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Interactions with Faculty and Engineering Self-efficacy Among Underrepresented Engineering Persisters

Conference Session: Undergraduate Track - Technical Session V
Collection: 2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference
Authors: Monica Evette Allen, University of North Carolina, Charlotte; Sandra Loree Dika, University of North Carolina, Charlotte; Brett Tempest, University of North Carolina, Charlotte; Miguel A. Pando, University of North Carolina, Charlotte
Tagged Topics: Diversity, Undergraduate Education

students; first-generation students). The findings underline the importance of type and frequency ofinteractions with engineering faculty and perceptions of positive and supportiverelationships for self-efficacy and persistence in engineering.Keywords: engineering self-efficacy; student-faculty interaction I. INTRODUCTION The importance of the role of student-faculty interaction (SFI) in student success hasbeen emphasized by several predominant theoretical frameworks on student persistence andacademic success in higher education [1-2]. Although there are many factors that influencestudent success, researchers seem to agree that SFI has a direct impact [3-7]. Faculty impactstudent aspirations

Relevance Score: 0.5522133

Diversity and Student Persistence in the Vertically Integrated Project (VIP) Course Sequence

Conference Session: Undergraduate Track - Technical Session V
Collection: 2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference
Authors: J. Sonnenberg-Klein, Georgia Institute of Technology; Edward J. Coyle, Georgia Institute of Technology; Randal T. Abler, Georgia Institute of Technology
Tagged Topics: Diversity, Undergraduate Education

Hispanic/Latino students haveparticipation rates of 18% and 19% respectively, as shown in Table 1 [4]. The difference is morepronounced for transfer students and first-generation students, with 15% for transfer vs. 30% forstudents who started as freshmen, and 18% for first generation vs. 28% for non-first generation[4].In contrast to these national trends, the Vertically Integrated Projects (VIP) Program at theGeorgia Institute of Technology shows consistent representative enrollment for black andHispanic/Latino students when compared with the campus population. We posit that theseenrollment patterns are not the product of targeted recruiting or a specially tailored program, butreflect student response to a program designed to serve all

Relevance Score: 0.5514697

Engineering Students' Perceptions of Belonging through the Lens of Social Identity

Conference Session: Undergraduate Track - Technical Session II
Collection: 2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference
Authors: Asha Godbole, Oregon State University; Beverly Miller, University of Virginia; Michelle Kay Bothwell, Oregon State University; Devlin Montfort, Oregon State University; Susannah C. Davis, Oregon State University
Tagged Topics: Diversity, Undergraduate Education

was conducted in Chemical, Biological and Environmental Engineering at OregonState University. Sixteen focus groups and 6 individual interviews were conducted with enteringand soon-to-be-graduating students.Our findings reveal that students who identify along social identity categories that are centered inUS culture (e.g., white, able bodied, straight, male, access to resources…) experience a strongsense of belonging. Of this group, about half are unaware of the unearned advantages linked totheir social location, while the other half articulate an understanding of their privilege.International students and students of color generally expressed a lower sense of belonging in theunit and experiences of marginalized status. A complexly layered

Relevance Score: 0.5514697

Characterizing Mental Health and Wellness in Students Across Engineering Disciplines

Conference Session: Undergraduate Track - Technical Session IV
Collection: 2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference
Authors: Andrew Danowitz, California Polytechnic State University, San Luis Obispo; Kacey Beddoes, University of Massachusetts, Lowell
Tagged Topics: Diversity, Undergraduate Education

the 2015 National Survey on Drug Use and Health. Substance Abuse and Mental Health Services Administration. HHS.Esmaili Zaghi, A., Tehranipoor, M., & O'Brien, C. (2016). Major Observations from a Specialized REU Program for Engineering Students with ADHD. 2016 ASEE Annual Conference & Exposition. New Orleans: ASEE.Flatt, A. K. (2013). A Suffering Generation: Six factors contributing to the mental health crisis in North American higher education. College Quarterly.Foster, C., & Spencer, L. (2003). Are undergraduate engineering students at greater risk for heart disease than other undergraduate students? Journal of Engineering Education, 92(1), 73-77.Gallagher, R. P. (2008). National Survey

