Education

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Carmen M Lilley, The University of Illinois at Chicago; Gregory V Larnell, University of Illinois at Chicago

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CoNECD Paper Sessions, Diversity

, NC:National Secondary Transition Technical Assistance Center, 2010.[11] R. L. Astramovich and K. R. Harris, "Promoting self-advocacy among minority students inschool counseling," Journal of Counseling & Development, vol. 85, no. 3, pp. 269-276, 2007.[12] R. M. Ryan and E. L. Deci, "Self-determination theory and the facilitation of intrinsicmotivation, social development, and well-being," American psychologist, vol. 55, no. 1, p. 68,2000.[13] M. E. Skinner, "Promoting self-advocacy among college students with learningdisabilities," Intervention in School and Clinic, vol. 33, no. 5, pp. 278-283, 1998.[14] P. D. Rumrill Jr, "Effects of a social competence training program on accommodationrequest activity, situational self-efficacy

Conference Session

Technical Session 2 - Paper 2: Lessons Learned from Conducting a Diversity-Focused Faculty Cluster Hire at a Predominantly White Institution

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Robyn Sandekian, University of Colorado Boulder; Dana Francesca Stamo, University of Colorado Boulder; Clayton Lewis, University of Colorado Boulder

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CoNECD Paper Sessions, Diversity

Chemical & Biological Engineering at the University of Colorado Boulder in 2019 and has continued on into the Biological Engineering PhD Program. Her research ex- plores novel therapeutics for hard-to-treat infectious diseases such as bacteria which no longer respond to antibiotic treatment. Having completed her undergraduate degree at CU Boulder, she’s been involved with several student organizations and interacted with administration to amplify student voices and actualize DEI efforts. One of Dana’s biggest efforts is the student organization STEM Routes (the CU Boulder chapter of SACNAS). STEM Routes is a group of first-generation, underrepresented, and low-income graduate students who support, mentor, and coach

Conference Session

Track 5: Technical Session 2: Adoption of an Advocates and Allies Program to a Predominantly STEM Campus

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Adrienne Robyn Minerick, Michigan Technological University; Sonia Goltz, Michigan Tech; andrew storer, Michigan Technological University; Patricia Sotirin, Michigan Technological University

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CoNECD Paper Sessions, Diversity

, Michigan Technological UniversityPatricia Sotirin ©American Society for Engineering Education, 2024Adoption of an Advocates and Allies Program for a Predominantly STEMCampusPatricia Sotirin,1 Sonia Goltz,2 Andrew Storer,3 and Adrienne R. Minerick4, a1 Communications Emerita Professor, Michigan Technological University, Houghton, MI, 499312 College of Business, Michigan Technological University, Houghton, MI, 499313 Office of the Provost, Michigan Technological University, Houghton, MI, 499314 Department of Chemical Engineering, Michigan Technological University, Houghton, MI, 49931a Author to whom correspondence should be addressed: minerick@mtu.eduKEYWORDS: Faculty, Race/Ethnicity, Gender, LGBTQIA+, Engineering

Conference Session

Technical Session 5 - Paper 3: Enhancing Participation of Underrepresented Student Populations and Women in Engineering and Computer Science – An Experience Report

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Shihong Huang, Florida Atlantic University; Nancy Romance, Florida Atlantic University; Tamsyn Nicole Carey, Florida Atlantic University-College of Engineering and Computer Science

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CoNECD Paper Sessions, Diversity

colleges). Overall, the university providesservices to mostly middle/low-income student, many of whom must work to pay theirbills. Thus, we recognize that the University and the College are well-positioned to bemajor contributors to increase in the diversity of the nation’s STEM workforce – acritical requirement for America is to continue in its role as the world leader inaddressing the technological challenges and transformations that lie ahead. 9Collaborating College 1/2 10Collaborating College 2/2 11In 2016, the College of Engineering and Computer Science was awarded a Title IIIHispanic Serving

Conference Session

Technical Session 8 - Paper 4: Implicit and Explicit Balanced Identity Scores Vary as a Function of Gender and STEM Major

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Rachelle Pedersen, Texas A&M University; Nyima Sanneh, Motivation and Learning Lab; Paul R Hernandez, Texas A&M University

