Conference Session

Track: Collegiate - Technical Session 2

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Jessica R. Deters, Virginia Tech; Ashley R. Taylor, Virginia Tech; Teirra K. Holloman, Virginia Tech; Dustin M. Grote, Virginia Tech; David B. Knight, Virginia Tech

Tagged Topics

Collegiate, Diversity

for Enhancement of Engineering Diversity and an advisor for international senior design projects in the Department of Mechanical Engineering. Ash- ley received her MS in Mechanical Engineering, MPH in Public Health Education, and BS in Mechanical Engineering from Virginia Tech. Her research interests include access to higher education, broadening participation in engineering, the integration of engineering education and international development, and building capacity in low and middle income countries through inclusive technical education.Teirra K Holloman, Virginia Tech Department of Engineering Education Teirra Holloman is a doctoral student in engineering education at Virginia Polytechnic Institute and State

Conference Session

Track: Collegiate - Technical Session 5

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Crystal M. Pee, Virginia Tech; Walter C. Lee, Virginia Tech; Jeremi S. London, Virginia Tech; Gilbert Jew, Arizona State University; Teirra K. Holloman, Virginia Tech; Chaneé D. Hawkins Ash , Virginia Tech; Bevlee Watford, Virginia Tech

Tagged Topics

Collegiate

University. London is a mixed methods researcher with interests in research impact, cyberlearning, and instructional change in STEM Education. Prior to being a faculty member, London worked at the National Science Foundation, GE Healthcare, and Anheuser-Busch. She earned B.S. and M.S. degrees in Industrial Engineering, and a Ph.D. in Engineering Education from Purdue University.Gilbert Jew, Arizona State UniversityTeirra K Holloman, Virginia Tech Department of Engineering Education Teirra Holloman is a doctoral student in engineering education at Virginia Polytechnic Institute and State University, where she serves as a graduate research assistant. She is concurrently pursuing a MS in Indus- trial and Systems Engineering

Conference Session

Track: Collegiate - Technical Session 6

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Julian Viera Jr., University of Texas, El Paso; Elsa Q. Villa, University of Texas, El Paso; Christina Convertino; Erika Mein, University of Texas, El Paso; Sarah Hug, University of Colorado, Boulder

Tagged Topics

Collegiate, Diversity

Clearinghouse on Higher Education, One Dupont Circle, NW, Suite 630, Washington, DC 20036-1183, vol. 26, no. 6. 1999.[25] D. Price, Learning Communities and StudentSsuccess in Postsecondary Education: A Background Paper. New York: MDRC. 2005.[26] N. S. Shapiro, and J. Levine, Creating Learning Communities. San Francisco: Jossey- Bass, 1999.[27] A. W. Astin, “Student involvement: A developmental theory for higher education,” Journal of College Student Personnel, vol. 40, pp. 518–529, 1999.[28] N. D. M. Apkarian, C. Bressoud, J. Rasmussen, S. Ellis, L. Larsen, Braddy, and E. Johnson, "Progress through calculus: National survey summary." Mathematical Association of America. 2016.[29] K. Saxe, L. Braddy, J

Conference Session

Track: Collegiate - Technical Session 1

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

David Jones, University of Nebraska, Lincoln; Sohrab Asgarpoor, University of Nebraska, Lincoln; Jen Skidmore, University of Nebraska, Lincoln; Lance C. Pérez, University of Nebraska, Lincoln; Trish Wonch Hill; Michael Loehring; Emily Griffin Overocker, University of Nebraska, Lincoln

Tagged Topics

Collegiate, Diversity

color,particularly African Americans, Latino(a)s, and Native Americans, only make up a very small proportionof engineering majors, with little improvement in the last 10 years [18]. In addition to racial/ethnicminority groups historically underrepresented in STEM more broadly, students who are from rural areas,who are the first generation to attend college, who are not able bodied, and those who lack financialresources are often not adequately prepared in their K-12 education, and often do not meet the minimumstandardized test scores to be admitted into engineering programs, particularly at land grant universities. Many engineering colleges are creating institutional resources to support student success and toreduce the historical barriers

Conference Session

Track: Collegiate - Technical Session 3

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Stephen Secules, Purdue University, West Lafayette; Walter C. Lee, Virginia Tech; Karis Boyd-Sinkler, Virginia Tech; Adam Stark Masters, Virginia Tech; Cynthia Hampton, Virginia Tech; Ashley R. Taylor, Virginia Tech; Dustin M. Grote, Virginia Tech

Tagged Topics

Collegiate, Diversity

Health Education, and BS in Mechanical Engineering from Virginia Tech. Her research interests include access to higher education, broadening participation in engineering, the integration of engineering education and international development, and building capacity in low and middle income countries through inclusive technical education.Dustin M. Grote, Virginia Tech Dustin M. Grote currently serves as the Graduate Research Assistant for the Virginia Tech Network for Engineering Transfer Students (VT-NETS) Program with the Engineering Education Department at Vir- ginia Tech. He is also a PhD student in the Higher Education Program with an emphasis in Research, Policy, and Finance. His research focuses primarily on

Conference Session

Track : Collegiate - Technical Session 7

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Janice Leshay Hall, Virginia Tech; Dina Verdin, Purdue University, West Lafayette; Walter C. Lee, Virginia Tech; David B. Knight, Virginia Tech; Allison Godwin, Purdue University, West Lafayette

