Conference Session

Track 5: Technical Session 3: Enhancing Diversity and Inclusion for First-Generation Students: A First Year Seminar Course Approach

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Alandra Kahl, Pennsylvania State University, Greater Allegheny

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2025 CoNECD Paper Submissions, Diversity

-generation date. implemented. students to enroll. ● Enrollment has steadily increased, from 20 students in the first semester to 35 in the latest semester. This growth demonstrates the positive impact of our promotional strategies and the value students see in the program.ASSESSMENT OF EFFECTIVENESSQUALITATIVE MEASURES: QUANTITATIVE MEASURES: CONNECTIONS BETWEEN STUDENT FEEDBACK. ACADEMIC PERFORMANCE. OUTCOMES AND ASSESSMENT METHODS.On a scale of 1 to 5, the average rating for

Conference Session

Track 4: Technical Session 5: Impact of Generative AI Technologies on Blind and Visually Impaired Students: A Case Study

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Lance Leon Allen White, Texas A&M University; Sara Amani, Texas A&M University; Trini Sofia Balart, Texas A&M University; Amanda Kate Lacy; Gene Sung-Ho Kim, Stanford University; Gibin Raju, Texas A&M University; Karan Watson P.E., Texas A&M University; Kristi J. Shryock, Texas A&M University

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2025 CoNECD Paper Submissions, Diversity

from birth. This study underscores the need for enhancements in GenAI technologyto better support accessibility, offering insights into both the day-to-day applications andspecialized academic uses for visually impaired students pursuing STEM education.IntroductionThe introduction of technology in education has brought significant advancements, however, thespecific needs of blind and visually impaired students often remain underrepresented andinadequately addressed [1]. Generative AI tools hold the potential to bridge these gaps. Thispaper will explore the evolving relationship between GenAI and accessibility in education,aiming to create learning environments that inclusively support all students as these technologiesbecome as pervasive as

Conference Session

Track 3: Technical Session 4: Engaging Two-Year Students in STEM: A Professional STEM Society's Efforts to Support Community College Students

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Roberta Rincon, Society of Women Engineers; Beth C McGinnis-Cavanaugh, Springfield Technical Community College; Sohn Paul Cook, Society of Women Engineers

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2025 CoNECD Paper Submissions, Diversity

. in Educational Policy and Planning from UT Austin.Prof. Beth C McGinnis-Cavanaugh, Springfield Technical Community College Beth McGinnis-Cavanaugh is a professor at Springfield Technical Community College, where she teaches courses in physics, engineering mechanics, and structures. A graduate of the engineering transfer program at STCC, McGinnis-Cavanaugh holds a B.S. and M.Sohn Paul Cook, Society of Women Engineers ©American Society for Engineering Education, 2025Title: Engaging Two-Year Students in STEM: A Professional STEM Society’s Efforts to SupportCommunity College StudentsKEYWORDS: 2 Year Institution, Engineering, Computer Science, TransferCommunity college is a popular pathway for

Conference Session

Track 1: Technical Session 2: Unlocking Innovation: Empowering Underrepresented Entrepreneurs in Interdisciplinary Engineering Technology

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Teddy Ivanitzki, American Society for Engineering Education; Elsabeth Mekonnen

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2025 CoNECD Paper Submissions, Diversity

Underrepresented Entrepreneurs in Interdisciplinary Engineering TechnologyAbstract:In the realm of unaddressed ethnic disparities in the United States, the issue of venture capitalfunding is often overlooked. Despite their significant presence in the population, Hispanic andBlack entrepreneurs receive only a fraction of venture capital investment, which is a starkcontrast to their demographic representation. A staggering 77% of venture capital recipients areWhite, 9% women, and nearly 2% Latino, leaving just a minuscule 1% for African Americanentrepreneurs (remaining were Asians and Middle Easterners), regardless of their gender oreducational qualifications [1]. Multiple sources claim an even higher population than 80% ofWhite and approx. 1% Black

Conference Session

Track 1: Technical Session 1: Supporting Engineering Graduate Students to Create Inclusive Learning Environments: A Professional Development Program at a Hispanic-Serving Institution

