Conference Session

Technical Session 6 - Paper 4: Retention Strategies for Educators from Women STEM Graduates of the 1970’s & 1980’s

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Kathleen Buse, Advancing Women in the Workforce; Debra Musch, Rising Careers, LLC; Allison Goodman, ArtCenter College of Design

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CoNECD Paper Sessions, Diversity

Paper ID #35582Retention Strategies for Educators from Women STEM Graduates of the1970’s & 1980’sDr. Kathleen Buse, Advancing Women in the Workforce Kathleen Buse is a business leader whose work focuses on helping organizations be more successful through the development of engaged and inclusive work cultures. As President and Founder of Advancing Women in the Workforce, she helps employers recruit, retain, and advance women. Kathleen’s experience includes 25 years in industry, beginning as an engineer and advancing to executive leadership. She spent ten years in academia where she became an award-winning researcher and

Conference Session

Track 3: Technical Session 6: Organizational Transformation for Graduate Education: Intentionally Engaging Graduate Students as Partners in Equity Work

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Julia Machele Brisbane, Virginia Polytechnic Institute and State University; Teirra K Holloman, Virginia Tech Department of Engineering Education; Natali Huggins, Virginia Tech ; Walter C. Lee, Virginia Polytechnic Institute and State University

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CoNECD Paper Sessions, Diversity

, CivilEngineering, Computer Engineering, Electrical Engineering, Nuclear Engineering, and Miningand Minerals Engineering. Graduate coordinators from each department were invited to providenames of students in their department who were doing equity work.Figure 3: Count of students’ primary academic departmentFigure 4: Count of students’ source of financial support for educational and living expensesThe social identities of students were diverse in terms of gender identity, race/ethnicity, sexualorientation, first-generation status, and having a disability/chronic illness. Thirteen students(59.1%) identified as being a member of the LGBTQ+ community. Eight students consideredthemselves a first-generation undergraduate student (36.4%), and twelve students

Conference Session

Technical Session 11 - Paper 1: Using Utility Value Interventions to Explore Student Connections to Engineering Mechanics Topics

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Isabella Grace Sorensen, California Polytechnic State University, San Luis Obispo; Dominick Trageser, California Polytechnic State University, San Luis Obispo; Brian P. Self, California Polytechnic State University, San Luis Obispo; Benjamin David Lutz, California Polytechnic State University, San Luis Obispo

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CoNECD Paper Sessions, Diversity

. His current work explores a range of engineering education design contexts, including the role of power in brainstorming activities, epistemological and conceptual develop- ment of undergraduate learning assistants, as well as the experiences of recent engineering graduates as they navigate new organizational cultures. American c Society for Engineering Education, 2022 Using Utility Value Interventions to Explore Student Connections to Engineering Mechanics Topics AbstractEngineering mechanics courses (e.g., statics and dynamics) are critical foundations within anengineering

Conference Session

Session 9 - Track 2: The Unheard Voices of Administrators who are Non-traditional Graduate Students in Engineering and Computing Education

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

Morgan Haley McKie, Florida International University; Mais Kayyali, Florida International University; Alexandra Coso Strong, Florida International University

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CoNECD Paper Sessions, Diversity

relate to non-traditional graduate student agency.Positionality Since two of the researchers were in fact participants in the study, it is important todiscuss our roles and relationship as it relates to the topic of study. All authors identify as womenwho are conducting research in engineering and computing education at a Hispanic ServingInstitution (HSI). This is where our identities diverge. The co-authors include two current part-time doctoral students who also serve as administrators. Morgan H. McKie is a queer blackwoman currently a 2nd year doctoral student working as an administrator within the onlinedepartment focusing on technical development and services for the learning management system.Mais Kayyali is currently a 3rd year

Conference Session

Technical Session 13 - Paper 4: Promoting First-Semester Persistence of Engineering Majors with Design Experiences in General Chemistry Laboratory

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Corey Payne, University of Florida; Kent J. Crippen, University of Florida

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CoNECD Paper Sessions, Diversity

