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

Paper ID #40773Enhancing the Cultural Competence of K-12 STEM Teachers through a GlobalResearch ExperienceDr. Margaret Pinnell, University of Dayton Dr. Margaret Pinnell is a professor in the Department of Mechanical and Aerospace Engineering at the University of Dayton.Dr. Leanne Petry, Central State University Dr. Leanne Petry is a Materials Engineer and Professor in the College of Engineering, Science, Tech- nology, and Agriculture (CESTA) at Central State University (CSU). Her expertise is in analytical and materials characterization techniques, including microscopy, spectroscopy, chromatography, and electro

Conference Session

Track 1: Technical Session 7:Beyond Math Readiness: Understanding Why Some Women Pursue Engineering

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Olivia Ryan, Virginia Tech Engineering Education; Susan Sajadi, Virginia Tech

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CoNECD Paper Sessions, Diversity

in Biomedical Engineering and a Ph.D. in Engineering Education Systems and Design from Arizona State University. Prior, she worked as an engineer in the medical device industry. ©American Society for Engineering Education, 2024 ‭Beyond Math Readiness: Understanding Why Some Women‬ ‭Pursue Engineering‬‭ bstract‬A‭Students decide to study engineering for many reasons: they may be interested in math and‬ ‭science, enjoy tinkering with things, or have been encouraged to study engineering because of‬ ‭their academic ability. Women students often study engineering because of their math and‬ ‭science abilities. In the literature, interest and success in math and science are

Conference Session

Technical Session 9 - Paper 1: The New Normal: Student Perspectives on Supportive University Policies during COVID and Beyond

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Maimuna Begum Kali, Florida International University; Stephen Secules, Florida International University

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CoNECD Paper Sessions, Diversity

method to reach awide number of students, as well as to see how people exchange and build on each other’sideas through conversational exchanges in a group setting. Focus groups are useful foracquiring insight or gathering baseline information about a topic of interest from a group’sperspective, allowing multiple opinions and perspectives to be heard and debated rather thanindividual meaning-making [41].4.1 Institutional ContextThis exploratory investigation was conducted at the researchers’ university, a public R1Hispanic-Serving Institution (HSI), with over 50,000 undergraduate students. During thespring 2020 semester, the university moved to remote settings and was preparing to return toin-person instruction for a fall 2021 semester at the

Conference Session

Track 1: Technical Session 5: From De Facto To De Jure and Beyond. It's More Than Just Weather. What The "Chilly" Climate Really Feels Like for Black Doctoral Students in STEM

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Dreama Heaven Rhodes, Arizona State University; Motahareh Darvishpour Ahandani, Arizona State University, Polytechnic Campus; Brooke Charae Coley, Arizona State University; Kerrie G Wilkins-Yel; Jennifer M Bekki, Arizona State University; Dailynne Major; Nicholas A Smith; Debalina Maitra, Arizona State University, Polytechnic Campus; Juan David Gutierrez, University of Massachusetts Boston

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CoNECD Paper Sessions, Diversity

Paper ID #40799From De Facto To De Jure and Beyond. It’s More Than Just Weather. WhatThe ”Chilly” Climate Really Feels Like for Black Doctoral Students inSTEMDreama Heaven Rhodes, Arizona State UniversityMotahareh Darvishpour Ahandani, Arizona State University, Polytechnic Campus I am Motahareh Darvishpour Ahandani, and I am currently pursuing my Ph.D. in Engineering Education System and Design at Arizona State University. I serve as a Research Assistant and bring with me six years of industry experience as a woman engineer. My research interests revolve around the mental health of international engineering graduate

Conference Session

Technical Session 7 - Paper 6: Lived Experiences of African American Engineering Students at a PWI Through the Lens of Navigational Capital

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Stephanie Ashley Damas, Clemson University; Lisa Benson, Clemson University

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CoNECD Paper Sessions, Diversity

