Conference Session

Track: Learning Spaces, Pedagogy, and Curriculum Design Technical Session 3

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Elizabeth Hane, Rochester Institute of Technology; Scott Franklin, Rochester Institute of Technology

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

Paper ID #24767Improving Inclusivity and Diversity in College STEM Programs through Metacog-nitive Classroom PracticesDr. Elizabeth Hane, Rochester Institute of Technology Dr. Elizabeth Hane is a forest ecologist, and an associate professor in the Gosnell School of Life Science at the Rochester Institute of Technology. She also serves as the Faculty Associate to the Provost for General Education, and advises RIT’s provost on issues surrounding general education curriculum and delivery. Her research focus has recently shifted from ecology to developing methods that support the retention of underrepresented students in

Conference Session

Track: Learning Spaces, Pedagogy & Curriculum - Technical Session 11

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Catherine E. Brawner, Research Triangle Educational Consultants; Catherine Mobley, Clemson University; Rebecca Brent, Education Designs, Inc; Marisa K. Orr, Clemson University; Maya Rucks, Clemson University; Cindy Waters, Naval Surface Warfare Center

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

and in-depth interviews with former and current majors in ME and ECE.Using Lee and Matusovich’s “Inputs” framework [8, Table 6, p.418] as a guide, we highlight theprograms, activities, and services that we found through our environmental scan at the four studyinstitutions, shown on Tables 1-3 below. We include some programs available to all students orother underrepresented groups (e.g., women in engineering, first generation) as these programsare always open to, and may also benefit, Black students. Though not part of the MCCSframework, we also include programs and activities with a recruiting objective in Table 4 as theyare important to our larger study.ProgramsLee and Matusovich identified nine “interconnected sets of experiences that

Conference Session

Track: Learning Spaces, Pedagogy & Curriculum Design Technical Session 10

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Mary Ann E. Leung, Sustainable Horizons Instittute; Silvia Crivelli

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

Paper ID #24706Sustainable Research Pathways: Collaborations across Communities to Di-versify the National Laboratory WorkforceDr. Mary Ann E Leung, Sustainable Horizons Instittute Dr. Leung is a nationally acclaimed leader in the design and implementation of innovative programs aimed at developing the next generation of science, technology, engineering, and mathematics (STEM) leaders. As an accomplished scientist, Mary Ann honors and treasures the process of scientific discovery. As the director of major STEM-focused educational programs, Dr. Leung nurtured her passion for connecting students and science by

Conference Session

Track Learning Spaces, Pedagogy & Curriculum Design Technical Session 8

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Ken S. Ball P.E., George Mason University; Oscar Barton, Jr. P.E., George Mason University; Sharon A. Caraballo, George Mason University; Liza Wilson Durant, George Mason University; Michelle Marks, George Mason University; Angelina Jarrouj, George Mason University; Robin Rose Parker

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

both the state and local levels. Ken is an Associate Fellow of AIAA and a Fellow of ASME. He served on the Executive Committee of the ASME Department Heads Committee from 2006-2012, and was Secretary and Vice-Chair Elect. He is an ABET Program Evaluator and a Commissioner on the Engineering Accreditation Commission. He also serves on the ASME Board on Education’s Committee on Engineering Accreditation. In 2012, he was awarded the Edwin F. Church Medal by ASME for ”eminent service in increasing the value, importance, and attractiveness of mechanical engineering education.” He has published over 100 technical articles and has obtained funding in excess of $20M for research projects and educational program development

Conference Session

Track: Learning Spaces, Pedagogy & Curriculum Design Technical Session 13

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Kyle F. Trenshaw, University of Rochester; Elif Miskioglu, Bucknell University; Philip Asare, Bucknell University; Nir Aish

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

Lewisburg, PA, USA kyle.trenshaw@rochester.edu elif.miskioglu@bucknell.edu philip.asare@bucknell.edu Abstract—The Workshop Program at the University of Hispanic, and Native Hawaiian students are less likely toRochester infuses collaborative learning into a variety of attend Workshops than White and Asian students [4]. We seeintroductory STEM and non-STEM courses through small, this trend across disciplines and course levels. The trendweekly, peer-led problem-solving sessions called "Workshops." becomes even more concerning when considering our findingsDecades of data from these Workshops indicate that 1) American that every

Conference Session

Track: Learning Spaces, Pedagogy & Curriculum Design Technical Session 9

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Adrienne Ann Smith, Cynosure Consulting; Rebecca A. Zulli, Cynosure Consulting

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

in the rich framework of asset mapping that is widely used in community development efforts.Our presentation will provide an overview of assetmapping and the asset-based mindset as a foundationfor promoting significant and sustainableimprovements in the recruitment, retention, anddevelopment of underrepresented students in STEMundergraduate programs.ASSET MAPPING IS RELEVANT ACROSSSTEM UNDERGRADUATE SETTINGSWe are deliberately broad in our description of the appeal of asset mapping because we see it’srelevance across multiple higher education setting• Research 1 institutions or departments• Teaching colleges• Community colleges• Technical collegesAll face problems of recruitment and retention of women and racial/ethnicminorities.ASSET

Conference Session

Track : Learning Spaces, Pedagogy, & Curriculum Design Technical Session 7

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Mahauganee Dawn Bonds, Georgia Institute of Technology; Veronica van Montfrans, Georgia Institute of Technology; Joseph M. LeDoux, Georgia Institute of Technology; Wendy C. Newstetter, Georgia Institute of Technology