Paper ID #35605Promoting First-Semester Persistence of Engineering Majors with DesignExperiences in General Chemistry LaboratoryMr. Corey Payne, University of FloridaDr. Kent J. Crippen, University of Florida Kent Crippen is a Professor of STEM education in the School of Teaching and Learning at the University of Florida and a Fellow of the American Association for the Advancement of Science. His research in- volves the design, development, and evaluation of STEM cyberlearning environments as well as scientist- teacher forms of professional development. Operating from a design-based research perspective, this work focuses

Conference Session

Technical Session 1 - Paper 5: Navigating the academy in the absence of graduate disability accommodation policies

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

D. C. Beardmore, University of Colorado Boulder

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CoNECD Paper Sessions, Diversity

acknowledge such limitations in my publications.I also provide my current and historical positionality statements on my website to acknowledgethe fluid and evolving nature of my identity and understanding of my positionality.I received no funding for this research and have no conflicts of interest to report.References[1] A. Lillywhite and G. Wolbring, “Undergraduate Disabled Students as KnowledgeProducers including Researchers: A Missed Topic in Academic Literature,” Educ. Sci., vol. 9,no. 4, pp. 259, 2019, doi: 10.3390/educsci9040259.[2] National Educational Association of Disabled Students (NEADS), “Comparison ofSpecific Populations of Graduate Students with Disabilities Using 2016 CGPSS Data.” 2019.Accessed: Aug. 11, 2021. [Online

Conference Session

Track 1: Technical Session 2: Tailoring DEIA Programming through Current Field Analysis: Promoting Allyship in STEM of University Graduate Students

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Mia Leigh Renna, University of Maryland College Park; Emily Lawson-Bulten, University of Illinois at Urbana-Champaign

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CoNECD Paper Sessions, Diversity

students at University ofIllinois at Urbana-Champaign (UIUC) to promote DEIA initiatives through allyship education.The original organizers established programming that consisted of six virtual workshops targetedat UIUC graduate students utilizing personal stories from minority leaders and educational toolsfrom DEIA professionals in Spring 2020. The topics chosen for the first year’s programmingincluded a graduate student experience panel, the interconnectedness of the Black Lives Matter(BLM) movement and STEM; a lesson on personal advocacy; allyship through everyday actions;conflict resolution techniques; and a panel of professionals in academia, industry, andgovernment on allyship throughout one's career. The introductory programming mostly

Conference Session

Track 3: Technical Session 8: Self-Advocacy Professional Programming as a Framework to Support Non-Academic Outcomes of STEM PhD Graduate Education

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Carmen Maria Lilley, The University of Illinois at Chicago

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CoNECD Paper Sessions, Diversity

leadershipdevelopment with panel discussions by STEM leaders to a book club discussion. In the thirdyear, programming for professional skills was requested by the students. Dr. SubramanianSankaranarayanan, a Group Leader for the Center for Nanoscale Materials at Argonne NationalLaboratory, gave a seminar on how to prepare for a postdoctoral job search and leveraging thepostdoctoral experience to support professional aspirations. This topic was requested by thestudents to address their concerns about not knowing how to pursue or leverage a postdoctoralposition as first generation and/or historically minoritized graduate students. The students are invited to attend different modalities of seminars and workshops. Forexample, programs are offered virtually

Conference Session

Session 11 - Track 1: "Emotions can hinder Professional Experiences:" Emotional states of first-generation engineering students when introduced to hidden curriculum

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

R. Jamaal Downey, University of Florida; Idalis Villanueva Alarcón, University of Florida; Victoria Beth Sellers

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CoNECD Paper Sessions, Diversity

profoundly impact “students’ andteachers’ engagement, performance, and personality development” [17, p.3]. The emotional stateof the teacher affects the students’ emotions, which then impact either their success or failure inthe classroom is documented [18]. Teachers’ emotions are mirrored by the students; if teachersshow enthusiasm, then their students do also. Conversely, if teachers are bored with a topic andshow a lack of interest, students’ emotions of boredom, irritation or anxiety surface [19, p.9].With that, “both knowledge and emotion are inescapably matters of concern in education is onewhich has been reached by generations of teachers, parents, and educationists from the time ofPlato to the present day” [16, p.229]. Given the

Conference Session

Session 1 - Track 3 : Exploring Experiences of Black Engineering Students Transitioning into Predominately White Institutions for Graduate Studies