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CoNECD Paper Sessions, Diversity

averagedto create a composite score. The scale historically holds acceptable levels of internalconsistency.And finally for stereotype endorsement, a three-item scale was used to measure theextent to which participants endorsed various stereotypes associated with their genderand their STEM domain. Participants answered items an a scale of 1 to 5 and acomposite scale was calculated by averaging the value of each of the three items.Unlike the other scales, verbiage was only worded in one way, such as “In general, menmay be better than women at Engineering.” Therefore, the scores were reverse codedfor women to reflect a self-gender association of the “stereotype endorsement.” Thescale has a historically high internal consistency.Implicit Association

Conference Session

Technical Session 6 - Paper 2: Sharing Exemplary Admissions Practices that Promote Diversity in Engineering Panel Discussion

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Elizabeth Cady, National Academy of Engineering; Beth M Holloway, Purdue University at West Lafayette (COE); Theresa A. Maldonado P.E., University of California System; Beth A Myers, University of Colorado Boulder; Andrew B. Williams, The Citadel School of Engineering

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CoNECD Paper Sessions, Diversity

education. In 2019, the NAE issued acall for nominations of policies or programs that are targeted to students from underrepresentedpopulations among incoming first-year full-time students, incoming transfer students (from communitycolleges or other institutions), and/or veterans or other students over the age of 25 who are enteringengineering. The project defines underrepresented populations broadly, including men of color, allwomen, individuals with disabilities, and individuals from other underrepresented or marginalizedpopulations (e.g., first-generation students, LGBTQI individuals, students from low socioeconomic statusbackgrounds, students for whom English is a second language, veterans). A committee of experts named8 of the nominated

Conference Session

Track 2: Technical Session 6: Minoritized Student Audio Narratives to Influence Faculty's Empathic Understanding: Learning from Sophie and Enola

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Stephen Secules, Florida International University; Maimuna Begum Kali, Florida International University; Cassandra J McCall, Utah State University; Gabriel Van Dyke, Utah State University

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CoNECD Paper Sessions, Diversity

undergraduateengineering students and turned these into 10 distinct audio narratives. Our narrative analysis focused onconstructing a cohesive, concise, and anonymized narrative that would present key content from studentinterviews in a format that would preserve some of the immediacy and emotionality of student interviewswhile improving accessibility and coherence for faculty.Findings: In this paper, we present the scripts and link to audio narratives for two student participants: 1)Sophie, a mixed race (Asian and white) white-passing woman, and 2) Enola, an Indigenous woman. Inaddition to presenting the written and audio narrative, we comment on the specific lessons we see asvaluable for engineering faculty that emerge from each of the audio

Conference Session

Track 2: Technical Session 9: Establishing and Sustaining Inclusive Learning Communities for Supporting Faculty Creating More Inclusive Engineering Classrooms

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Dianne Delima, University of California, Irvine; Pheather R Harris, University of California, Irvine

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CoNECD Paper Sessions, Diversity

before the first PDE session, and participants were given two-weeks to complete it. ○ Surveys were collected using Qualtrics five-point Likert-scale.● Out of the 12 faculty, 11 responded to the survey (92 percent response rate). ○ Data was analyzed by looking at the trends, in proportion to the sample size, and drawing conclusions. ○ Minor variations were found in the survey responses [3]. Finding #1 When asked about their motivations for participating in a year-long professional development experience focused on access, equity, diversity, and inclusion, we found that most faculty were willing and eager to participate.The survey finds that STEM faculty are motivated to

Conference Session

Track 3: Technical Session 8: Self-Advocacy Professional Programming as a Framework to Support Non-Academic Outcomes of STEM PhD Graduate Education

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Carmen Maria Lilley, The University of Illinois at Chicago

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CoNECD Paper Sessions, Diversity

for Engineering Education, 2024 Self-Advocacy Professional Programming as a Framework to Support Liberatory Outcomes of STEM PhD Graduate Education Using the framework of servingness as conceptualized in research of Hispanic ServingInstitutions (HSI), measures of student’s success can be characterized using academic and non-academic outcomes (i.e. liberatory outcomes) [1]. Academic outcomes are commonlyinstitutional quantitative measures such as GPA, time to graduation, retention, etc. However,within the framework of servingness of an institution, there are additional indicators, includingidentifying the experiences of students and their non-academic outcomes. Some examples ofnon-academic outcomes are academic self