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Katherine R. McCance, The University of Texas at San Antonio

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2025 CoNECD Paper Submissions, Diversity

StructureThe graduate student PD program consisted of six discussion-based workshops offered in-personwith a synchronous online Zoom option to accommodate graduate students’ schedules. Eachworkshop focused on a different topic (e.g., establishing a growth mindset culture, inclusivelearning environments, identity safety, feedback; see Table 1 for the general PD schedule).Table 1. General program schedule Activity Description Pre-survey Pre-survey link administered; due by Workshop 1 Workshop 1 Introductions, goals, expectations, prior knowledge/experience Workshop 2 Establishing a Growth Mindset Culture Due: Reflection 1 Workshop 3 Understanding Your Students, course demographics activity

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

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2025 CoNECD Paper Submissions, Diversity

raciallyminoritized students requires more work than just providing technical background. It requires aholistic approach that addresses the unique social, economic, and cultural factors surrounding thelandscape of STEM entrepreneurship as it exists for racially minoritized students. The proposedprogram integrates aspects of community engagement and social responsibility into the curriculumand aims to empower participants to leverage their diverse perspectives and experiences asstrengths in the entrepreneurial ecosystem.This study is particularly timely and significant given the current landscape of STEMentrepreneurship: despite structural barriers, entrepreneurial aspirations in the Black/AfricanAmerican community remain high. Data from the Founder Institute

Conference Session

Track 1: Technical Session 6: "Use of a multi-level self-study to engage campus stakeholders and improve STEM student learning outcomes "

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Jennifer Speed, Texas State University; Don Pair, University of Dayton

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2025 CoNECD Paper Submissions, Diversity

stakeholder groups.Introduction & Literature ReviewNationally, there are widely known, persistent inequities in STEM student outcomes. This studyhas its origins in concerns about inequities, but concerns were accompanied by a skepticismabout simplistic diagnoses of the problem. Inequitable student outcomes have strong associationswith race and family income, which can be proxies for access to quality secondary education andparental college achievement [1], but there are other factors at work. Students pursuing STEMmajors in college often suffer even worse outcomes than their non-STEM peers, with studentsfrom underserved groups experiencing much lower retention rates (i.e., retention in a STEMmajor and retention in college generally) and

Conference Session

Track 1: Technical Session 5: Fostering Critical Awareness: Incorporating a Critical Consciousness Framework into Engineering Professional Development

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Jameka Wiggins, The Ohio State University; Monica Farmer Cox, The Ohio State University

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2025 CoNECD Paper Submissions

engineering sparked my interest in wanting tounderstand the experiences & knowledge of faculty, specifically the experiences that influenced their pedagogical practices. 1 Knowledge Check Critical When you hear the term critical, what does It mean to you? Critical ConsciousnessHave you heard of the concept criticalconsciousness? If so, where and what Is your understanding of it? 2Background 3 Critical Consciousness An individual’s awareness of oppressive systemic forces in society, Defined a sense of

Conference Session

Track 4: Technical Session 1: "It is really isolating, to be honest": A Case Study of a Transwoman in Engineering

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Brandon Bakka, University of Texas at Austin; Jill Castle, University of Texas at Austin

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Bakka, Jill Castle, Dr. Maura Borrego The University of Texas at Austin 1 RoadmapBackground on LGBTQ+ studentexperiences in STEM Describe the details of the study and data analysis Discuss the themes that emerged and next steps 2 Language Used I will be using the terms “LGBTQ+” and “Queer” interchangeably to refer to anyone with a marginalized sexual or gender identity. I will be using the term “transgender” to refer to someone whose gender identity does not align with their sex they were assigned at birth I will use the term TGNB to refer to anyone with a

Conference Session

Track 1: Technical Session 4: The Effects of Group Size on the Experiences of First-Year Engineering Students in Mixed Gender Groups

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Koenraad E Gieskes, State University of New York at Binghamton; Ioana Elena Tiu, State University of New York at Binghamton

