Conference Session

Track 1: Technical Session 1: Fostering Tomorrow's Black STEM Entrepreneurs: Insights from an Innovative STEM Program Promoting Equity-Centered Entrepreneurship

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Ebony Omotola McGee, The Johns Hopkins University; Shelly Engelman, The Johns Hopkins University; Binh Chi Bui, The Johns Hopkins University

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

College of Education and the University of Michigan’s Marsal Family School of Education. His research focuses on college education issues associated with racially minoritized students. ©American Society for Engineering Education, 2025Fostering Tomorrow's STEM Entrepreneurs: Insights from an Innovative STEM Program Promoting Equity-Centered EntrepreneurshipABSTRACT:The representation of Black students in STEM entrepreneurship remains disproportionately low,with only 2% of Black recipients of science and engineering PhDs in 2017 pursuingentrepreneurial careers. This disparity is compounded by systemic barriers faced by entrepreneursof color, including limited access to entrepreneurship

Conference Session

Track 6: Technical Session 3: The role of undergraduate engineering students' different support networks in promoting emotional well-being: A narrative study

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Sowmya Panuganti, Purdue Engineering Education; Narjes Khorsandi Koujel, Rowan University; Justin Charles Major, Rowan University

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

advice and solutionsto problems they were facing: I would say that being able to relate can help with like how you can support someone. Not to say that, like my parents can't relate or anything, but just going through our midterm, in like we're sitting next to each other and all of our classes. And, like, we don't really talk a lot outside of class, but like, when we are in class, we talk, and you're happy to see each other, and that's it. That's really nice. [When]you're kind of going through something with like another person, [you] can kind of bounce off each other. like, bounce ideas off of each other. Or, like, if one of us is confused about something, they can usually explain

Conference Session

CANCELLED: Track 6: Technical Session 1: A Student-Centered, Theory-Informed, Integrated Model to Academic and Career Advising to Educate the Whole Engineer: Transforming Engineering Education and Broadening Participation in Engineering is Possible!

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Olga Pierrakos, Wake Forest University; Melissa C Kenny, Wake Forest University

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

existing credits within the degree to offerstudents a benefit when applying for engineering jobs, but did not change the degree title.In regards to admissions, it is important to understand that students apply to Wake ForestUniversity specifying areas of interest in regards to major, but do not apply directly to a specificschool or department. All students enroll as “undecided” in terms of academic interest. Althoughstudents do not formally declare a major until their sophomore year, typically spring semesterduring Major Declaration Week in February or upon having completed 40 credits, most of ourengineering students begin taking engineering classes during their first year. Our engineeringstudents originate from across the United States of America

Conference Session

Track 1: Technical Session 2: Reflective Teaching Practices for Equity-Minded Engineering Instructors

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Jay Mann, University of Illinois Urbana-Champaign; Ashleigh Wright, University of Illinois Urbana-Champaign; Ellen Wang Althaus, University of Illinois at Urbana - Champaign; Wayne L Chang, University of Illinois Urbana-Champaign; Ali Ansari, University of Illinois at Urbana - Champaign; Caroline Cvetkovic, University of Illinois at Urbana - Champaign; Ramez Hajj, University of Illinois at Urbana - Champaign; Holly M Golecki, University of Illinois at Urbana - Champaign

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

Initiative outlines a framework forsystemic change, highlighting the necessity of scaffolding and support for both faculty andstudents [4]. Faculty play a critical role in shaping educational environments and conditions forstudent success by establishing the context of learning through their classroom practices andpedagogical approaches [5], [6]. These practices can foster relationships and welcomingenvironments for students that mitigate the effects of discrimination and bias that they mayexperience [7]. Faculty development is essential for institutional transformation and sustainablediversity in STEM disciplines. Challenges to this type of faculty development include perceivedresistance from peers or administration, concerns about class size and