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

must be classified as Pre-Engineering in Lincoln, technically admitted to the Explore Center as their college at UNL o Omaha: Any student in Omaha who applied for the College of Engineering and is either (1) admitted to the Pre-Engineering major (not the major they applied for) in the College of Engineering; or (2) was denied admission to the College of Engineering by the University of Nebraska Omaha admissions office and was not seen in the COE college review process (usually classified as “Undeclared” major with “Academic and Career Development Center” as their college) • ≥19 Math ACT sub score • ≥3.4 unweighted high school GPA Students will receive

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

Website 2 100% 0 0% 0 0% CC Visits/Information Sessions 11 69% 4 25% 1 6% CC Engineering Faculty Advisors 16 53% 12 40% 2 7% CC First-Year/General Advisors 3 30% 4 40% 3 30% CC Course Catalog 3 27% 6 55% 2 18% Transfer Articulation Agreement 6 50% 5 42% 1 8%Commonly used university web resources were viewed as overwhelmingly effective sources ofinformation on course transfer including the university transfer equivalency guide (+ 70%),university website (+ 72%), and university checksheets (+ 71%). In contrast, participants wereoften

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

-support practitioners can further marginalize studentsfrom underrepresented populations in the engineering and computing professions by not fullyconsidering dimensions of inclusion, including gender identity and expression, race andethnicity, disability, LGBTQ+, first-generation status, and socio-economic status. Motivation Within conversations addressing equity and inclusion in engineering higher education, amajor focus has been and continues to be on a collection of institutional efforts termed co-curricular support [1]–[4]. By co-curricular support, we are referring to institutional efforts tobetter support students through the offering of out-of-class efforts (e.g., mentoring programs,summer

Conference Session

Track : Collegiate - Technical Session 8

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Jon Carter Buchanan, Texas A&M University; Amy Suzan Klinkovsky, Texas A&M Engineering

Tagged Topics

Collegiate, Diversity

 exploring necessary variations to promote future success in recruitment and retention. According to the U.S. Census Bureau, 2018 population estimates for Texas were 42 percent white, 39 percent Hispanic/Latino, 13 percent black or African American, 5 percent Asian and 1 percent other [1]. We believe tailored marketing strategies will help achieve the ultimate goal of an enrollment reflecting the demographics of Texas. History of the Partnerships In 2013, a version of what would become the Engineering Academies was piloted under the name Blinn TEAM‐E and housed under the Transition Academic Programs department at Texas A&M University. This initial partnership was established with Blinn College, a 2‐year institution located approximately 5 miles

Conference Session

Track: Collegiate - Technical Session 12

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Susan M. Lord, University of San Diego; Michelle M. Camacho, University of San Diego; Catherine Mobley, Clemson University; Catherine E. Brawner, Research Triangle Educational Consultants; Joyce B. Main, Purdue University, West Lafayette

Tagged Topics

Collegiate, Diversity

). Dr. Lord is a fellow of the ASEE and IEEE and is active in the engineering education community including serving as General Co-Chair of the 2006 Frontiers in Education (FIE) Conference, on the FIE Steering Committee, and as President of the IEEE Education Society for 2009-2010. She is an Associate Editor of the IEEE Transactions on Education. She and her coauthors were awarded the 2011 Wickenden Award for the best paper in the Journal of Engineering Education and the 2011 and 2015 Best Paper Awards for the IEEE Transactions on Education. In Spring 2012, Dr. Lord spent a sabbatical at Southeast University in Nanjing, China teaching and doing research.Prof. Michelle M. Camacho, University of San Diego Michelle M

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

Mathematics Self-Concept of High Ability Adolescent Girls," Journal for the Education of the Gifted, vol. 17, no. 1, pp. 53-73, 1993.[16] J. M. Trenor, S. L. Yu, C. L. Waight and K. S. Zerda, "Influences for Selecting Engineering: Insights on Access to Social Capital from Two Case Studies," in Frontiers in Education Conference, Saratoga, 2008.[17] M. Besterfield-Sacre, C. J. Atman and L. J. Shuman, "Characteristics of Freshman Engineering Students: Models for Determining Student Attrition in Engineering," Journal of Engineering Education, vol. 86, no. 2, pp. 139-149, 1997.[18] D. R. Simmons and J. P. Martin, "Developing Effective Engineering Fictive Kin to Support Undergraduate First-Generation College Students," Journal

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

in Industrial Engineering at Purdue University. She completed her B.S. in Industrial and Systems Engineering at San Jos´e State University. Dina is a 2016 recipient of the National Science Foundation’s Graduate Research Fellowship and an Honorable Mention for the Ford Foundation Fellowship Program. Her research interest focuses on changing the deficit base perspective of first-generation college students by providing asset-based approaches to understanding this population. Dina is interested in understanding how first-generation college students author their identities as engineers and negotiate their multiple identities in the current culture of engineering.Dr. Walter C. Lee, Virginia Tech Dr. Walter Lee is