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

Michael Lorenzo Greene, Arizona State University, Polytechnic campus; Brooke Charae Coley, Arizona State University, Polytechnic Campus

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CoNECD Paper Sessions, Diversity

. Behav., vol. 113, no. October 2018, pp. 51–61, 2019, doi: 10.1016/j.jvb.2018.10.018.[16] A. E. Austin, “Preparing the next generation of faculty: Graduate school as socialization to the academic career,” J. Higher Educ., vol. 73, no. 1, pp. 94–122, 2002, doi: 10.1080/00221546.2002.11777132.[17] J. C. Weidman, D. J. Twale, and E. L. Stein, “Socialization of Graduate and Professional Students in Higher Education, a Perilous Passage?,” The Journal of Higher Education, vol. 74, no. 6. pp. 719–719, 2003. doi: 10.1080/00221546.2003.11780868.[18] C. M. Golde, “The role of the department and discipline in doctoral student attrition: Lessons from four departments,” J. Higher Educ., vol. 76, no. 6, pp. 669–700, 2005, doi

Conference Session

Technical Session 10 - Paper 2: Lived Experiences and Literature Reviews: Leveraging Experiential Knowledge in STEM Education Doctoral Studies

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Sharetta M. Bufford M.Ed., Clemson University; Stephanie A Damas, Clemson University; Matthew Voigt, Clemson University; Eliza Gallagher, Clemson University

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CoNECD Paper Sessions, Diversity

identity. ReferencesAustin, A. E., & McDaniels, M. (2006). Preparing the professoriate of the future: Graduate student socialization for faculty roles. In HIGHER EDUCATION: (pp. 397-456). Springer, Dordrecht.Austin, A. E. (2002). Preparing the next generation of faculty. The Journal of Higher Education, 73(1), 94-122.Austin, A. E., & Sorcinelli, M. D. (2013). The future of faculty development: Where are we going? New Directions for Teaching and Learning, 2013(133), 85-97.Bell, D. A. (1980). Brown v. Board of Education and the interest-convergence dilemma. Harvard Law Review, 93, 518–533.Bell, D. A. (1995). Who’s afraid of critical race theory? University of Illinois Law Review, 1995(4), 893

Conference Session

Technical Session 3 - Paper 3: International engineering students’ resistance to isolating university experiences: An opportunity for greater inclusion in engineering education

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Memoria Matters, Purdue University at West Lafayette (COE); Patrice Marie Buzzanell, University of South Florida; Carla B. Zoltowski, Purdue University at West Lafayette (COE)

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CoNECD Paper Sessions, Diversity

resistance in students’ persistence behaviors, although it wasresistance against racism in general and not the system of the school. This instance was whenStudent 4 had taken it upon themselves to educate other students against racial stereotypes. Theyexplained that when they were stereotyped, they assumed it was due to domestic students’ignorance of other cultures and chose to educate rather than ignore it: “This kind of stuff happens all the time to be honest. […] For example, if someone I didn't know came up, and for whatever reason had a math problem to do, will just look at me and be like, ‘Yeah. You're probably good at math right? Because you look Indian.’ […] I just kind of take it lightheartedly. I know a lot of

Conference Session

Session 12 - Track 1: The Advisor-Advisee Relationship in Engineering and Computer Science Ph.D. Programs: Understanding Who Benefits and How

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

Catherine E. Brawner, Research Triangle Educational Consultants; Andrea Stancescu, NC State University; Maureen Grasso, NC State University; Yvette Maria Huet, UNC Charlotte; Rebecca Brent, Education Designs, Inc; Lisa Merriweather, University of North Carolina at Charlotte

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CoNECD Paper Sessions, Diversity

graduate education. She worked with faculty and students to improve and enhance mentoring. Grasso was an active participant in the Council of Graduate School’s ”PhD completion project”, The Commission on ”Pathways Through Graduate School and into Careers” and the Advancement Advisory Committee. She was a founding member of the CGS Advisory Com- mittee on Advocacy and Public Policy. Grasso served as President and Past President of CSGS and in 2009, She received the CSGS Award for Outstanding Contribution to Graduate Education in the Southern Region. She served on the National Academy of Sciences committee on ”Revitalizing Gradute Stem Ed- ucation for the 21st Century.” Grasso currently serves as a Co-PI on the NC AGEP