Education. Her research focuses on the interactions between student mo- tivation and their learning experiences. Her projects focus on student perceptions, beliefs and attitudes towards becoming engineers and scientists, development of problem solving skills, self-regulated learn- ing, and epistemic beliefs. She earned a B.S. in Bioengineering from the University of Vermont, and M.S. and Ph.D. in Bioengineering from Clemson University. American c Society for Engineering Education, 2022Lived Experiences of African American Engineering Students at a PWI Through the Lens of Navigational CapitalIntroduction There are significant disparities

Conference Session

Track 1: Technical Session 2: Tailoring DEIA Programming through Current Field Analysis: Promoting Allyship in STEM of University Graduate Students

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Mia Leigh Renna, University of Maryland College Park; Emily Lawson-Bulten, University of Illinois at Urbana-Champaign

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CoNECD Paper Sessions, Diversity

Paper ID #40793Tailoring DEIA Programming through Current Field Analysis: PromotingAllyship in STEM of University Graduate StudentsMia Leigh Renna, University of Maryland College Park Mia Leigh Renna is a PhD Civil Engineering student at the University of Maryland College Park, spe- cializing in disaster mitigation engineering policy with a focus on equitable decision-making. She was formerly among the Allies in STEM leadership team at University of Illinois Urbana-Champaign while a graduate student there. Since 2020, Renna has volunteered as a policy advisor for Minority Veterans of America and other veteran grassroot

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

departments to participate. This context forced college-wideinspection of our campus’ cultural norms through a nuanced lens—a necessary step towardsshifting toward a more inclusive culture.In recent years there has been a growing consensus on specific hiring and retention practices thatimprove the recruiting experiences and likelihood of hiring a more inclusive and diverse facultybody than has previously been the case in engineering [14, 15]. White women and BIPOC-identifying people of all genders have supposedly benefitted from long-standing, federal anti-discrimination laws [16] yet have gained little ground in representation on research-universityfaculty even as the student bodies at those same institutions have diversified [9, 17]. Reasons

Conference Session

Track 8: Technical Session 5: Disrupting Computing Department Cultures, One Cohort at a Time

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Alicia Nicki Washington, Duke University; Shaundra Bryant Daily, Duke University; Cecilé Sadler, Massachusetts Institute of Technology

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CoNECD Paper Sessions, Diversity

funding from public and private sources to support her collaborative research activities, Daily’s work has been featured in USA Today, Forbes, National Public Radio, and the Chicago Tribune. Daily earned her B.S. and M.S. in Electrical Engineering from the Florida Agricultural and Mechanical University – Florida State University College of Engineering, and an S.M. and Ph.D. from the MIT Media Lab.Cecil´e Sadler, Massachusetts Institute of Technology Cecil´e Sadler is a graduate student at the MIT Media Lab with the Lifelong Kindergarten group. She is studying the intersection of computing and education in an effort to design equitable learning environ- ments that promote creativity through technology development. Her

Conference Session

Session 6 - Track 2: Illuminating the APIDA Experience in Engineering Education: A Scoping Review

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

Michelle Choi Ausman, Virginia Polytechnic Institute and State University; Qin Zhu, Virginia Tech

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CoNECD Paper Sessions, Diversity

Americans: A Revisionist Analysis of the ‘Model Minority’ Thesis,” Amerasia Journal, vol. 4, no. 2, pp. 23–51, Jan. 1977.[10] J. Y. Wing, “Beyond Black and White: The Model Minority Myth and the Invisibility of Asian American Students,” Urban Rev, vol. 39, no. 4, pp. 455–487, Nov. 2007.[11] C. Kang, H. Jo, S. W. Han, and L. Weis, “Complexifying Asian American student pathways to STEM majors: Differences by ethnic subgroups and college selectivity,” Journal of Diversity in Higher Education, p. No Pagination Specified-No Pagination Specified, 2021.[12] J. Chan, “Complexities of Racial Identity Development for Asian Pacific Islander Desi American (APIDA) College Students,” New Directions for Student Services, vol. 2017, no. 160, pp