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

. Waight, K. Zerda, and T.-L. Sha, “The Relations of Ethnicity to Female Engineering Students’ Educational Experiences and College and Career Plans in an Ethnically Diverse Learning Environment,” Journal of Engineering Education, pp. 449–465, 2008.[11] C. E. Brawner, J. Main, C. Mobley, S. M. Lord, and M. M. Camacho, “The institutional environment for student veterans in engineering,” in 2015 IEEE Frontiers in Education Conference (FIE), 2015, pp. 1–5.[12] S. M. Lord, K. A. Kramer, R. T. Olson, M. Kasarda, D. Hayhurst, S. Rajala, R. Green, and D. Soldan, “Special session #x2014; Attracting

Conference Session

Track: Collegiate - Technical Session 7

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Jennifer Blue, Miami University; Amy Summerville, Miami University; Brian P Kirkmeyer, Miami University

Tagged Topics

Collegiate, Diversity

students, first generation students, and/or low-income students. The results are encouraging in that they suggest that students from historically marginalized backgrounds do not feel less belonging than their peers, but concerning in that belonging generally decreased across the semester.During their first year, engineering majors are required to take several fundamentalcourses. Here we study students in two of these early required courses: calculus-basedintroductory physics, and the fundamentals of programming. In the current research,we look at a measure of social belonging. We see how student sense of socialbelonging changes over time, and pay particular attention to the students who are inthe minority in our sample and

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

knowledge rather than solely consumers of knowledge.BackgroundA 2016 Harvard Business School report found a faltering United States economy and a need forreform [1]. One principal reason for this faltering economy is the United States’ inability todevelop qualified science and engineering (S&E) human capital, in particular women andminorities. However, diversity in the S&E workforce has not improved over the last decade [2];and, given Hispanics aged 21 years and older represent 15% of the U.S. population, a mere 6%of the S&E workforce are Hispanic [2].The Bureau of Labor Statistics has projected that total employment in S&E jobs will increase at afaster rate (1.1% compound annual growth rate) from 2016 to 2026 than employment in

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

disabilities like PTSD and TBI.Often, they are seen as being mentally deficient or unintelligent because of generalizations madefrom exaggerated public cases.Unique Skills of Student Veterans with DisabilitiesPast research has focused on the deficits of student veterans with disabilities and how they needto be better supported by the administrators and faculty members of academic institutions [1],[7], [10], [13]. However, student veterans’ disability status does not negate the unique skills andpositive attributes acquired during military service. Student veterans, including student veteranswith disabilities, may find themselves better suited than others to conquer the challenges of anundergraduate engineering program [5], [6], [11]. Due to extensive

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

in engineering, the integration of engineering education and international development, and building capacity in low and middle income countries through inclusive technical education.Ms. Mayra S Artiles , Virginia Tech Department of Engineering Education Mayra S. Artiles is a Ph.D. candidate in Engineering Education at Virginia Tech. She has a B.S. in Mechanical Engineering from the University of Puerto Rico at Mayaguez and an M.S. in Mechanical Engineering from Purdue University with a focus on nanotechnology. Prior to her current position, she worked at Ford Motor Company as an Electrified Vehicles Thermal Engineer. Her research interests are broadening participation in engineering higher education, graduate

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

, Virginia Tech Dr. Walter Lee is an assistant professor in the Department of Engineering Education and the assistant director for research in the Center for the Enhancement of Engineering Diversity (CEED), both at Virginia Tech. His research interests include co-curricular support, student success and retention, and diversity. Lee received his Ph.D in engineering education from Virginia Tech, his M.S. in industrial & systems engineering from Virginia Tech, and his B.S. in industrial engineering from Clemson University.Dr. Jeremi S London, Virginia Polytechnic Institute and State university Dr. Jeremi London is an Assistant Professor in the Engineering Education Department at Virginia Poly- technic Institute and State

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

served on multiple NAE committees, and on the NSF ENG division’s Advisory Committee. c American Society for Engineering Education, 2019 Quantifying the Pool of Underrepresented Minority Students for Engineering StudiesAbstract: A widely held belief exists among engineering educators and policy-makers that if pre-college student interest in engineering were broadly increased, the population of studentspursuing a collegiate engineering education would be more diverse [1]. However, after years ofworking in engineering admissions, a more probable hypothesis emerged that the pool ofengineering-eligible students that come from communities of color is smaller than might beexpected. To reach parity in