Conference Session

CoNECD Session : Day 3 Slot 6 Technical Session 2

Collection

2021 CoNECD

Authors

Matthew Bahnson, North Carolina State University at Raleigh; Derrick James Satterfield, University of Nevada, Reno; Adam Kirn, University of Nevada, Reno

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research and semi-structured interviews to develop the survey inventory to investigate the unique environment,educational practices, and goals of engineering graduate study [8]. We analyzed students'perceptions of unfair treatment to capture the psychological, emotional, and social responses theyreport.BackgroundGender, racial and ethnic diversity in engineering, particularly in graduate education, does notreflect the general population diversity in the U.S. [1], [2], [9], [10]. In many ways, engineeringrepresents a microcosm of the institutional and structural barriers to persistence traditionallyunderserved graduate students face in higher education across all majors, resulting in adverseeducational outcomes [11]. Gender and race-based bias

Conference Session

CoNECD Session : Day 1 Slot 6 Technical Session 3

Collection

2021 CoNECD

Authors

Teirra K. Holloman, Virginia Tech Department of Engineering Education; Walter C. Lee, Virginia Polytechnic Institute and State University; Kirsten A. Davis, Purdue University at West Lafayette (COE); Jeremi S. London, Virginia Polytechnic Institute and State University; David B. Knight, Virginia Polytechnic Institute and State University; Tremayne O'Brian Waller, Virginia Polytechnic Institute and State University; John J. Lesko, Virginia Polytechnic Institute and State University

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affirming, inclusive, and diverse education program that helps preparestudents to face the complex challenges they will meet in their post-graduation careers” (VirginiaTech Graduate School, 2019). A depiction of the alignment of course topics and the inclusionand diversity requirements can be found in Appendix A.Building on these two purposes, the following learning outcomes were developed for theGSSME course: 1. Developing effective interpersonal communication skills 2. Establishing and maintaining professional relationships 3. Dealing with personal differences in multicultural environments 4. Advancing equity and inclusion in professional environments 5. Developing responsible and ethical professional practices 6. Developing

Conference Session

CoNECD Session : Day 3 Slot 5 Technical Session 3

Collection

2021 CoNECD

Authors

Annette L. Pilkington, Colorado School of Mines; Amy E. Landis

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CoNECD Paper Submissions, Diversity

Paper ID #28523Increasing Retention and Graduation Rates for Women in STEMMs. Annette L. Pilkington, Colorado School of Mines Annette Pilkington is the Director of the Women in Science, Engineering and Mathematics (WISEM) Program at the Colorado School of Mines. She has a BA in Elementary Education from the University of Northern Iowa and a M.A. in Curriculum and Instruction from Columbia University Teacher’s College.Dr. Amy E Landis, Dr. Landis joined Mines in August 2017 as the first Presidential Faculty Fellow for Access, Attainment, and Diversity. Previously, she was a full professor at Clemson University from 2015

Conference Session

CoNECD Session : Day 2 Slot 7 Technical Session 1

Collection

2021 CoNECD

Authors

Catherine Mobley, Clemson University; Catherine E. Brawner, Research Triangle Educational Consultants; Rebecca Brent, Education Designs, Inc; Marisa K. Orr, Clemson University

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CoNECD Paper Submissions, Diversity

interests include student persistence and pathways in engineering, gender equity, diversity, and academic policy. Dr. Orr is a recipient of the NSF CAREER Award for her research entitled, ”Empowering Students to be Adaptive Decision-Makers.” American c Society for Engineering Education, 2021 The Centrality of Black Identity for Black Students in Engineering: A Reflection on Methods and TheoryKeywords: Race/ethnicity, Black identity, undergraduate programsIntroductionThe recent emphasis on increasing the number of engineering graduates has been coupled withgreater concern about the lack of diversity in engineering fields. However, despite

Conference Session

CoNECD Session : Day 2 Slot 5 Technical Session 1

Collection

2021 CoNECD

Authors

Claudio Freitas, Purdue University; Jennifer Deboer, Purdue University at West Lafayette (COE)