Conference Session

Session 2 - Track 4: Sparking shifts in STEM: Facilitating equitable change through workshops on emerging and understudied research questions

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

Joan M Herbers, ARC Network; Heather E. Metcalf PhD, WEPAN, Inc.; Virginia L Rhodes M.S., The Women in Engineering ProActive Network (WEPAN)

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CoNECD Paper Sessions, Diversity

WEPAN, Dr. Metcalf did her postdoctoral research at the University of Arizona as part of their NSF ADVANCE Institutional Transformation grant and was Chief Research Officer at the Associa- tion for Women in Science (AWIS). Dr. Metcalf has undergraduate degrees in applied mathematics and computer science from Clarion University of Pennsylvania, master’s degrees in computer science from the University of Illinois at Urbana-Champaign and gender studies from the University of Arizona, and a doctorate in higher education, science, and technology policy from the University of Arizona.Virginia L Rhodes M.S., The Women in Engineering ProActive Network (WEPAN) Virginia Rhodes is the ADVANCE Resource and Coordination (ARC) Network

Conference Session

Track 1: Technical Session 7:Beyond Math Readiness: Understanding Why Some Women Pursue Engineering

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Olivia Ryan, Virginia Tech Engineering Education; Susan Sajadi, Virginia Tech

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CoNECD Paper Sessions, Diversity

journey, not just at the‬ ‭high school stage. Therefore, including engineering mentors throughout students' schooling can‬ ‭help students get interested in engineering.‬I‭ n addition to family members and role models, students cited their high school engineering‬ ‭experiences as an essential factor that helped them decide on engineering. The past decade has‬ ‭seen an increase in engineering education for middle and high school students, likely because of‬ ‭states aligning with the Next Generation Science Standards that came out in 2013, which include‬ ‭engineering design at all grade levels‬‭[57]‬‭. Many‬‭students thought they were interested in‬ ‭engineering, so they took an engineering class, which

Conference Session

Technical Session 6 - Paper 3: Practitioners' Reflections on Developing and Implementing Virtual Educational Programming During COVID-19

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Paula Davis Lampley Esq., University of Cincinnati; Whitney Gaskins, University of Cincinnati; Krizia L. Cabrera-Toro

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CoNECD Paper Sessions, Diversity

recruiting the next generation of engineers. Paula is passionate about empowering girls to consider engineering where they can use their talent to develop technology and create solutions to everyday prob- lems. As a former practicing lawyer, she enjoys speaking with engineering students about the intersection of law and technology.Dr. Whitney Gaskins, University of Cincinnati Dr. Gaskins is the Assistant Dean of Inclusive Excellence and Community Engagement in the University of Cincinnati College of Engineering and Applied Science, the only African-American female currently teaching in the faculty of the College of Engineering. Whitney earned her Bachelor of Science in Biomed- ical Engineering, her Masters of Business

Conference Session

Technical Session: Transforming Engineering Education Is Possible! A Descriptive Case Study of Reimagining Engineering Education and Delivering a Wake Forest Engineering Student Experience Promoting Inclusion, Agency, Holistic Learning, and Success

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Olga Pierrakos, Wake Forest University

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CoNECD Paper Sessions, Diversity

possible inengineering education and in engineering departments. Intentionality and evidence-basedstrategies are a must. There are many implications for new and established engineeringdepartments from this case study. In fact, strategies described in this case study have thepotential to transform higher education departments and institutions.I. INTRODUCTIONThe role of higher education and its impacts towards advancing citizens towards economicprosperity, to enrich the human experience through knowledge and perspective, to be a force forgood and human flourishing, to produce the next generation of leaders in our society, to advanceknowledge discovery and community empowerment are well established (Rudolph, 2021;Rhodes, 2001). Along with the many

Conference Session

Track 5: Technical Session 1: Peru in State College

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Lauren A Griggs Griggs, Pennsylvania State University ; Julio Urbina, Pennsylvania State University