Conference Session

Track 4: Technical Session 6: Building Bridges to Success: A Thriving Program

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Labrisha Nicole Mabry, Mississippi State University ; Mahnas Jean Mohammadi-Aragh, Mississippi State University; Lorena Andrea Benavides Riano, Mississippi State University

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CoNECD Paper Sessions, Diversity

- isha also tutored students in the computer engineering curriculum and mentored students along the way. While possessing a burning passion to help others in STEM related fields, she now serves as the Student Diversity Coordinator in the Bagley College of Engineering at Mississippi State University.Dr. Mahnas Jean Mohammadi-Aragh, Mississippi State University Jean Mohammadi-Aragh is the Director of Diversity Programs and Student Development for the Bagley College of Engineering and Associate Professor in the Department of Electrical and Computer Engineer- ing at Mississippi State University. Through her interdependent roles in research, teaching, and service, Jean is actively breaking down academic and social barriers to

Conference Session

Technical Session: Transforming Engineering Education Is Possible! A Descriptive Case Study of Reimagining Engineering Education and Delivering a Wake Forest Engineering Student Experience Promoting Inclusion, Agency, Holistic Learning, and Success

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Olga Pierrakos, Wake Forest University

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CoNECD Paper Sessions, Diversity

possible inengineering education and in engineering departments. Intentionality and evidence-basedstrategies are a must. There are many implications for new and established engineeringdepartments from this case study. In fact, strategies described in this case study have thepotential to transform higher education departments and institutions.I. INTRODUCTIONThe role of higher education and its impacts towards advancing citizens towards economicprosperity, to enrich the human experience through knowledge and perspective, to be a force forgood and human flourishing, to produce the next generation of leaders in our society, to advanceknowledge discovery and community empowerment are well established (Rudolph, 2021;Rhodes, 2001). Along with the many

Conference Session

Track 3: Technical Session 3: Envisioning Equitable Pathways to STEM Graduate Education: Creating a Coalition including University of Maryland Eastern Shore, Bowie State University, and University of Maryland College Park to Make It Happen

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Rosemary Parker, University of Maryland, College Park; JACQUELINE SMITH, Bowie State University; Isabel K Lloyd, Materials Science and Engineering Dept., University of Maryland, College Park, MD; Jennifer Johnson, Temple University ; Yuanwei Jin, University of Maryland Eastern Shore

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CoNECD Paper Sessions, Diversity

Paper ID #40781Envisioning Equitable Pathways to STEM Graduate Education: Creating aCoalition including University of Maryland Eastern Shore, Bowie StateUniversity, and University of Maryland College Park to Make It HappenMs. Rosemary Parker, University of Maryland, College ParkJACQUELINE SMITH, Bowie State UniversityProf. Isabel K Lloyd, Materials Science and Engineering Dept., University of Maryland, College Park, MDDr. Jennifer Johnson, Temple UniversityDr. Yuanwei Jin, University of Maryland Eastern Shore Yuanwei Jin is a Professor and Chair of Department of Engineering and Aviation Sciences with the Uni- versity of Maryland Eastern

Conference Session

Track 8: Technical Session 9: On the Importance of Spatiality and Intersectionality: Transgender and Gender Nonconforming Undergraduate Engineering Experiences Through Critical Collaborative Ethnographic Site Visits

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Finn Johnson M.A., Oregon State University; Michelle Kay Bothwell, Oregon State University

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CoNECD Paper Sessions, Diversity

Engineering at Oregon State University.Michelle Kay Bothwell, Oregon State University Michelle Bothwell is a Professor of Bioengineering at Oregon State University. Her teaching and research bridge ethics, social justice and engineering with the aim of cultivating an inclusive and socially just engineering profession. ©American Society for Engineering Education, 2024 On the Importance of Spatiality and Intersectionality: Transgender and Gender Nonconforming Undergraduate Engineering Experiences Through Critical Collaborative Ethnographic Site VisitsAbstractKeywords: LGBTQIA+, Engineering, Gender, Critical collaborative ethnographic site-visitEngineering as a field is dominated by toxic