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CoNECD Paper Submissions, Diversity

facilitator in Azraqnoted, ‘I think we need to be flexible, if the students can go on with the same timetable, then it'sgood, if not then we will act accordingly.’ This quote expresses his concern with course pacingsince a few students were not ready to move on to a new course topic like their peers. Figure 4. Slide example using during the teaching certification trainingDiscussion and future plans This paper is impactful and contributes in two dimensions. First, the novelty of the LEDadds to the engineering education community and education in displacement by examiningeffective teaching and learning in refugee settings. Specifically, this paper contributes to theapplication of diverse pedagogical theories and learning environments

Conference Session

CoNECD Session : Day 4 Slot 1 Technical Session 3

Collection

2021 CoNECD

Authors

Danyelle Tauryce Ireland, University of Maryland, Baltimore County; Cindy Greenwood, University of Maryland, Baltimore County ; Erica L D'Eramo, University of Maryland, Baltimore County; Katherine Bell O'Keefe

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schedule in the afternoon, following a large university visit day that ends at 2pm. BEST of CWIT begins right after that event so students and family members do not need to make multiple trips to campus. CWIT Virtual Escape Room • Target audiences • High school students and undergraduate students • Open Event: RSVP Form only, No Application • Planned and facilitated by a student planning committee (with staff support) • Escape room topics: • By Major- learning graduation requirements, research, and other opportunities • Fun at UMBC • General information about UMBC • First Year students

Conference Session

CoNECD Session : Day 1 Slot 4 Technical Session 1

Collection

2021 CoNECD

Authors

Niesha C. Douglas, Educate, Activate, Transform; Cathy Howell, University of North Carolina at Charlotte; Lisa R. Merriweather, University of North Carolina at Charlotte; Anna Sanczyk, University of North Carolina at Charlotte

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youth about personal and social development. She believes in living your best life through creativity and honesty.Dr. Cathy Howell, University of North Carolina at Charlotte Dr. Cathy Howell is a Clinical Assistant Professor and the Ed.D. Graduate Program Director at the Uni- versity of North Carolina at Charlotte. She has degrees in Community Health and Health Education from East Carolina University and a doctoral degree in Educational Leadership from UNC Charlotte. She teaches master’s and doctoral courses in the areas of research methods, adult education, dissertation pro- posal, and dissertation research. Her work has been framed within the context of Critical Race Inquiry and Black Feminist Thought in

Conference Session

CoNECD Session : Day 1 Slot 1 Technical Session 2

Collection

2021 CoNECD

Authors

Catherine E. Brawner, Research Triangle Educational Consultants; Catherine Mobley, Clemson University; Susan M. Lord, University of San Diego; Joyce B. Main, Purdue University-Main Campus, West Lafayette (College of Engineering)

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Engineering. Dr. Lord is a Fellow of the IEEE and ASEE and is active in the engineering education community including serving as General Co-Chair of the Frontiers in Educa- tion Conference, President of the IEEE Education Society, and Associate Editor of the IEEE Transactions on Education (ToE) and the Journal of Engineering Education (JEE). She and her coauthors received the 2011 Wickenden Award for the best paper in JEE and the 2011 and 2015 Best Paper Awards for the IEEE ToE. In Spring 2012, Dr. Lord spent a sabbatical at Southeast University in Nanjing, China teaching and doing research. She is on the USD team implementing ”Developing Changemaking Engineers”, an NSF-sponsored Revolutionizing Engineering Education (RED

Conference Session

CoNECD Session : Day 1 Slot 8 Technical Session 1

Collection

2021 CoNECD

Authors

Tiffiny Antionette Butler, Worcester Polytechnic Institute; Ryan Meadows, Worcester Polytechnic Institute; Katherine C. Chen, Worcester Polytechnic Institute; Suzanne Sontgerath, Worcester Polytechnic Institute

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CoNECD Paper Submissions, Diversity

inindustry, she never had a female mentor or a female supervisor. Her career in highereducation has focused primarily on increasing the number of underserved individuals inSTEM. Because of her industry experience, her research interest focuses on the importanceof role models and mentors in informal educational settings. She recognizes that she hashad a strong focus on women in STEM in her research and look forward to furtherinvestigation of the intersectionality of race, gender, first generation, or socioeconomicstatus. The approach to the origins of this program begins in understanding our uniquepositionality in STEM in higher education and adds context to how we approach this work.The WRAMP program was funded by a grant through the Women’s Impact