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CoNECD Paper Sessions, Diversity

incorporating a scholarly international experience, an intervention notcommonly utilized for underrepresented groups, further elevate the graduation rate?In this project, conventional interventions were administered to a group of tenstudents at Pennsylvania State University, all of whom belonged to underrepresenteddemographics in the field of engineering based on race or gender. This study spanneda four-year duration, during which an international or study abroad component wasintroduced. Interventions were implemented to target four established factors knownto enhance student retention: financial support, preparation in mathematics andacademics, the creation of a supportive learning community, and the inclusion ofinternational education. The project

Conference Session

Track 4: Technical Session 3: Considerations for assessment, evaluation, and continuous improvement of a pre-college STEM summer program for promising Black high school students

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Jesika Monet McDaniel, Virginia Tech Department of Engineering Education; Cynthia Hampton Ph.D., Virginia Polytechnic Institute and State University; Kim Lester, Virginia Polytechnic Institute and State University

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CoNECD Paper Sessions, Diversity

Paper ID #40762Considerations for assessment, evaluation, and continuous improvement ofa pre-college STEM summer program for promising Black high schoolstudentsJesika Monet McDaniel, Virginia Tech Department of Engineering Education Jesika is an accomplished graduate of Virginia Tech, holding degrees from both the College of Engineer- ing and the School of Education. Her passion for education led her to become a dedicated K-12 STEM Educator. In this role, Jesika is committed to introducing and inspiring students from diverse backgrounds and cultures to the intricacies of STEM (Science, Technology, Engineering, and Mathematics

Conference Session

Session 4 - Track 2: Inclusive Innovation: Reframing STEM Research in COVID-19

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

Tamara N. Hamilton, Syracuse University ; Claudine-Lonje A Williams, Syracuse University; Chelsea Bouldin

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CoNECD Paper Sessions, Diversity

, belonging, and access.Ms. Claudine-Lonje A Williams, Syracuse University Claudine-Lonj´e A. Williams, LMSW is currently a doctoral student and graduate assistant/teaching as- sistant in the Higher Education Department (HED) at Syracuse University (SU). She is also the teacher of record for sections of the Practicum Seminar course, and assists with the coordination of the Masters Students’ Practicum process including the Round Robin interviews. Claudine has worked as a graduate assistant and program coordinator for three consecutive summers for the Louis Stokes Alliance for Mi- nority Participation (LSAMP) Program at SU where she guided undergraduate BIPOC students majoring in the STEM fields as they conducted research

Conference Session

Session 5 - Track 2: Community College Computing Programs' Unique Contexts for Promoting Gender Equity

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

Erin Carll, University of Washington; Elizabeth Litzler, University of Washington; Gretchen Achenbach, University of Virginia; Nancy Binowski, County College of Morris; Catherine E. Brawner, Research Triangle Educational Consultants; Jamie Lee Huber Ward, WEPAN, Inc.; Sherri L Sanders; Melissa C Stange, Laurel Ridge Community College; Zhen Wu

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CoNECD Paper Sessions, Diversity

to learn directly from their peers.IntroductionSince 2014, women have comprised just one-fifth of those graduating with associate degrees incomputing and information systems (CIS) [1]. Due to the growth in the number of CIS associatedegrees conferred to men, the proportion earned by women has diminished by more than halffrom 1999 levels [1]. The CIS gender gap in community colleges 1 (CCs) is particularlyconcerning from an equity perspective, since these institutions provide crucial access to post-secondary education, including for the socioeconomically disadvantaged, first-generation, older,and Hispanic college students they disproportionately serve [2]. However, relatively littleresearch and programming focuses on supporting gender equity

Conference Session

Track 2: Technical Session 5: Understanding Decision Processes Related to Pathways of Community College Engineering Students

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Rene Alberto Hernandez, Virginia Tech; David B Knight, Virginia Polytechnic Institute and State University; Walter C. Lee, Virginia Polytechnic Institute and State University; Amy Richardson, Virginia Tech Department of Engineering Education; Sarah Rodriguez, Virginia Tech; Bevlee A. Watford, Virginia Polytechnic Institute and State University

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CoNECD Paper Sessions, Diversity