Relevance Score: 0.5514108

Redshirt in Engineering: A Model for Improving Equity and Inclusion

Conference Session: Undergraduate Track - Technical Session III
Collection: 2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference
Authors: Beth A. Myers, University of Colorado, Boulder; Emily Knaphus-Soran, University of Washington; Donna C. Llewellyn, Boise State University; Ann Delaney, Boise State University; Sonya Cunningham, University of Washington; Pamela Cosman, University of California, San Diego; Tanya D. Ennis, University of Colorado, Boulder; Katherine Christine Tetrick, Washington State University; Eve A. Riskin, University of Washington; Janet Callahan, Boise State University; Kevin Pitts, University of Illinois, Urbana-Champaign
Tagged Topics: Diversity, Undergraduate Education

Redshirt in Engineeringconsortium provide valuable insights regarding diversity, equity, and inclusion in engineering.Four-year engineering and computer science curricula are designed for students who arecalculus-ready, but many students who are eager to become engineers or computer scientistsneed additional time and support to succeed. Providing this type of support is an excellentsocietal investment because these fields benefit from diverse perspectives, including those ofpeople from low-income backgrounds (Carrigan et al. 2015, Strutz et al. 2012). Further,because a technical degree in engineering or computer science can transform thesocioeconomic status of a low-income family in just one generation, providing low-incomestudents support can

Relevance Score: 0.5503305

STEM Success Stories: Strategies for Women and Minorities to Thrive, Not Just Survive, in Engineering

Conference Session: Undergraduate Track - Technical Session VII
Collection: 2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference
Authors: Carlotta A. Berry, Rose-Hulman Institute of Technology; Janice Fenn, Rose-Hulman Institute of Technology
Tagged Topics: Diversity, Undergraduate Education

President of the Technical Editor Board for the ASEE Computers in Education Journal since 2012. She is a member of ASEE, IEEE, NSBE, and Eta Kappa Nu.Ms. Janice Fenn, Rose-Hulman Institute of Technology Janice Fenn is Director of the Center for Diversity at Rose-Hulman Institute of Technology, and founder of the Professional Resources Organization, Inc., a consulting firm that provides innovative seminars and training tools to enhance Diversity & Inclusion, Employee Development. Inclusive Leadership and Mentoring. Ms. Fenn’s corporate experience includes Senior Director of Global Diversity for Kraft Foods, and positions in human resources and diversity at Sara Lee Corporation and Quaker Oats. Ms. Fenn is co–author of

Relevance Score: 0.550266

Using Interactive Theater to Promote Inclusive Behaviors in Teams for First-year Engineering Students: A Sustainable Approach

Conference Session: Undergraduate Track - Technical Session II
Collection: 2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference
Authors: Karen E. Rambo-Hernandez, West Virginia University; Abhik Roy, West Virginia University; Melissa Lynn Morris, West Virginia University; Robin A. M. Hensel, West Virginia University; Jeremy Clinton Schwartz, West Virginia University; Rebecca A. Atadero, Colorado State University; Christina Paguyo, University of Denver
Tagged Topics: Diversity, Undergraduate Education

; Hunsinger, 2015), and (c) men on teams being more likely topresent technical content and answer audience questions (Meadows & Sekaquaptewa, 2013).Programs and specific interventions targeted to help all engineers and engineering students workin diverse teams may support efforts to retain diverse talent in engineering Because program andspecific interventions targeted to help all engineers and engineering students work in diverseteams may support efforts to retain the diverse talent in engineering, the need exists to help allengineers work on diverse teams(Atadero, Paguyo, Rambo-Hernandez, and Henderson, 2017).One such intervention was led by Finelli & Kendall-Brown (2009) and addressed some of theissues students encounter when working in

Relevance Score: 0.5497864

On Becoming a "Transfer Institution": Research on a Community College that Supports Diverse Black Students in their Transfer Aspirations