Conference Session

CoNECD Session : Day 2 Slot 6 Technical Session 2

Collection

2021 CoNECD

Authors

Ekundayo Shittu, George Washington University; Jennifer Dashiell-Shoffner, North Carolina A&T State University; Hyung Nam Kim, North Carolina A&T State University

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] areevaluated.2. Program ElementsThe program is conducted across two institutions with a total of three black diaspora graduatestudents in the process of model development, reflection and narrative inquiry. These elementsand the participant recruitment process are detailed in the following sections.2.1 Model DevelopmentThe research strategy is to generate an integrated framework that evaluates the role of anticipatory    cognition in the research tasks that the students conduct. In other words, while the students focuson the research topics for their dissertation, data on their reflections through narrative enquiry arecollected. For example, the students address modeling efforts related to how

Conference Session

CoNECD Session : Day 1 Slot 3 Technical Session 1

Collection

2021 CoNECD

Authors

Leila Zahedi, Florida International University; Hossein EbrahimNejad, Purdue University at West Lafayette (COE); Monique S. Ross, Florida International University; Matthew W. Ohland, Purdue University at West Lafayette (COE); Stephanie J. Lunn, Florida International University

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,” IEEE Journal of Selected Topics in Signal Processing, vol. 11, no. 5, pp. 742–753, 2017.[10] S. Boumi and A. Vela, “Improving graduation rate estimates using regularly updated markov chains,” arXiv preprint arXiv:2008.13296, 2020.[11] N. Thai-Nghe, L. Drumond, T. Horv´ath, A. Nanopoulos, and L. Schmidt-Thieme, “Matrix and tensor factorization for predicting student performance.” in CSEDU (1), 2011, pp. 69–78.[12] M. Mirzaei and S. Sahebi, “Modeling students’ behavior using sequential patterns to predict their performance,” in International Conference on Artificial Intelligence in Education. Springer, 2019, pp. 350–353.[13] M. Mirzaei, S. Sahebi, and P. Brusilovsky, “Detecting trait versus performance student behavioral patterns

Conference Session

CoNECD Session : Day 3 Slot 6 Technical Session 3

Collection

2021 CoNECD

Authors

Sophie Schuyler, University of Massachusetts Boston; Jonathan S. Briseno, University of Massachusetts Boston; Madison Natarajan, University of Massachusetts Boston; Anushka Sista; Kerrie G. Wilkins-Yel, University of Massachusetts Boston; Amanda Arnold, Arizona State University; Jennifer M. Bekki, Arizona State University; Bianca L. Bernstein, Arizona State University; Ashley K. Randall, Arizona State University

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research program designed to examine interpersonal support and resilience as mechanisms to advance persistence among graduate women in STEM from diverse racial/ethnic backgrounds. Her work has been published in peer- reviewed journals such as the Journal of Vocational Behavior, Journal of Engineering Education, and Journal of Women and Minorities in Science and Engineering.Ms. Amanda Arnold, Arizona State UniversityDr. Jennifer M Bekki, Arizona State University Jennifer M. Bekki is an Associate Professor in The Polytechnic School within the Ira A. Fulton Schools of Engineering at Arizona State University. Her research interests include topics related to engineering stu- dent persistence, STEM graduate students

Conference Session

CoNECD Session : Day 1 Slot 1 Technical Session 4

Collection

2021 CoNECD

Authors

Medha Dalal, Arizona State University; Stacy S. Klein-Gardner, Vanderbilt University; Jennifer Kouo, Towson University; Kenneth Reid, University of Indianapolis; Cheryl Beauchamp, Regent University; Briana O'Neal, University of Maryland College Park; Jackelyn Raquel Lopez Roshwalb, University of Maryland, College Park; Darryll J. Pines, University of Maryland College Park