Conference Session

Technical Session 2 - Paper 5: Need for Change: How Interview Preparation and the Hiring Process in Computing Can Be Made More Equitable

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Stephanie Jill Lunn, Georgia Institute of Technology ; Ellen Zerbe, Pennsylvania State University; Monique S Ross, Florida International University

Tagged Topics

CoNECD Paper Sessions, Diversity

hiring in general, but especially fortechnical assessments, in terms of what will be asked and what format to expect. Of the negativeexperiences students reported after a technical interview the most common concern is thatstudents did not feel prepared [20].Technical interviews are said to be a combination of “the worst aspects of a standard interview,public speaking, a quiz show with a hostile host, and a dinner party full of strangers who aresilently (or not so silently) judging you” [11, p. 2]. Requiring candidates to find a solution, whileverbally walking through the process, is often cognitively taxing, placing stress on candidates toperform in a setting akin to an examination [21, 22]. Additionally, technical interviews arecriticized for

Conference Session

Technical Session 6 - Paper 4: Retention Strategies for Educators from Women STEM Graduates of the 1970’s & 1980’s

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Kathleen Buse, Advancing Women in the Workforce; Debra Musch, Rising Careers, LLC; Allison Goodman, ArtCenter College of Design

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CoNECD Paper Sessions, Diversity

Footnotes: (1) Data are from the Occupational Employment Statistics program, U.S. Bureau of Labor Statistics. Wage data cover non-farm wage and salary workers and do not cover the self-employed, owners and partners in unincorporated firms, or household workers. (2) Science, technology, engineering, and math (STEM) occupations include computer and mathematical, architecture and engineering, and life and physical science occupations, as well as managerial and postsecondary teaching occupations related to these functional areas and sales occupations requiring scientific or technical knowledge at the postsecondary level. For more information, see https

Conference Session

Technical Session 10 - Paper 2: Lived Experiences and Literature Reviews: Leveraging Experiential Knowledge in STEM Education Doctoral Studies

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Sharetta M. Bufford M.Ed., Clemson University; Stephanie A Damas, Clemson University; Matthew Voigt, Clemson University; Eliza Gallagher, Clemson University

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CoNECD Paper Sessions, Diversity

identity. ReferencesAustin, A. E., & McDaniels, M. (2006). Preparing the professoriate of the future: Graduate student socialization for faculty roles. In HIGHER EDUCATION: (pp. 397-456). Springer, Dordrecht.Austin, A. E. (2002). Preparing the next generation of faculty. The Journal of Higher Education, 73(1), 94-122.Austin, A. E., & Sorcinelli, M. D. (2013). The future of faculty development: Where are we going? New Directions for Teaching and Learning, 2013(133), 85-97.Bell, D. A. (1980). Brown v. Board of Education and the interest-convergence dilemma. Harvard Law Review, 93, 518–533.Bell, D. A. (1995). Who’s afraid of critical race theory? University of Illinois Law Review, 1995(4), 893

Conference Session

Technical Session 7 - Paper 3: Forming and Fulfilling Expectations: Perspectives of Underrepresented Computer Science Doctoral Students

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Vidushi Ojha, University of Illinois at Urbana-Champaign; Raul Enrique Platero, University of Illinois at Urbana-Champaign; Beleicia B Bullock, Stanford University

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CoNECD Paper Sessions, Diversity

Expectations: Perspectives of Underrepresented Computer Science Doctoral Students Vidushi Ojha1 , Raul E. Platero1 , and Beleicia B. Bullock2 1 Department of Computer Science, University of Illinois at Urbana-Champaign 2 Department of Computer Science, Stanford University {vojha3, platero2}@illinois.edu, beleicia@cs.stanford.edu1 IntroductionIn the field of computer science (CS), institutions are failing to produce enough computing grad-uates to fulfill predicted market demand. Not only is this the case at the undergraduate level [1],but also at the doctoral level, where educational institutions are unable to hire as many

Conference Session

Technical Session 3 - Paper 3: International engineering students’ resistance to isolating university experiences: An opportunity for greater inclusion in engineering education