Conference Session: Undergraduate Track - Technical Session VI
Collection: 2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference
Authors: Bruk T. Berhane, University of Maryland, College Park
Tagged Topics: Undergraduate Education

to all students across the U.S. (Calvert, 2015). Foregrounded by thesetrends, it is crucial to understand the support mechanisms that best support undergraduates incommunity colleges.1 There are different types of two-year schools, which can include vocational-technical colleges, communitycolleges, and career colleges (The College Board, n.d.). For this research, “two-year college” refers specifically tocommunity college, and as such I will use the terms “two-year college” and “community college” interchangeablythroughout this document.ON BECOMING A “TRANSFER INSTITUTION” 3 Considerably large numbers of majority and minority STEM degree recipients enroll incommunity

Relevance Score: 0.54927766

Stemming Stereotype Threat: Recruitment, Retention, and Degree Attainment in STEM Fields for Undergraduates from Underrepresented Backgrounds

Conference Session: Undergraduate Track - Technical Session VI
Collection: 2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference
Authors: Najmah Thomas, University of South Carolina, Beaufort; Ronald Erdei, University of South Carolina, Beaufort
Tagged Topics: Diversity, Undergraduate Education

. Thomas served as the Virginia Community College System’s director for statewide Workforce Investment Act programs. She also served as Director of Capacity Building for the Cameron Foundation, and Deputy Director at the Crater Regional Workforce Investment Board in Petersburg, Vir- ginia. Over the course of her career, Dr. Thomas’ work has generated grants and contracts totaling more than $1.5 million.She was named a Southeastern Council of Foundations Hull Fellow, keynote speaker at the Virginia Career Coach Academy and Commencement Address speaker at Fortis College, Richmond, VA. In February of 2013, she received the Living Legacy Award from the Association for the Study of African American Life and History. She

Relevance Score: 0.54920584

Working Toward More Equitable Team Dynamics: Mapping Student Assets to Minimize Stereotyping and Task Assignment Bias

Conference Session: Undergraduate Track - Technical Session II
Collection: 2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference
Authors: Elisabeth (Lisa) Stoddard, Worcester Polytechnic Institute; Geoff Pfeifer, Worcester Polytechnic Institute
Tagged Topics: Diversity, Undergraduate Education

to perform (Meadows et al, 2015).Women and students of color can be stereotyped as less intelligent, less competent, or asunderperformers (Meadows et al, 2015; Wolfe et al, 2016). It is often assumed that these studentshave not been accepted to a STEM program based on merit, but based on policies that favorhistorically underrepresented students (Meadows et al, 2015). In a published writing piece, astudent at Worcester Polytechnic Institute explains: When the other girl gets accepted to RPI and WPI and Cal Tech and MIT, and the acceptance letters pile up….I watch the boys whisper in her ear: ‘They’re just meeting 1 their

Relevance Score: 0.54920584

Assessing the Impact of the Flipped Classroom Approach on Underrepresented Students

Conference Session: Undergraduate Track - Technical Session VII
Collection: 2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference
Authors: Laura E. Sullivan-Green, San Jose State University
Tagged Topics: Diversity, Undergraduate Education

-representedamongthestudentswhoreceivelowgradesinourtargetcourses.Thispresentationwilldiscusstheimpactofourcurricularchangesthusfar.Inaddition,wewillfocusonthesuccessratesoftheflippedclassroomapproachonstudentswithdifferentethnicities.Introduction SanJoséStateUniversity(SJSU),inpartnershipwithCaliforniaStateUniversity-LosAngeles(CSULA)andCaliforniaStatePolytechnicUniversity,Pomona(CPP),wasawardedaprestigiousFirstintheWorld(FITW)grant,fundedbytheDepartmentofEducation[1].GrantactivitieswereinspiredbySJSU’sFourPillarsofStudentSuccessinitiative[2]andrecognitionofthelowerratesofsuccessforunder-representedminoritygroupsamongSTEMstudentpopulations.Inparticular,thegrantfullysupportscollaborativedevelopmentacrossthecampusesofflippedclassroommaterialsforsevengatewaySTEMcoursesidentifiedtohavehighDFWrates(i.e.gradesofDorF,orwithdrawalfromthecourse