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2025 CoNECD Paper Submissions, Diversity

. Figure 1. Both Female and Male Student Perspectives in 6 Person GroupsFigure 2. Both Female and Male Students Perspectives in 4 Person GroupsFigure 3. Both Female and Male Students Perspective in 2 Person Group6-Person Groups:Focusing on the responses related to the 6-Person groups, Figure 4 and Figure 5 show theresponses from the perspective of female and male students, respectively.Figure 4 illustrates how female students perceived their 6-person groups (including themselves).Starting on the left, the plots reveal that female-identifying students generally felt comfortable inall group categories, with these groups receiving an average rating of 4. When it comes tocommunication, female students rated it highest in evenly gender-balance groups

Conference Session

Track 1: Technical Session 3: Beyond deficits: Developing an elicitation mechanism for engineering practitioners with ADHD to create autoethnographic counterstories

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Hector Enrique Rodríguez-Simmonds, Boston College; Sage Maul, Purdue University at West Lafayette (COE); Levi Xuan Li, Purdue University at West Lafayette (COE); Ruby J Barnett, Boston College

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2025 CoNECD Paper Submissions, Diversity

questions to be effective. If a more general audience is desired, these questions may needrevision before becoming the final questions involved in an interview protocol. 1. Engineering Identity ● What does your identity as an engineer mean to you? ● What do you conceptualize as a successful engineer? How does this compare with your conceptualization of ADHD? 2. ADHD Identity ● What does your identity as an ADHD person mean to you? ● How important is your ADHD identity to your sense of self? 3. Intersection of ADHD and Engineering ● Describe how you experience the intersection of your ADHD and engineer identities. ● How do your ADHD traits show up in your teaching

Conference Session

Track 5: Technical Session 1: Engineering and Computer Science Faculty Members' Personal and Professional Perspectives on Diversity, Equity, and Inclusion

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Yvette E. Pearson P.E., University of Texas at Dallas; Canek Moises Luna Phillips, Rice University; Lisa J. Borello, University of Texas at Dallas; Torrie Cropps; Jue Wu, Univertify of Florida; Samara Rose Boyle

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2025 CoNECD Paper Submissions, Diversity

respondents(n=84), we extracted personal and professional beliefs items related to race, ethnicity, nationality,and language, as well as those we considered general (Table 3). After recoding some items asreflected in Table 1, we used Cronbach’s alpha to examine the internal consistency andSpearman’s correlation coefficient to determine if there was a relationship between respondents’personal and professional beliefs.We converted the average beliefs scale responses to favorability scores (favorable [4,5], neutral[3], and unfavorable [1,2]) in each category and converted MC-SDS scores to categorical datareflecting low (0-2), average (3-6), and high (7-10) tendencies toward social conformity. Weexamined correlations between responses on each of the

Conference Session

Track 2: Technical Session 1: Pathways into Statistics and Data Science for Low-Income, Academically Talented Undergraduate Students

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Erin Carll, University of Washington; Aryaa Rajouria, University of Washington; Rebecca Schachtman, University of Washington; Judith E Canner; Jackie Bryce Miller, University of California, Santa Barbara; Abel Rodriguez, University of Washington

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2025 CoNECD Paper Submissions, Diversity

privilegedhistories and identities (gender, race, ethnicity, and socioeconomic status). Through ourcombined social statuses, we can relate to some of the challenges faced by students frommarginalized groups while needing to continually attend to the biases we hold as we use ourpower to conduct and share our research with others.ResultsThere are three main findings we discuss in this section. First, students generally arrived at SDSmajors and minors indirectly. Many had changed their major multiple times and/or homed in onone or more other fields before discovering their interest in SDS. Several discussed pastexperience studying mathematical or technical fields yet not fully resonating with these areas ofstudy, and some also chose statistics or an earlier

Conference Session

Track 7: Technical Session 1: Agriculture & Nutrition for Girls While Encouraging Leadership & Stem-Enrichment (ANGELS) Program

