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

efforts.IntroductionFinancial, physical, and human capital resources are used to provide additional efforts intendedto support undergraduate students in STEM, particularly underrepresented racial, ethnic, gendergroups in certain disciplines [1]-[3]. With U.S. demographic projections indicating a growth indiversity of the population, we can anticipate an increasingly diverse population ofundergraduate students. In preparation for this shift in demographics and in response to historicalissues of diversity in STEM, it is important that we begin to rethink our offerings of studentsupport.The larger project in which this paper is situated aims to help colleges improve their studentsupport investments by developing and testing the validity evidence for an instrument

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

of Stereotype-Consciousness in Middle Childhood,” Child Dev., vol. 80, no. 6, pp. 1643–1659, Nov. 2009.[24] A. L. Duckworth, P. D. Quinn, and E. Tsukayama, “What No Child Left Behind leaves behind: The roles of IQ and self-control in predicting standardized achievement test scores and report card grades.,” J. Educ. Psychol., vol. 104, no. 2, pp. 439–451, 2012.[25] J. Booher-Jennings, “Learning to label: socialisation, gender, and the hidden curriculum of high-stakes testing,” Br. J. Sociol. Educ., vol. 29, no. 2, pp. 149–160, 2008.[26] A. L. Duckworth, “(Over and) beyond high-stakes testing.,” Am. Psychol., vol. 64, no. 4, pp. 279–280, 2009.[27] C. J. Finelli et al., “An Assessment of Engineering Students