Tagged Topics

Collegiate, Diversity

. is an Assistant Professor of Engineering Education at Purdue University. Her research focuses what factors influence diverse students to choose engineering and stay in engineering through their careers and how different experiences within the practice and culture of engineering fos- ter or hinder belongingness and identity development. Dr. Godwin graduated from Clemson University with a B.S. in Chemical Engineering and Ph.D. in Engineering and Science Education. Her research earned her a National Science Foundation CAREER Award focused on characterizing latent diversity, which includes diverse attitudes, mindsets, and approaches to learning, to understand engineering stu- dents’ identity development. She has won

Conference Session

Track: Collegiate - Technical Session 11

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Julia Machele Brisbane, Clemson University; Eliza Gallagher, Clemson University; Abigail E. Hines, Clemson University; Joseph Murphy, Clemson University; lesteria Armoni Dunwoody, Clemson University; Khushi Patel, Clemson University; Aubrie Lynn Pfirman, Clemson University; Shannon Roberson; Anand K. Gramopadhye, Clemson University

Tagged Topics

Collegiate, Diversity

because she mentions in the interview that she wasraising herself. The teacher who went beyond his role not only to bring her homework, but alsoto help her pass math, helped her persist in her education despite not having a positive familialrole in her life. Overall, this led to this quote being coded as fictive family influence. Um, I left home when I was 16 years old, my parents were both in and out of jail my whole life, so I kinda raised myself, and got myself through school. So it was a lot of just making sure that I was taking care of what needed to be taken care of, getting myself up and ready on time and to school, and then trying to take it seriously… Um, I got really sick my senior year, like in the

Conference Session

Track: Collegiate Technical Session 12

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Michael Scott Sheppard Jr., Arizona State University; Nadia N. Kellam, Arizona State University; Samantha Ruth Brunhaver, Arizona State University

Tagged Topics

Collegiate, Diversity

. Following military service, Michael obtained a Bachelor of Sci- ence in Engineering degree from Arizona State University, graduating in 2013. His research and service interests include veterans in engineering, veterans with service-connected disability, post-traumatic stress disorder (PTSD), and human sex trafficking.Dr. Nadia N. Kellam, Arizona State University Dr. Nadia Kellam is Associate Professor in the Polytechnic Engineering Program at Arizona State Uni- versity. Prior to this position, she was an Associate Professor at the University of Georgia, where she was co-director of the interdisciplinary engineering education research Collaborative Lounge for Un- derstanding Society and Technology through Educational

Conference Session

Track: Collegiate - Technical Session 13

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Beth A. Myers, University of Colorado, Boulder; Angela R. Bielefeldt, University of Colorado, Boulder; Jacquelyn F. Sullivan, University of Colorado Boulder

Tagged Topics

Collegiate, Diversity

, however, in 2005 it changed to a maximum of2400, the maximum was then changed back to 1600 in 2016 with additional subscores and cross-test scores provided [7].The stated intention of standardized tests such as the SAT and ACT is to predict students’potential for college success; the tests are not intended to measure current knowledge oracademic achievement, but to predict first-year college grades [8]. However, research publishedby the College Board shows that students’ high school grades and class ranks are betterpredictors of first-year college grades than students’ SAT scores [9, 10].Currently, secondary and post-secondary educators are questioning whether standardized testscores predict grades beyond the first year through to obtaining

Conference Session

Track: Collegiate - Technical Session 9

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Dustin M. Grote, Virginia Tech; Walter C. Lee, Virginia Tech; David B. Knight, Virginia Tech; Abbey Rowe Erwin, Virginia Tech; Bevlee A. Watford P.E., Virginia Tech

Tagged Topics

Collegiate, Diversity

of exposure to engineering) [2-4] through college and university degree attainment(e.g., rising tuition and fees that are especially prohibitive to low-income, URM students andfamilies) [5, 6] and into the workforce (e.g., cultures of exclusion and majority bias) [7, 8].Mitigating these system-imposed barriers is no small feat and requires a comprehensive yetdetailed examination of each part of the pathway to engineering.Research that examines expanding access into engineering bachelor’s degree programsincreasingly acknowledges of the potential for community colleges to serve as lower costpathways to bachelor’s degrees in engineering [9-11]. Community colleges maintain lower levelsof tuition and fees compared to any other sector of higher

Conference Session

Track: Collegiate - Technical Session 10

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Karis Boyd-Sinkler, Virginia Tech; Raeven Carmelita Waters; Yasmine Yunus Sikder; Ashley R. Taylor, Virginia Tech; Mayra S. Artiles , Virginia Tech; Alexandra Coso Strong, Florida International University; Walter C. Lee, Virginia Tech

Tagged Topics

Collegiate, Diversity

. 24.561.1-24.561.16.[2] G. Lichtenstein, H. Chen, K. Smith, and T. Maldonado, “Retention and Persistence of Women and Minorities Along the Engineering Pathway in the United States,” in Cambridge Handbook of Engineering Education Research, New York, NY: Cambridge University Press, 2014.[3] J. Q. Hodge, M. Z. Lagoudas, A. M. Harris, J. E. Froyd, M. Hobson, and J. A. Pope, “Influencing the Academic Success of Undergraduate First-Year Engineering Students Through a Living Learning Community,” presented at the 2011 ASEE Annual Conference & Exposition, 2011, pp. 22.871.1-22.871.9.[4] J. P. Micomonaco, “Living-Learning Communities as a Potential Intervention to Increase the Retention of First-Year Engineers,” presented at the 2011