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Sandra C Affare, University of Tennessee at Chattanooga; Marissa McElrone, University of Tennessee at Chattanooga; Rachelle Pedersen, Texas Tech University

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2025 CoNECD Paper Submissions, Diversity

sessions. Although notsignificant, data from pre/post-intervention showed increases in “interest in math content”(3.89±1.46 vs. 4.09±1.36, respectively) on 7-point Likert-type scale; “perceptions of being in anenvironment supportive of science careers” (3.16±0.52 vs. 3.25±0.50, respectively) on a 4-pointLikert scale; and “intent to pursue STEM-related education” (3.15±0.33 vs. 3.23±0.35,respectively) on a 5-point Likert scale. Participants perceived that learning about nutrition andfood security was the most important takeaway from the ANGELS Summer Pilot, depicted in theREM results in Figure 1 below. Figure 1: ANGELS Summer Pilot Ripple Effect Mapping (REM) Focus Group ResultsANGELS Beta Summer Camp ResultsMost participants that started week

Conference Session

Track 1: Technical Session 5: Motivations for Engineering Faculty Engagement in an Inclusive Pedagogy Program

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Renee M. Desing, University of Washington; Joyce Yen, University of Washington; Karen Thomas-Brown, University of Washington

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2025 CoNECD Paper Submissions, Diversity

Education.To protect the identities of the participants, pseudonyms are used and demographic informationfor each participant is not provided. However, the distribution of the 13 participants is variedacross all factors, to include 7 men and 6 women, 5 White and 7 racial/ethnic minorities, 6teaching track and 7 tenured/tenure-track, and 10 assistant/lecturer rank and 3 associate/full rank.The participants also represent 7 of the 10 engineering departments in the university’s College ofEngineering.Theme 1: Promoting Students’ Academic and Professional Success through EquitableTeachingOur analysis reveals that participants are motivated to support their students’ academic successby striving for both technical excellence and holistic professional

Conference Session

Track 1: Technical Session 4: "An examination of the gender gap among Middle Eastern students in Engineering: A systematized review"

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Narjes Khorsandi Koujel, Rowan University; Justin Charles Major, Rowan University

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2025 CoNECD Paper Submissions, Diversity

by increasing women’s participation in the engineering field. Wediscuss our process and findings further.Keywords: gender gap, Middle Eastern students, engineering, systematized reviewIntroduction:There is clear gender inequity in the global landscape of engineering education and professionalpractice, leading women to be significantly underrepresented in comparison to men [1]. Thesedifferences are especially clear in Middle Eastern countries, where such societies exist with specialcultural, social, and institutional characteristics that lead women to face unique challenges. Thesefeatures–for example, job market biases that favor males in engineering and other technical fieldsand societal expectations that steer women towards fields perceived

Conference Session

Track 6: Technical Session 1: Gendered Impacts of Code Critiquers on Self-Efficacy in First-Year Engineering Students.

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Mary Benjamin, Michigan Technological University; Laura Albrant, Michigan Technological University; Michelle E Jarvie-Eggart P.E., Michigan Technological University; Leo C. Ureel II, Michigan Technological University; Laura E Brown, Michigan Technological University; Jon Sticklen, Michigan Technological University; AJ Hamlin, Michigan Technological University

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2025 CoNECD Paper Submissions, Diversity

, and educatio ©American Society for Engineering Education, 2025 Gendered Impacts of Code Critiquers on Self-Efficacy in First-Year Engineering StudentsIntroductionThe demand for skilled programmers in industry continues to grow. However, research hasshown that women often face challenges in developing programming skills, primarily due tolower levels of programming self-efficacy [1], [2]. This discrepancy has contributed to persistentgender gaps in technology-related fields. There remains a critical research gap regarding thedifferential impact of educational interventions on programming self-efficacy across genders,particularly in engineering. Addressing this gap is essential to

Conference Session

Track 5: Technical Session 1: Evaluating the five pillars of a Summer Bridge Program and their influence on participants' intentions to complete an engineering degree

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Lorena Benavides-Riano, Mississippi State University; Mahnas Jean Mohammadi-Aragh, Mississippi State University