Conference Session

Track 2: Technical Session 3: The Good, the Bad & the Ugly: a Practitioner's Look "Under the Hood" of Implemented Program Recommendations Four Years After a Needs Assessmentor supporting LGBTQIA+ engineering students

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Kathrine Ehrlich-Scheffer, Rochester Institute of Technology (COE)

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CoNECD Paper Sessions, Diversity

eventually led her to a position in IT for a semiconductor IP start-up. Fast forward through coast-to-coast moves to 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

Conference Session

Technical Session 13 - Paper 2: Program: A focused, 5-year effort to increase the number of African American, Hispanic/Latino(a), Native American (AHLN) 7th-grade students who are academically prepared to take algebra

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Virginia Lynn Booth-Womack, Purdue University at West Lafayette (COE); Saundra Johnson Austin, University of South Florida; Renee Serrell Gibert, Purdue University; Carol S Stwalley P.E., Purdue University at West Lafayette (COE); Lesley M Berhan, The University of Toledo; Tamara Markey, Purdue University, Minority Engineering Program; Cynthia Murphy-Ortega, Chevron Corporation

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CoNECD Paper Sessions, Diversity

. 2Asians and Whites are overrepresented among STEM professionals compared with their share ofemployment across all occupations. Whites represent 67% of STEM professionals. These statisticstranslate into increased earning potential for overrepresented groups and further exacerbates thesocioeconomic racial divide that exists between racial groups and occupations (Pew Research Center,2021).Math is a foundational subject that is required for students to earn degrees in STEM fields (Ibrahim &Johnson, 2019; Lane et al., 2020). Yet, educators are challenged with engaging all students to be successfulin math (Stansell, Tyler-Wood, & Austin, 2016). Student tracking in K-12 schools begins as early as firstgrade and depending on the ‘track’ that they

Conference Session

Technical Session 12 - Paper 3: Increasing Minority Student Applications to STEM Graduate Programs: Lessons Learned and Outlook for a New Program

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Kingsley Nwosu Jr, Virginia Polytechnic Institute and State University; Tremayne O'Brian Waller, Virginia Polytechnic Institute and State University; Mandy J Wright, Fields Wright Consulting; Mike Ekoniak, Youngstown State University - Rayen School of Engineering

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CoNECD Paper Sessions, Diversity

for Multicultural Education 11(2), 149- 159.32 32 References Fifolt, M., Engler, J., & Abbott, G. (2014). Bridging STEM Professions for McNair Scholars through Faculty Mentoring and Academic Preparation. American Association of Collegiate Registrars and Admissions Officers. Griffin, K. A. (2019). Institutional barriers, strategies, and benefits to increasing the representation of Women and Men of Color in the Professoriate: Looking beyond the pipeline. Higher Education: Handbook of Theory and Research: Volume 35, 1-73. Hurtado, S., Eagan, M. K., Tran, M. C., New man, C. B., Chang, M

Conference Session

Technical Session 7 - Paper 2: Retaining a diverse group of undergraduate students in Engineering Technology Majors

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Melanie Villatoro, New York City College of Technology

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CoNECD Paper Sessions, Diversity

Paper ID #35606Retaining a diverse group of undergraduate students in EngineeringTechnology MajorsProf. Melanie Villatoro, New York City College of Technology Melanie Villatoro, Chair of the Department of Construction Management and Civil Engineering Technol- ogy at NYC College of Technology, is a licensed Professional Engineer in the State of New York. Prof. Villatoro is passionate about student retention and performance, as well as STEM Outreach in K-12. She has served as Project Director for the National Transportation Summer Institute sponsored by the Federal Highway Administration multiple years. Prof. Villatoro leads a

Conference Session

Technical Session 13 - Paper 1: Transformational Resistance and Identity Development: A Case Study of an Asexual Woman Engineer

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Vivian Xian-Wei Chou, University of Texas at Austin; Jerry Austin Yang, Stanford University; Brandon Bakka, University of Texas at Austin; Maura J. Borrego, University of Texas at Austin; Patricia Clayton, Wake Forest University