Paper ID #40675Understanding Decision Processes Related to Pathways of CommunityCollege Engineering StudentsMr. Rene Alberto Hernandez, Virginia Tech Ren´e Hernandez, is a Salvadorean-American first-generation graduate student at Virginia Tech’s School of Education. He is pursuing his PhD in Higher Education with a cognate in Engineering Education. He has more than 10 years of K-12 and higher education experience which he leverages towards his pursuits of helping others find success in education. He has an evolving research agenda focused on pathways, policy, and how it shapes education and undergraduate engineering

Conference Session

Track 6: Technical Session 9: Creating buy-in from key constituencies for supporting LGBTQIA+ engineering students

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Amy Rachel Betz, Kansas State University; Craig Wanklyn P.E., Kansas State University; Rachel Levitt, Kansas State University

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CoNECD Paper Sessions, Diversity

was on the board of governors for the Rocky Mountain chapter of ASHRAE. He holds a bachelor’s and master’s degree in architectural engineering and an MBA. He is a licensed professional engineer and a LEED-accredited professional in building design and construction.Rachel Levitt, Kansas State University ©American Society for Engineering Education, 2024 Creating buy-in from key constituencies for supportingLGBTQIA+ engineering students Dr. Amy Betz (she/her)1 Craig Wanklyn, PE, MBA (he/him)1 Dr. Rachel Levitt (they/them)2 Mariya Vaughn (she/they)31-Col l ege of Engineering, 2-Social Transformation Studies, 3

Conference Session

Track 3: Technical Session 4: Scripts of Whiteness in engineering: An analysis of the literature

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

R. Jamaal Downey; Joel Alejandro Mejia, The University of Texas at San Antonio; Diana A. Chen, University of San Diego; Gordon D Hoople, University of San Diego; Susan M Lord, University of San Diego

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CoNECD Paper Sessions, Diversity

and more specifically engineering crosses from the focuson the skin-tone of an individual to focusing on the systems in place that allow there to be aglutton of white identities in these disciplines and fields. By realizing that Whiteness is anideology that both white and BIPOC operate under, problem-solving becomes more aboutstructures rather than individuals. What are administrators in engineering education doing thatdoesn’t allow for more BIPOC to be attracted, retained, graduated, and become leaders inengineering? [67-69] Taking a more holistic view, what are the pedagogical strategies beingimplemented in k-12 that don’t allow diverse students to see themselves as valuable in STEMfields? Notice that we aren’t asking about individuals and

Conference Session

Technical Session 6 - Paper 2: Sharing Exemplary Admissions Practices that Promote Diversity in Engineering Panel Discussion

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Elizabeth Cady, National Academy of Engineering; Beth M Holloway, Purdue University at West Lafayette (COE); Theresa A. Maldonado P.E., University of California System; Beth A Myers, University of Colorado Boulder; Andrew B. Williams, The Citadel School of Engineering

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CoNECD Paper Sessions, Diversity

education. In 2019, the NAE issued acall for nominations of policies or programs that are targeted to students from underrepresentedpopulations among incoming first-year full-time students, incoming transfer students (from communitycolleges or other institutions), and/or veterans or other students over the age of 25 who are enteringengineering. The project defines underrepresented populations broadly, including men of color, allwomen, individuals with disabilities, and individuals from other underrepresented or marginalizedpopulations (e.g., first-generation students, LGBTQI individuals, students from low socioeconomic statusbackgrounds, students for whom English is a second language, veterans). A committee of experts named8 of the nominated

Conference Session

Track 7: Technical Session 3: The Missing Misrecognition in Recognition and Engineering Identity Research

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Annie Yong Patrick, Georgia Tech; Joseph M LeDoux, Georgia Institute of Technology; Sara Schley Schley, Rochester Institute of Technology (NTID)

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CoNECD Paper Sessions, Diversity

researched inengineering education. Numerous studies have revealed that engineering recognition is connectedto increased student retention and an engineering student’s developing sense of belonging (Cribbset al., 2016; Hatmaker, 2013; Rover, 2008; Wang & Hazari, 2018). Additionally, recognition isinvaluable because of its capability to demonstrate how students form relationships withinengineering, its ability to verify the other two components of engineering identity, competencyand performance, and its ability to shed light on the experiences of underrepresented andmarginalized students in STEM (Carlone & Johnson, 2007; Rodriquez et al., 2017; Rohde et al.,2019). This topic has been studied using various methodologies (Godwin, 2016

Conference Session

Technical Session 13 - Paper 3:Uncomfortable Conversations with Faculty and Students in Zoom: Experiences with diversity and inclusion spurred by police brutality and racial injustice in the U.S.