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2025 CoNECD Paper Submissions, Diversity

Engineering as participants come from diverse backgrounds with an important representationof African-American communities as shown by a recent analysis of outcomes for Black studentswho participated in the program from 2012 to 2021 [8]. Compared to similar students who didnot participate, summer bridge students had significantly higher first semester GPA (2.97 versus2.79), were 19% more likely to pass calculus 1, and were 15% more likely to earn a degree and52% more likely to graduate with an engineering degree [8]. In total 333 students haveparticipated since 2012-2024, with 30% first-generation college students and 90% from AfricanAmerican communities [9], [10]. Even though the program has been offered for more than twenty years, its

Conference Session

Track 4: Technical Session 1: Report of a Survey of Early Career Latinx Engineers: Trends across 3 Years in Perceptions of the Workplace, Social Cognitions, Job Satisfaction, and Turnover Intentions

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Lisa Y Flores, University of Missouri - Columbia; Rachel L Navarro, University of North Dakota; Jinkoo Lee, University of Missouri - Columbia; Bo Hyun Lee, The Ohio State University; Han Na Suh, Georgia State University - Perimeter College; Sarah Lynn Orton P.E., University of Missouri - Columbia; Pat Garriott

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2025 CoNECD Paper Submissions, Diversity

environment,social cognitions, job satisfaction, and turnover or persistence intentions. 1 Background search Latinx in the U.S. • One of the youngest and fastest growing groups in the U.S. • comprised 19% of the population • Represent a growing segment of the U.S. labor force • almost 1 in 5 workers are LatinxWe will start by providing a context for this group and why more research is needed

Conference Session

Track 3: Technical Session 1: Bridging Educational Equity Gaps: A Systematic Review of AI-Driven Tools for Students Living with Disabilities in Engineering and STEM Education

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Kevin Zhongyang Shao, University of Washington; Denise Wilson, University of Washington; Eric Kyeong-Min Cho, University of Washington; Sophia Tang, University of Washington; Hanlin Ma, University of Washington; Sep Makhsous, University of Washington

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2025 CoNECD Paper Submissions, Diversity

for SWLD and the general studentbody, the literature lacks a systematic review of AI-driven and new technologies specifically forSLWD in STEM education. This review fills the gap by exploring the current AI-driven and newtechnologies used in STEM education for SLWD, clearly identifying limitations andopportunities for future research.3. MethodsThis systematic literature review was conducted following the guidelines presented in thePreferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) and followedthe steps outlined in Figure 1 [20]. The purpose of the review is to analyze the recent studies onthe use of AI-driven and new technologies to support SLWD in STEM education. The searchwas performed across four databases: IEEE

Conference Session

Track 2: Technical Session 1: Pulled In or Pushed Out? Underrepresented Minority High School Students Describe Socio-environmental Factors Shaping STEM Persistence and Post-Secondary Plans

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Alexis Grace Daniels, Johns Hopkins University; Rachel E Durham; Michael L Falk, The Johns Hopkins University; Alisha Nicole Sparks, The Johns Hopkins University; Emily J Yanisko, American University

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2025 CoNECD Paper Submissions, Diversity

really want to give back to my community.Halle was motivated by a “give back” sensibility, thinking engineering might be part of thebusiness venture, and the specifics would fall into place later. Understandably, students inspecialized career-focused programs, such as Career and Technical Education (CTE) pathways orProject Lead the Way programs, generally described more detailed long-term plans. Shamya, inthe Pharmacy CTE program, described how her adverse schooling experiences were leading tore-contemplation: My goal is to become a traveling nurse. I feel like my school is putting me in that path, but also COVID, we can't really do certain things in school anymore how we did in ninth grade. So I’m rethinking this. I’m