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

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

Tagged Topics

CoNECD Paper Sessions, Diversity

participants. For example,Student 1 also felt that American students were generally more concerned with their ownperformance, whereas their Chinese study group was more focused on the group’s success.Student 1 also described struggling with making American friends because they could notdiscuss aspects of American pop culture, such as Marvel superhero movies.Finally, stereotypes and prejudice also contributed to social isolation. Three participants toldstories of domestic students assuming they were good at math because they were from Asia.Student 3 described prejudice in the school against black students: “I do feel like I am looked down upon by some faculty and some students because of my appearance. […] Sometimes I do feel like it is

Conference Session

Track 3: Technical Session 4: Scripts of Whiteness in engineering: An analysis of the literature

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

R. Jamaal Downey; Joel Alejandro Mejia, The University of Texas at San Antonio; Diana A. Chen, University of San Diego; Gordon D Hoople, University of San Diego; Susan M Lord, University of San Diego

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CoNECD Paper Sessions, Diversity

sociocultural contexts, the impact of critical consciousness in engineering practice, and the development and imple- mentation of culturally responsive pedagogies in engineering education.Dr. Diana A. Chen, University of San Diego Diana A. Chen, PhD is an Associate Professor and one of the founding faculty members of Integrated En- gineering at the University of San Diego. She earned her BS in Engineering from Harvey Mudd College, and MS and PhD in Civil Engineering from Clemson University. In collaboration with colleagues, Dr. Chen is designing a new engineering curriculum to educate changemakers who understand that engineer- ing is an inherently socio-technical activity. Her passion is studying and encouraging culture

Conference Session

Track 7: Technical Session 7: Challenges and Opportunities to Address Diversity, Equity, and Inclusion within the Professional Construction Industry

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Andres Nieto, Virginia Tech; Homero Murzi, Virginia Polytechnic Institute and State University; Abiola Akanmu, Virginia Polytechnic Institute and State University; Anthony Olukayode Yusuf, Virginia Polytechnic Institute and State University; Sheryl Ball, Virginia Tech; Walid Saad; Andrea Nana Ofori-Boadu, North Carolina A&T State University (CoE)

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CoNECD Paper Sessions, Diversity

, where he leads the Ne ©American Society for Engineering Education, 2024 Paper ID #40680Dr. Andrea Nana Ofori-Boadu, North Carolina A&T State University (CoE) Dr. Andrea N. Ofori-Boadu is an Associate Professor of Construction and Construction Management with the Department of Built Environment within the College of Science and Technology at North Carolina Agricultural and Technical State University (NCA & T). ©American Society for Engineering Education, 2024Challenges and Opportunities to Address Diversity, Equity, and Inclusion within the Professional Construction

Conference Session

Track 6: Technical Session 2: Enhancing the Cultural Competence of K-12 STEM Teachers through a Global Research Experience

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Margaret Pinnell, University of Dayton; Leanne Petry, Central State University; Kelly Bohrer, University of Dayton; Kellie Schneider, University of Dayton; Marjorie Langston Langston; Elizabeth Generas

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CoNECD Paper Sessions, Diversity

the course of seven days, that included cultural orientation, interculturalcompetence development sessions, health, safety and travel information and technicalpreparation (Hartman, Paris, & Blache-Cohen, 2014; Lough & Toms, 2018). Additionally, theparticipants and program facilitators engaged in the Global Up Global Competence Certificate(GCC) online learning opportunity offered through AFS Intercultural Programs(https://afs.org/Certificate) before, during and after the participants’ two to three-weekinternational immersions. All of the technical preparation was centered around concepts ofhuman-centered design and appropriate technology. The participants engaged with their facultymentors on research experiences related to the United

Conference Session

Track 6: Technical Session 6: Stewardship of the Stories: Learning from Black Engineering Students' Lived Experiences

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Tanya D Ennis, University of Colorado Boulder; Donna Auguste Ph.D., Auguste Research Group, LLC; Cynthia Hampton Ph.D., Virginia Polytechnic Institute and State University

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CoNECD Paper Sessions, Diversity

participant completed the telling oftheir story – not always, but usually. The interviewer acknowledged and accepted the story,internalized it, verbally appreciated its value, and recognized that the participant generatedvaluable new knowledge by entrusting them with this story. The story itself was sometimes anSL for another potential story; if so, the interviewer returned to Step (1).We highlight three key aspects of this methodology. One is that there are times when it isimportant for the interviewer to be quiet while the participant is sharing. We generally advisethat interviewers not interrupt participants when they are speaking, gesturing, communicating inother ways, or pausing to assess trust. The participant may be sharing SLs, to which