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for 2013-2014, and the Herbert F. Alter Chair of Engineering (Ohio Northern University) in 2010. His research interests include success in first-year engineering, engineering in K-12, introducing entrepreneur- ship into engineering, and international service and engineering. He has written texts in design, general engineering and digital electronics, including the text used by Project Lead the Way.Cheryl Beauchamp, Regent University Cheryl Beauchamp serves as the Engineering and Computer Science Department chair of Regent Uni- versity’s College of Arts and Sciences. She is a PhD student in the Engineering Education program at Virginia Tech. She earned her Master’s of Science degree in Computer Science from George Mason

Conference Session

CoNECD Session : Day 1 Slot 5 Technical Session 1

Collection

2021 CoNECD

Authors

Kathrine Ehrlich-Scheffer, Rochester Institute of Technology

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natives comes with the byproduct of high levels of anxiety, often manifesting itselfthrough “FOMO,” or the fear of missing out, as well as the digital fatigue that comes from beingconstantly connected, constantly marketed to, and constantly needing to curate multiple digitalidentities [4], [5], [6]. It takes more and more to capture the attention of Generation Z students, whoare being bombarded with messages across multiple platforms almost constantly [7], [8].Gen Z, the Pragmatists Higher education is already beginning to adapt to this new cohort of students, both in and outof the classroom. Flipped classrooms, carefully selected collaborative group work assigned only tounderscore self-paced intrapersonal learning, and more hands-on

Conference Session

Enacting Culturally Relevant Pedagogy for Underrepresented Minorities in STEM Classrooms: Challenges and Opportunities

Collection

2021 CoNECD

Authors

Moses Olayemi, Purdue University; Jennifer Deboer, Purdue University at West Lafayette (COE)

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education: secondary testing might improve • Excessive focus ofHow prospective mathematics student scores but fail as a standardized testing asteachers grapple with teachers (PMTs) measure of teaching efficacy measure of teacher efficacyusing culturally • Predefined topics and rigid • Lack of classroom/curricularresponsive teaching instructional guides limit the autonomypractices in the age of extent to which teachers canstandardized testing

Conference Session

CoNECD Session : Day 3 Slot 7 Technical Session 3

Collection

2021 CoNECD

Authors

Alberto Esquinca, San Diego State University; Erika Mein, University of Texas at El Paso; Helena Mucino, University of Texas at El Paso

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consistently found that Latinx students report a lowersense of belonging than white students [9] [10]. In particular, first-generation Latinx collegestudents in predominantly white institutions [11] [12] report lower sense of belonging. Inaddition, recent studies have investigated the role of various stakeholders in creating a sense ofbelonging among Latinx students including: Hispanic Serving Institutions (HSIs) [13], mentors[14], professional organizations [15] and families and communities [16].Studies have shown a correlation between high levels of belongingness and academic success inSTEM [17]. In engineering education, specifically, studies have uncovered students’ own viewsand experiences of belongingness [18] [19] and have shown the positive

Conference Session

CoNECD Session : Day 2 Slot 1 Technical Session 2

Collection

2021 CoNECD

Authors

Bruk T. Berhane, University of Maryland College Park; Medha Dalal, Arizona State University; Stacy S. Klein-Gardner, Vanderbilt University; Adam R. Carberry, Arizona State University; Kenneth Reid, University of Indianapolis; Cheryl Beauchamp, Regent University; Mary Lord, Towson University; Darryll J. Pines, University of Maryland College Park

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CoNECD Paper Submissions, Diversity

theirexperiences in engineering; these issues, from the perspective of his interviewees, exist outside,rather than inside, of the engineering educational context. Collectively, contributions toliterature like those from Jorgenson (2002) and Berhane (2016) illuminate a tendency for at leastsome engineering stakeholders to focus more on the curriculum than differences among studentpopulations. Within this context, it is not an aberration that educators referenced in this studytended to discuss topics related to the course in general, rather than how the course was taught asa function of student demographics or school context.One might expect that the theme of race or gender might be incorporated differently in anengineering classroom, if the lead instructor