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

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2025 CoNECD Paper Submissions, Diversity

advisingapproach (focused on using the university’s learning management system to support advisingprocesses) (Antoney 2020).II. ACADEMIC AND CAREER ADVISING MODELS IN HIGHER EDUCATIONAcademic advising models in higher education have evolved and continue to evolve to cater todiverse student needs. Here are some of the primary models derived from content generated fromChatGPT 4.0 (Sept. 2, 2024) and edited by the lead author: (1) Prescriptive Advising: Thistraditional model follows a top-down approach, with advisors providing specific instructions.While efficient, it can limit student autonomy. (2) Developmental Advising: A morecollaborative approach, focusing on the student's holistic development. Advisors work withstudents to set goals and make informed

Conference Session

Track 5: Technical Session 5: Partnering with Rural K-12 Schools in Southwest Virginia to Broaden Participation in Engineering

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Felicity Bilow, Virginia Polytechnic Institute and State University; Hannah Glisson, Virginia Polytechnic Institute and State University; Malle R Schilling, Arizona State University; Jacob R Grohs, Virginia Polytechnic Institute and State University

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2025 CoNECD Paper Submissions, Diversity

the teachers identified abouteffective professional development opportunities by having tangible takeaways. We’ll go intomore detail about some of the specific sessions next.To meet the teachers’ needs of engineering career pathways and gaining an understanding ofthe resources available to students at Virginia Tech, we provided three specific sessions thataddressed these needs. An industry panel of 4 engineering professionals who work in theSouthwest Virginia region came to speak to the teachers about their careers, offered advice onhow to prepare students for the engineering workforce, and answered any possible questionsthe teachers had about the engineering industry generally and in the region specifically.Teachers also participated in

Conference Session

Track 4: Technical Session 2: Using Strategic Planning Processes to Promote Success for Undergraduate CS Students at a Systemic Level

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Jamie Huber Ward, NCWIT; S. Kiersten Ferguson; Sherri L Sanders

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2025 CoNECD Paper Submissions, Diversity

This material is based upon work supported by the National Science Foundation under Grant No. 2216561. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.1 Overview of NCWIT’s Philosophy2NCWIT Undergraduate System ModelOrganizational Change Process Communicating for Change Evidence-based tools help establish credibility by explaining a vision ofchange and how it is grounded in theories, best practices, and resources. Creator: https://pixy.org/ | Credit: https://pixy.org/763757/ Copyright: CC BY-NC-ND 4.0Use Compelling Evidence “[I have met] an incredible

Conference Session

Track 3: Technical Session 3: A Strategic Program Overhaul: Increasing the Success of Women in Engineering Technology

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Leah Mackin, Rochester Institute of Technology (CET)

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2025 CoNECD Paper Submissions, Diversity

sent 1-2x month without much context/info about events or program goals b. Clarity in messaging felt paramount 3. Participated in Club/Activities Fair and Lighting the Way, a welcome event for women and non-binary students hosted by Student Affairs1. SWAG - pens, stickers as promotional items to get the name outFall 2023 Weekly Meetings - Invitations to contribute In Fall 2023, I began hosting Weekly General Meetings for students - Core of ~ 20 students in the first month or so - Brainstorming ideas - Recognized the need for a group identity - The students asked “What is WIT?” - Ideas for hands-on projects - Community involvement/outreach to K-12

Conference Session

Track 6: Technical Session 6: An Exploratory Analysis of Cultural Capital Among Black Engineering Students at Minority Serving Institutions

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Jerrod A Henderson, University of Houston - COE; Cheery Chukwukelu, University of Houston; David Horton Jr., University of Houston

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2025 CoNECD Paper Submissions, Diversity

some of their demographics. ○ There are 4 males and 1 female student ○ Three of the participants are HSI students and two were HBCU students.●Data Analysis• Teamwork! : Two sessions of team data analysis led by author 1. Times of calibration were team sessions that helped curb authors’ bias and influences on the data analysis by bringing in other team members of the lab to weigh in on transcript analysis and interpretations. • For the team sessions, five of the lab members were given one transcript to look through and code inductively. When we arrived at the session, we discussed our different ideas and themes we assigned to participant’s experiences. Many of the themes were similarly

Conference Session

Track 7: Technical Session 3: Latine STEM Doctoral Students' Perceptions Regarding Doctoral Mentoring Relationships - A Qualitative Study