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CoNECD Paper Sessions, Diversity

willingness to share their experiences. Additionally, we would like to thank thecase study participant for taking extra time to member-check our paper. We would also like tothank the anonymous reviewers for their feedback. Finally, we would like to acknowledgeCypress Lefebre for providing additional insights into this topic through her valuablediscussions. References[1] J. A. Yang, M. K. Sherard, C. Julien and M. Borrego, "LGBTQ+ in ECE: Culture and (Non)Visibility," in IEEE Trans. Edu., March 2021, pp. 1-8, doi: 10.1109/TE.2021.3057542.[2] J. A. Yang, M. K. Sherard, C. Julien and M. Borrego, “Resistance and Community-Building in LGBTQ+ Engineering Students,” J. Women and Minorities in

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

reflections on the best strategies to direct the Advocate’s growth in DEISknowledge and confidence, as well as the development of collaborative relationships betweenthe two groups and A3B’s comfort level guiding and directing the Advocates. We reflect upon1 Gender terms women and men are utilized throughout the manuscript to begin to acknowledge genderexpression over sex terms assigned at birth. However, ‘women and gender diverse individuals’ isshortened to ‘women’ in many places due to length. Our intent is to remain inclusive. Wheneverpossible, the terms ‘minoritized’ and ‘underrepresented individuals’ are utilized.sustaining the A&A teams through the COVID pandemic, including cultivating onlineengagement and rebuilding post-COVID team dynamics

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

, and to help them approachinteractions, tasks, and product design while considering the perspectives and needs of others,educators should think about how to embed empathy into the curriculum. Employing appropriatelearning activities can be beneficial for developing empathy in students. Prior research on K-12students has shown that infusing empathy into STEM lessons can advance interest in pursuing acareer in STEM, and it can also foster a sense of belonging [4, 5].While such practices may be efficacious in higher education as well, more understanding isneeded. It is important to foster empathy in undergraduate/graduate students and faculty to worktowards more inclusive mindsets and environments. Previously Hess and Fila [6] demonstratedthat

Conference Session

Session 3 - Track 1: Advocates and Allies Across Multiple Institutions: A Discussion of Best-Practices to Support Gender Equity

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

Cristinel Ababei, Marquette University; John Borg P.E., Marquette University; Lisa Borello, University of Dayton; Dennis Brylow, Marquette University; David Daleke; Alan Richard Denton, North Dakota State University; Nathan Ensmenger, Indiana University; H. Richard Friman, Marquette University; Roger A. Green, North Dakota State University; John Grych, Marquette University; Thomas W James, James; Donald F. Johnson; Gary Krenz, Marquette University; Jonathan T Macy, Indiana University Bloomington; Robert W Peoples, Dept of Biomedical Sciences, Marquette University; Joshua E. Perry, Indiana University, Kelley School of Business Bloomington; Chris M Ray; Martin R St. Maurice, Marquette University; Patrick W Thomas; Matthew D Zink

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CoNECD Paper Sessions, Diversity

suspensions to polymer solutions and biomaterials. He enjoys teaching a spectrum of courses, from introductory to advanced graduate, and has a passion for playing with physics toys in community outreach activities. He strives to promote gender equity through his engagement with the FORWARD Advocates and the Commission on the Status of Women Faculty at NDSU.Nathan Ensmenger, Indiana University Nathan Ensmenger is an associate professor in the Luddy School of Informatics, Computing, and Engi- neering at Indiana University. His 2010 book, *The Computer Boys Take Over: Computers, Programmers, and the Politics of Technical Expertise* is a labor and gender history of computer programming. He is currently working on a global

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

interaction influences howwe may experience government policies and initiatives” [2]. GBA+ thus aligns with a context ofevolving social norms, the fight against inequalities, and the adoption of measures that reflect thediversity of experiences and the values of EDI. This intersectional lens acknowledges thatindividuals have different identities that influence their experiences differently [3].Intersectionality being at its core, this tool provides a broader understanding of specific needsand allows decision-makers to address them through adapted solutions.Therefore, GBA+ enables the development of more rigorous community-centred solutions toaddress EDI. Accordingly, this analytical tool can be applied in other contexts such asengineering design