Conference Session

CoNECD Session : Day 2 Slot 5 Technical Session 4

Collection

2021 CoNECD

Authors

Laura Bottomley, North Carolina State University

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Paper ID #28478A New Change Model for Recruitment and Retention of UnderrepresentedGroups in STEMDr. Laura Bottomley, North Carolina State University Dr. Laura Bottomley, Teaching Associate Professor of Electrical Engineering and Elementary Education, is also the Director of Women in Engineering and The Engineering Place at NC State University. She has been working in the field of engineering education for over 20 years. She is dedicated to conveying the joint messages that engineering is a set of fields that can use all types of minds and every person needs to be literate in engineering and technology. She is an ASEE

Conference Session

CoNECD Session : Day 1 Slot 6 Technical Session 1

Collection

2021 CoNECD

Authors

Eunsil Lee, Arizona State University; Jennifer M. Bekki, Arizona State University; Adam R. Carberry, Arizona State University; Nadia N. Kellam, Arizona State University

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CoNECD Paper Submissions, Diversity

Education a year later. Her research interests currently focus on engineering doctoral students in underserved populations such as women and international students.Dr. Jennifer M Bekki, Arizona State University, Polytechnic campus Jennifer M. Bekki is an Associate Professor in The Polytechnic School within the Ira A. Fulton Schools of Engineering at Arizona State University. Her research interests include topics related to engineering stu- dent persistence, STEM graduate students (particularly women), online learning, educational data mining, and the modeling and analysis of manufacturing systems. She holds a bachelor’s degree in Bioengineering and graduate degrees in Industrial Engineering, all from Arizona State

Conference Session

CoNECD Session : Day 2 Slot 1 Technical Session 4

Collection

2021 CoNECD

Authors

Anthony W. Dean, Old Dominion University; Kim Bullington Sibson, Old Dominion University; Cynthia Tomovic, Old Dominion University; Vukica M. Jovanovic, Old Dominion University; Rafael E. Landaeta, Old Dominion University

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Engineering Management Journal and as faculty advisor of Old Dominion University’s student chapter of the Society of Hispanic Professional Engineers. His scholarship focuses on generating, transferring, and applying multi-disciplinary knowledge that addresses current and future challenges in knowledge- intensive organizations. He is a Fellow of the American Society for Engineering Management. American c Society for Engineering Education, 2021Facilitating Adult and Military Veteran Students’ Learning and Retention inEngineering: Student-Faculty Development of a Structured LearningCommunity Kim Bullington Sibson, Ph.D., Anthony W. Dean, Ph.D., Cynthia Tomovic, Ph.D., Vukica

Conference Session

CoNECD Session : Day 3 Slot 3 Technical Session 1

Collection

2021 CoNECD

Authors

Justin Charles Major, Purdue University at West Lafayette (COE); Allison Godwin, Purdue University at West Lafayette (COE); Adam Kirn, University of Nevada, Reno

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Paper ID #32155Working to achieve equitable access to engineering by redefiningdisciplinary standards for the use and dissemination of demographics inquantitative studiesMr. Justin Charles Major, Purdue University at West Lafayette (COE) Justin C. Major is a fourth-year Ph.D Candidate and National Science Foundation Graduate Research Fel- low in the Purdue University Engineering Education Program. As an undergraduate student at the Univer- sity of Nevada, Reno (UNR), Justin completed Bachelor’s degrees in both Mechanical Engineering and Secondary Mathematics Education with an informal emphasis in engineering education

Conference Session

CoNECD Session : Day 3 Slot 3 Technical Session 3

Collection

2021 CoNECD

Authors

Lizabeth L. Thompson, California Polytechnic State University, San Luis Obispo; Tonatiuh Rodriguez-Nikl P.E., California State University, Los Angeles

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, pass rates and longer time to graduation. There were several open-ended questions for students to indicate ways in which they were in need of support or areas of concern for them. These comments were coded and sorted by topic area. The following graphic indicates the count of the types of comments. Also included is an example of a comment in each category. These illustrate the heartbreaking difficulties that the students are dealing with as they adjust to the pandemic.Figure 7: Quiet place tostudyFigure 9: Qualitative analysisConclusions and Net StepsThe data collected through this survey

Conference Session

CoNECD Session : Day 1 Slot 5 Technical Session 2

Collection

2021 CoNECD

Authors

Tojan Rahhal, University of Missouri; Miguel Elias Ayllon, University of Missouri