Relevance Score: 0.5490066

Infusing Inclusion, Diversity, and Social Justice into the Undergraduate Computer Science Curriculum at Boise State University

Conference Session: Undergraduate Track - Technical Session II
Collection: 2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference
Authors: Donald Winiecki Ph.D., Boise State University; Noah Salzman, Boise State University; Timothy Andersen, Boise State University; Amit Jain, Boise State University; Dianxiang Xu, Boise State University
Tagged Topics: Diversity, Undergraduate Education

– [10], [11], [40], [41] followed by an exercise in which all attendees were asked tocomplete the `Gender-Science` version of the Implicit Assumptions Test (IAT). The follow-up discussion was diverted by one faculty memberwho impugned the credibility of the IAT itself3 effectively changing the intended topic of the session to(a) a general movement against social science and (b) the common view that computer science is itself`purely technical` and not affected by issues now associated with bias, lack of inclusion, diversity andsocial justice. Had this same discussion been attempted today, it would be appropriate to point outrecent events including Susan Fowler's experiences at Uber [24], [25], and the situation at Google, ascharacterized in

Relevance Score: 0.54823637

Quantitative Analysis of Barriers to Completion of Engineering Degrees for Female-identifying and Underrepresented Minority Students

Conference Session: Undergraduate Track - Technical Session VII
Collection: 2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference
Authors: Nancy Mariano, Seattle University; Agnieszka Miguel, Seattle University; Mara Rempe, Seattle University; J. McLean Sloughter, Seattle University
Tagged Topics: Diversity, Undergraduate Education

Paper ID #240942018 CoNECD - The Collaborative Network for Engineering and ComputingDiversity Conference: Crystal City, Virginia Apr 29Quantitative Analysis of Barriers to Completion of Engineering Degrees forFemale-Identifying and Under-Represented Minority StudentsNancy Mariano, Seattle University Nancy Mariano is a first generation college student, of Pacific Islander heritage, attending Seattle Uni- versity. She is currently majoring in Computer Science and minoring in Mathematics and is scheduled to graduate in June 2018. Upon graduation her plans are to spend two years gaining industry experience as a software engineer

Relevance Score: 0.54823637

How Making and Maker Spaces have Contributed to Diversity and Inclusion in Engineering: A [non-traditional] Literature Review

Conference Session: Undergraduate Track - Technical Session II
Collection: 2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference
Authors: Adam Stark Masters, Virginia Tech
Tagged Topics: Undergraduate Education

says that “making sits at the intersection of art andscience, and at the crossroads of technology and design” [5]. When asked who makers are,Dougherty often says, “we are all makers” [6], [7] meaning that everyone engages in some kindof making or has the potential to do so.These creators, dubbed ‘makers,’ often gather in workshops that have been coined ‘makerspaces’ – again largely because of Make:’s use of the term ‘make’ [1]. Generally, a maker spaceis a place where like-minded folks can gather to learn skills, work on projects, use sharedequipment and exchange ideas [8]. They are found in various locations such as communtitycenters, libraries, colleges, K-12 schools, libraries and businesses.Research QuestionsIn an effort to understand the

Relevance Score: 0.54804474

Why Women Persist: Evaluating the Impact of Classroom-based Interventions

Conference Session: Undergraduate Track - Technical Session VII
Collection: 2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference
Authors: Kasi Kiehlbaugh, University of Arizona; Paul Blowers, University of Arizona
Tagged Topics: Diversity, Undergraduate Education

contact hours with students and therefore the greatest opportunity to retain women inengineering. Faculty play a unique and potent role because they are the ones who construct theactivities, classroom environments, and assessments that so deeply affect students. The in-classexperience is often lacking in important but subtle ways that can drive away capable students. Mostfaculty members are unaware of how they can redesign the educational experience to enable studentsto succeed. Unfortunately, this inattention represents missed opportunities to retain more women,underrepresented minorities, and first-generation students in engineering.Modern university classroom experiences are often cold, impersonal, and demotivating. Students inentry-level