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

students remembered most about their teams. Interestingly, most studentsmentioned the diversity of their team with respect to the wide range of relevant knowledge andskills they possessed rather than in terms race, gender, and culture. These results suggest that anew “starting point” may be needed for diversity initiatives in order to connect with today’sstudents: one that considers the impact on team function of not only surface-level characteristicssuch as race and gender, but also of deep-level diversity characteristics such as technicalcompetencies and prior experiences.Introduction: The course at the center of this study is both a highly-technical and highlycooperative team-focused class. Structured as a Problem-Based Learning (PBL) course

Conference Session

Track: Learning Spaces, Pedagogy, & Curriculum Design Technical Session 6

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Adam Stark Masters, Virginia Tech; Lisa D. McNair, Virginia Tech; Donna M. Riley, Purdue University, West Lafayette

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

event rooms (see Figure 1).Figure 1: Unconferences are guided by four Principles and one Law; these guiding ideas were noted onposters in the event space. Open space procedures. In organizing an unconference, it is important to encourage and facilitateparticipation of attendees. Thus, seats are positioned in a circle so that participants can face each other, asshown in Figure 2. As mentioned, the event has no pre-set agenda, so a wide, open space is provided on the wall forattendees to manually create the day’s schedule. At our event, we lined a wall with white bulletin boardpaper; it became the event’s agenda. Participants were provided with 8.5”x11” pieces of paper on whichthey could propose discussion sessions to be posted on

Conference Session

Track: Learning Spaces, Pedagogy, & Curriculum Design Technical Session 2

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Alisha L. Sarang-Sieminski, Franklin W. Olin College of Engineering; Adva Waranyuwat, Franklin W. Olin College of Engineering; Emily Ferrier, Franklin W. Olin College of Engineering; Alison Wood , Franklin W. Olin College of Engineering; Daniela Faas, Franklin W. Olin College of Engineering

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

] WXYHIRX 7IVZMGIW VIUYIWX 2IWHQLQFOXGHV &DQ¶WGLVFORVHRU 6WXGHQWPXVW FKDQJHFRXUVH )URPKLJK 6WXGHQWVSHFLILF OHFWXUHQRWHVH[WUD LQLWLDWH$1' REMHFWLYHVRUZKDWVFKRRORUODWHU EHVWSUDFWLFHV WLPHDOWHUQDWLYHWHVW GLVFORVH LVDVVHVVHG ORFDWLRQV

Conference Session

Track: Learning Spaces, Pedagogy, and Curriculum Design Technical Session I

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Tikyna M. Dandridge, Purdue University, West Lafayette ; Hassan Ali Al Yagoub, Purdue University, West Lafayette; Sharlane Cleare, Purdue University, West Lafayette; Justin Charles Major, Purdue University, West Lafayette; Shalin Lena Raye, Purdue University, West Lafayette; Casey E. Wright, Purdue University, West Lafayette; Alice L. Pawley, Purdue University, West Lafayette

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

holds a B.S. in Mechanical Engineering from University of Wisconsin-Milwaukee and a M.S. in Mechanical Engineering from Georgia Institute of Technology. Prior to beginning his doctoral studies, Hassan worked for five years at General Electric where he graduated from their Edison Engineering Development Program (EEDP) and then worked as a gas turbine fleet management engineer. In addition to his technical role, Hassan supported the recruiting, interview, and selection process of the EEDP Program, where he mentored interns, co-ops and Edison associates from the Middle East and Africa regions by developing and teaching a technical training cur- riculum, providing guidance for graduate school applications, and providing

Conference Session

Track: Learning Spaces, Pedagogy & Curriculum Design Technical Session 10

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Heather Doty, University of Delaware; Shawna Vican, University of Delaware; Robin Andreasen, University of Delaware; Sue Giancola, University of Delaware

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

Paper ID #24863ADVANCE Women’s Leadership at The University of DelawareDr. Heather Doty, University of Delaware Heather Doty is an assistant professor of mechanical engineering at the University of Delaware (UD). Dr. Doty teaches undergraduate courses in thermodynamics, statics, dynamics, and technical communication and conducts research on gender in the academic STEM workforce. She is co-PI on UD’s NSF ADVANCE Institutional Transformation grant, which aims to recruit, retain, and advance women STEM faculty at UD. Dr. Doty is faculty advisor to UD’s Women in Engineering Graduate Student Steering Committee.Dr. Shawna Vican

Conference Session

Track: Learning Spaces, Pedagogy, and Curriculum Design Technical Session 4

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Benjamin David Lutz, California Polytechnic State University, San Luis Obispo; Michelle Kay Bothwell, Oregon State University; Nick AuYeung, Oregon State University; Trevor Kenneth Carlisle, Oregon State University; Natasha Mallette P.E., Oregon State University; Susannah C. Davis, Oregon State University

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

; Watford, B. A. (2017). Critical Pedagogies and 11 First-year Engineering Students’ Conceptions of “What it Means to be an Engineer.” American Society for Engineering Education. Columbus, OH.Tonso, K. L. (2006). Teams that Work: Campus Culture, Engineer Identity, and Social Interactions. Journal of Engineering Education, 95(1), 25–37.Trevelyan, J. (2012). Why Do Attempts at Engineering Education Reform Consistently Fall Short?Trevelyan, J. (2013). Towards a theoretical framework for engineering practice. Engineering Practice in a Global Context: Understanding the Technical and the Social, 33