Conference Session

Technical Session 5 - Paper 1: #BlackLivesMatter: A content analysis of top engineering institutions’ responses to social-political activism

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Taylor Lightner, Virginia Tech Department of Engineering Education; Jeremi S London, Virginia Polytechnic Institute and State University

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CoNECD Paper Sessions, Diversity

users interact with Black lives matter through hashtag use. Ethnic and Racial Studies, 40(11), 1814–1830. https://doi.org/10.1080/01419870.2017.1334931Khazan, Olga. (2020, June 2nd). “Why People Loot” The Atlantic.Kim, Catherine. (2020, May 31st). “Images of police using violence against peaceful protesters are going viral” Vox.Kimmons, R., Veletsianos, G., & Woodward, S. (2017). institutional uses of Twitter in U.S. higher education. Innovative Higher Education, 42(2), 97-111.Linvill, D. L., McGee, S. E., & Hicks, L. K. (2012). Colleges’ and universities’ use of Twitter: A content analysis. Public Relations Review, 38, 636–638.Lockard, D. T., Baker, D. J., & Blissett, R. S. (2019). Student and administrative

Conference Session

Technical Session 4 - Paper 2: Successful Practices for a Women in Engineering and Science Mentoring Program for First Year Students

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Sandra L. Furterer, University of Dayton; Elizabeth Hart, University of Dayton; Lily Behnke, University of Dayton

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CoNECD Paper Sessions, Diversity

 program at the University in the Fall of 2019. The goal of the program is to help Women in Science and Engineering make connections and grow to form a successful and supportive network of women. The relationships and supportive network formed through the mentoring program will help students throughout their college experience and beyond. The program pairs first year students with an upperclassman student who will be their mentor throughout the year. The program also has events throughout the semester to allow all program participants to network with one another. The second year of the mentoring program kicked off in Fall 2020 during the COVID‐19 pandemic. The program was designed to implement one‐on‐one peer mentoring within the WISE program

Conference Session

NOTE NEW TIMESLOT: Technical Session 7 - Paper 1: Auto-ethnographic Reflections : Lessons from Leading a STEM Initiative for Girls in School While We Ourselves Were in School

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Kayli Heather Battel, Tufts University; Kritin Mandala, Saguaro High School; Sreyoshi Bhaduri, Society of Women Engineers; Natalie Anna Foster, Sisters in STEM - Saguaro High School; Lilianny Virguez, University of Florida; Lissa Erickson, Battel Engineering; Krishna Pakala, Boise State University

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CoNECD Paper Sessions, Diversity

Paper ID #35595Auto-ethnographic Reflections : Lessons from Leading a STEM Initiativefor Girls in School While We Ourselves Were in SchoolKayli Heather Battel, Tufts University Kayli Battel is currently a sophomore at Tufts University, majoring in Human Factors Engineering and minoring in Education and Art. One of SiS’s three original founders, she organized, led, marketed, and fundraised the program from 2018-2020, and continues to mentor SiS to this day. As a leader then President of Saguaro’s FRC Robotics team, Kayli led numerous STEM outreach events at local middle and elementary schools, and beyond. The success of

Conference Session

Track 8: Technical Session 6: A work in progress narrative literature review exploring the impact of minority engineering programs on the experiences of Black students in undergraduate engineering programs

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Stephanie A Damas, Clemson University; Lisa Benson, Clemson University

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CoNECD Paper Sessions, Diversity

- sity. Her research focuses on the interactions between student motivation and their learning experiences. Her projects include studies of student perceptions, beliefs and attitudes towards becoming engineers and scientists, and their development of problem-solving skills, self-regulated learning practices, and epistemic thinking. Other projects in the Benson group involve students’ navigational capital, and re- searchers’ schema development through the peer review process. Dr. Benson is the past editor of the Journal of Engineering Education, an American Society for Engineering Education (ASEE) Fellow, a member of the European Society for Engineering Education (SEFI), American Educational Research As- sociation