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Dilara Yaya-Bryson Ph.D., University of North Carolina at Charlotte; Lisa R Merriweather, University of North Carolina at Charlotte

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2025 CoNECD Paper Submissions, Diversity

their education and career paths. Withinthe frame of this study, contextual factors refer to mentoring relationships with faculty. Theresearch team interviewed seven Latine STEM doctoral students individually to understand theirperceptions and experiences regarding doctoral mentoring and relationships. Data collectionoccurred between Fall 2018 and Spring 2021 in two historically white institutions (HWI) and ahistorically Black college and university (HBCU) in the southeastern region of the US as part ofa larger study. The interviews were analyzed using interpretative phenomenological analysis(IPA). IPA revealed three themes, describing Latine STEM doctoral students’ perceptionsaround (1) social-emotional needs in day-to-day interactions with

Conference Session

Track 7: Technical Session 7: Grassroots Approach to Advancing Inclusion, Diversity, Equity, and Access in Engineering

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Ashleigh R. Wright, University of Illinois at Urbana - Champaign; Ellen Wang Althaus, University of Illinois at Urbana - Champaign; Akshina Sood, University of Illinois at Urbana - Champaign; Lance Cooper, University of Illinois at Urbana - Champaign; Lynford Goddard, University of Illinois Urbana-Champaign

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2025 CoNECD Paper Submissions, Diversity

paidresearch opportunities, build STEM confidence, and serve as a launchpad for ARISE students toenter larger research groups. This project created an opportunity for ARISE students to developresearch and technical skills in a broad field of study that uses fundamentals from manyengineering disciplines and reduced disparities in undergraduate research experiences andgraduation rates for Black, Hispanic, and Indigenous students. Following the success of thePhase I project, a Phase II was awarded, which expanded the program to offer researchopportunities to members of the NSBE and SHPE student chapters.Outcomes: Research participation for ARISE students increased from 1% to 11%, with 80% ofparticipants reporting being “much more likely” to pursue a

Conference Session

Track 4: Technical Session 5: Insights and Updates on Identity Constructs Among Hispanic Engineering Students and Professionals: A Longitudinal Study

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Dayna Lee Martínez, Society of Hispanic Professional Engineers, Inc.; Andrea D. Beattie, Society of Hispanic Professional Engineers, Inc.; Kimberly D Douglas P.E., Society of Hispanic Professional Engineers, Inc.

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2025 CoNECD Paper Submissions, Diversity

. This comprehensive approach ensuresthat a wide range of relevant information is captured, providing a more complete picture ofSHPE members' experiences and requirements. In the 2023 Needs Assessment, the organizationgathered a total of 2,529 responses, achieving an 81.5% completion rate. Figure 1 presents thedistribution of respondents across different member types.Figure 2 shows the gender identity composition of respondents and Table 1 provides a detailedbreakdown of racial and ethnic identities among the survey respondents, with a significant 73.8%and 64.3% identifying as Hispanic and/or Latino/a, respectively.Some other important demographics worth reporting include that 54.4% of respondents werefirst-generation college students. This was

Conference Session

Track 5: Technical Session 7: WIP: Perceptions of Instructional Practices among Engineering College Students with Attention-Deficit/Hyperactivity Disorder

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Xiaping Li, University of Michigan; Nolgie O. Oquendo-Colón, University of Michigan; Musabbiha Zaheer; Cynthia J. Finelli, University of Michigan

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2025 CoNECD Paper Submissions, Diversity

method, classformat and policy, and instructor behaviors.Participants mainly shared six types of teaching method. They are: 1. Lecturing only represents a traditional didactic teaching method in which the instructor focuses on delivering knowledge while students primarily receive information from the instructor during class (Adapted from Jarvis, 2006). There were 10 participants mentioned lecturing only during BL data collection sessions (including focus groups and individual interviews). 2. Interactive lecture refers to a lecture-based teaching method that incorporates student activities, such as inviting students to discuss or solve problems with their neighbors, participating in iClicker questions