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Lance Leon Allen White, Texas A&M University; Tracy Anne Hammond, Texas A&M University; Samantha Ray, Texas A&M University; Donna Jaison, Texas A&M University; Christine A Stanley, Texas A&M University

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CoNECD Paper Sessions, Diversity

Paper ID #35628Uncomfortable Conversations with Faculty and Students in Zoom:Experiences with diversity and inclusion spurred by police brutality andracial injustice in the U.S.Mr. Lance Leon Allen White, Texas A&M University Lance White is a Ph.D. student at Texas A&M University in Interdisciplinary Engineering with a thrust in Engineering Education. He is working as a graduate research assistant at the Institute of Engineering Education and Innovation at the Texas Engineering Experiment Station at Texas A&M University under director Dr. Tracy Hammond. Dr. Karan Watson and Dr. Pavel Tsvetkov are his co-chairs. He

Conference Session

Track 8: Technical Session 6: A work in progress narrative literature review exploring the impact of minority engineering programs on the experiences of Black students in undergraduate engineering programs

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Stephanie A Damas, Clemson University; Lisa Benson, Clemson University

Tagged Topics

CoNECD Paper Sessions, Diversity

minorityengineering programs in collaboration with universities, (5) advocacy from minority students,faculty, and community organizations that pushed for the creation of these programs, and (6)institutional initiatives that took steps to establish minority engineering programs (Landis, 1991;Slaton, 2012; McNeely & Freehill, 2011).In the 1970s, MEPs served as community and academic support sources in light of the alarmingnumber of minority students that left the major each year (Landis, 1991). MEPs primarily focuson increasing marginalized students' retention and graduation rates. Some focus on gendermarginalization (i.e., women), racially marginalized communities in engineering fields,first-generation students, and students from low-income families. They

Conference Session

Technical Session 3 - Paper 1: For Us, By Us: Recommendations for Institutional Efforts to Enhance the Black Student Experience in Engineering

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Katreena Thomas, Arizona State University, Polytechnic campus; Michael Lorenzo Greene, Arizona State University, Polytechnic campus; Brooke Charae Coley, Arizona State University, Polytechnic campus; Debalina Maitra, Arizona State University, Polytechnic campus; Julia Machele Brisbane, Virginia Polytechnic Institute and State University; Jeremi S London, Virginia Polytechnic Institute and State University

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CoNECD Paper Sessions, Diversity

were not engineering specific, they were conveyed as beingcritical to students that may be first generation college students and/or lacking awareness of timemanagement skills and others that can be impactful for first time students. The graduate students suggested numerous recommendations that have the potential toenhance the experiences of Black students in graduate engineering programs across the country.They shared what they viewed as the most influential recommendations that universities canemploy to enhance the experiences of Black students in engineering as well as improve theirtransition from undergraduate to graduate education. Descriptions of the recommendationsranged from developing counterspaces for Black graduate students to

Conference Session

Track 7: Technical Session 2: Lessons Learned from Development of an Elective Undergraduate Course on DEI in STEM

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Leigh S McCue, George Mason University; Christopher Alexander Carr, George Mason University; Kevin William Kuck, George Mason University; Dhiambi Otete; Violet Veronika Reges

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CoNECD Paper Sessions, Diversity

artificial intelligence titled ”Generative Artificial Intelligence: A Double- Edged Sword,” which was given at the World Engineering Education Forum & Global Engineering Dean’s Council in October 2023. His work demonstrates his keen interest in cutting-edge technology, engineering solutions, and a passion for DEI topics. In addition to his academic pursuits, Kevin has gained valuable experience through various internships and work roles. He served as a Mechanical Engineering Intern at Jacobs, where he contributed to HVAC and MEP design projects, created energy models using HAP, and performed essential calculations for mechanical equipment selection. His involvement in report writing summarizing ultrasonic pipe testing