Conference Session

Session 6 - Track 3: The only difference is now it counts: Exploring the Role of a Summer Bridge Program in Shaping Student Expectations of Engineering

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

Taylor Y. Johnson, Virginia Polytechnic Institute and State University; Malini Josiam, Virginia Tech; Walter C. Lee, Virginia Polytechnic Institute and State University

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CoNECD Paper Sessions, Diversity

penultimate week in the summer bridgeprogram. The workshop consisted of two main activities: (1) an icebreaker and (2) scenarioresponse. For this paper, we only analyzed responses from the second activity. In the secondactivity, we presented students with a subset of scenarios to respond to through individual writtenresponse, small group written response and discussion, and facilitated large group discussion. Weprompted them to write down how they thought they would respond to the four scenarios theywere given. The scenarios were one sentence scenarios (e.g. “Your first round of tests did not gowell and your usual studying habits are not working”) that fell into one of six categories:academic performance, faculty and staff interactions

Conference Session

Technical Session 13 - Paper 3:Uncomfortable Conversations with Faculty and Students in Zoom: Experiences with diversity and inclusion spurred by police brutality and racial injustice in the U.S.

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Lance Leon Allen White, Texas A&M University; Tracy Anne Hammond, Texas A&M University; Samantha Ray, Texas A&M University; Donna Jaison, Texas A&M University; Christine A Stanley, Texas A&M University

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CoNECD Paper Sessions, Diversity

makesit even more challenging to hold a discussion about those issues and how they are evolving overtime. However, that same participant also added that the group successfully navigated through allsuch confusions and were able to have healthy conversations.The second theme revealed form this analysis was “Expansion” of the participants’ mindset andunderstanding of social justice issues. The knowledge gained through this participation experiencehas expanded the thinking of the attendees beyond their own spheres of knowledge. One of theparticipants shared: “We’re all knowledgeable in our own ways within our own kind of subgroups.I think we all have some ignorance about other groups”. It was also mentioned that the diversenature of the book club

Conference Session

Track 3: Technical Session 5: Mycorrhiza Framework: towards an Engineering Education framework for Social and Environmental Justice

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Jorge A Cristancho, Purdue Engineering Education

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CoNECD Paper Sessions, Diversity

thecomplexity of our current problems and the social and environmental injustice that mostpeople endure demand engineering to go beyond the technical problems, question theimpact of our engineering solutions, and incorporate other ways of doing and being inengineering. Engaging in engineering, and engineering education without awareness ofother beings and the Ecosystem, leads to immense harm, especially to underrepresentedpeople and their ecosystems. In this article, I present my first thoughts on an engineeringeducation framework that hopefully will guide educators and students through therelationships and interconnections between three levels: individual, people, and theEcosystem. To illustrate these interconnections, I use the biological concept of

Conference Session

Session 5 - Track 1: Introducing the C2West Framework for Analyzing Assets of Black Undergraduate Students in Engineering

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

Jessica Allison Manning, Clemson University; Catherine E. Brawner, Research Triangle Educational Consultants; Aimee Sayster; Catherine Mobley, Clemson University; Marisa K. Orr, Clemson University; Rebecca Brent, Education Designs, Inc

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CoNECD Paper Sessions, Diversity

these communities[6], p.75. The six assets are aspirational, linguistic, familial, social, navigational, and resistantcapital. Aspirational capital is the “ability to maintain hopes and dreams for the future” (p. 77)which fosters an environment that allows students the opportunity to envision themselves incircumstances beyond their present situations. Linguistic capital is the set skills, specificallyintellectual and social, that students gain through the ability to communicate in multiplelanguages or language styles. Familial capital is the familial support and past cultural knowledgegiven to an individual which also includes a larger understanding of family, such as extendedfamily and close friends. Social capital is defined as “networks of