Conference Session

Concurrent Paper Tracks - Session II

Collection

2015 ASEE International Forum

Authors

Anna Friesel, Technical University of Denmark; Tatjana Welzer, University of Maribor, Faculty of Electrical Engineering and Computer Science; Ian Andrew Grout, University of Limerick; Dorian A. Cojocaru, University of Craiova, Romania

Tagged Topics

International Forum

address and to offer proposals• The skills required of graduates able to help industry to respond to the current global technicalchallenges.• Programmes and modules that develop these key skills, the Institution offering them, their technicalcontent and level of development.• The volume and types of learners with specific needs that are currently registered on EIE programmesacross Europe.The generic structure of any programme, including those orientated to the key global technicalchallenges, comprise a set of technical modules including generic engineering and mathematicsknowledge and skills built on a foundation of generic skills (sometimes called transferable skills), studyskills and employability behaviors that prepare the graduate for

Conference Session

First-Year Programs Division Technical Session 12: Work-in-Progress Postcard Session #1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Matthew Alexander, Texas A&M University - Kingsville; Michael Preuss; Breanna Bailey, Texas A&M University - Kingsville; David Hicks; Rajashekar Mogiligidda, Texas A&M University - Kingsville; Nitilaksha Hiremath, Texas A&M University - Kingsville; Jingbo Liu, Texas A&M University - Kingsville; Lihua Zuo, Texas A&M University - Kingsville; Mahesh Hosur

speakers. With stand-alone presentations and panel discussions, 17 industryprofessionals participated in the SBP, ten of whom were Hispanic/Latinx and seven ofwhom were female, two categories of individuals who are underrepresented in engineering[16, 17]. With a high percentage of participants being female (38%) and Hispanic (62%),guest speaker diversity was a program priority, so that SBP participants could understandthat gender and ethnicity should not be a hindrance to becoming successful engineers.Design-related ActivitiesTwo primary experiential learning activities incorporated into the SBP were a short (1-dayonly) engineering challenge and an engineering or technical design project carried out overthe majority of the program. Experiential

Conference Session

First-Year Programs Division Technical Session 12: Work-in-Progress Postcard Session #1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Ingrid Paredes, New York University Tandon School of Engineering; Rui Li, New York University; Chris Woods, New York University; Jack Bringardner, New York University Tandon School of Engineering; Victoria Bill, New York University Tandon School of Engineering; Sooah Kwak, New York University Tandon School of Engineering; Marie Burns, New York University Tandon School of Engineering; Ameya Palav, New York University Tandon School of Engineering; Mei Schuerch

interests include asset-based professional and technical skill development of engineers through extracurricular and co-curricular activities.Jack Bringardner Jack Bringardner is the Assistant Dean for Academic and Curricular Affairs at NYU Tandon School of Engineering. He is an Industry Associate Professor and Director of the General Engineering Program. He teaches the first-year engineering course Introduction to Engineering and Design. He is also the Director of the Vertically Integrated Projects Program at NYU. His Vertically Integrated Projects course is on the future of engineering education. His primary focus is developing curriculum, mentoring students, and engineering education research, particularly for project-based

Conference Session

First-Year Programs Division Technical Session 12: Work-in-Progress Postcard Session #1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Cyril Okhio, Clark Atlanta University; Sade Tramble, Kennesaw State University; Amy Buddie, Kennesaw State University; Ayse Tekes

Society of Professional Engineers, Cobb Chapter, a Member of the American Society of Engineering Educators ASEE, and a Member of the Institute of Transportation Engineers, USA. Dr. Okhio has carried out experimental and numerical investigations of, and developed statistical analysis tools and computer codes, for the numerical simulation/calculation of complex flows. He has been co-PI in a few successful research efforts including those related to NASA, WPAB, GE, NSF, NRO, ARO, ORNL, Honeywell, KCP, to name a few. He has also been the co-PI on Department of Energy sponsored Project called Minority Serving Institution Partnership Project MSIPP on Advance Manufacturing which involved the (1) use of research activities to