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Paper ID #28213Understanding the Impact of a Diversity and Inclusion OrientedCurriculum in Short-Term Study Abroad Programs for UndergraduateEngineering StudentsDr. Tojan Rahhal, University of Missouri Dr. Tojan Rahhal is an Adjunct Professor in the Biomedical, Biological, and Chemical Engineering Department and the Assistant Dean for Inclusive Excellence and Strategic Initiatives at the University of Missouri-Columbia in the College of Engineering. Rahhal graduated from North Carolina State University with a BS in Biomedical Engineering. She went on to pursue a PhD in Pharmaceutical Sciences at the University of North

Conference Session

CoNECD Session : Day 2 Slot 6 Technical Session 4

Collection

2021 CoNECD

Authors

Angela R. Bielefeldt, University of Colorado Boulder

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CoNECD Paper Submissions, Diversity

marginalization in the form of social disadvantage which may bein terms of income, services, and/or participation. If engineers are to work effectively with andfor marginalized communities both locally and abroad, they should be sensitized to social justiceissues and have sophisticated ethical reasoning skills. This research explored the perspectivesand practices related to social justice issues among engineering educators who integrate ethicsand societal impact issues (ESI) into their courses. A survey found that among 1268 instructorswho embed ESI in their courses, 27% include social justice and/or poverty topics. The majorityof individuals who taught social justice and/or poverty believed that the ESI education ofundergraduate and graduate students in

Conference Session

CoNECD Session : Day 2 Slot 2 Technical Session 2

Collection

2021 CoNECD

Authors

Mohamed ElZomor, Florida International University; Gabriella Santi, Florida International University; Piyush Pradhananga, Florida International University; Mais Kayyali, Florida International University; Lu Zhang, Florida International University

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CoNECD Paper Submissions, Diversity

presentation skills developed. This could be since first-generation students potentially face additional barriers than their counterparts, when in higher education programs. Additionally, these students have been shown to have less family influence to develop these soft skills outside their academic settings [20]. That said, and since first-generation students need more training, higher education should focus on fostering such trainings to this student body to support their success in STEM.• STEM graduate students are more likely to possess higher communication skills, possibly since graduate students maintain more academic knowledge, experience, and different exposures than undergraduates. Thus, this could indicate that

Conference Session

CoNECD Session : Day 1 Slot 6 Technical Session 4

Collection

2021 CoNECD

Authors

Don Wittrock, University of Cincinnati CEAS Office of Inclusive Excellence and Community Engagement; Whitney Gaskins, University of Cincinnati; Jutshi Agarwal, University of Cincinnati; Gibin Raju, University of Cincinnati

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CoNECD Paper Submissions, Diversity

minority, low-income, and first-generation students who attend urban schools. To prepare secondary students for college andcareers, students in urban schools must receive adequate training. It is imperative to narrow thedisparity in STEM degree attainment for underrepresented students in order to produce a 21stcentury workforce to address the needs of a rapidly evolving population. Educational tools andpolicies can help ensure more high school graduates are college and career ready, especiallymembers of historically underrepresented groups. When reviewing reasons why local high school students, even those from STEM highschools, do not matriculate into STEM programs. It was revealed that many applicants lack theprerequisite courses to gain

Conference Session

CoNECD Session : Day 2 Slot 3 Technical Session 2

Collection

2021 CoNECD

Authors

Erika Mein, University of Texas at El Paso; Alberto Esquinca, San Diego State University; Helena Mucino-Guerra, University of Texas at El Paso

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CoNECD Paper Submissions, Diversity

participation inengineering and Computer Science (CS), students from a range of backgrounds – includingwomen, Latinx, Black, indigenous, and first-generation – continue to be underrepresented inthese fields. This persistent underrepresentation impacts not only postsecondaryengineering/CS programs, but also the profession more widely, as engineering/CS fields fail toreflect the diversity that is representative of U.S. society at large. A number of studies havefocused on the challenges and barriers faced by students from underrepresented backgroundsin engineering/CS. As a response to deficit-focused narratives related to underrepresentedgroups in engineering, there is also an emerging body of engineering education scholarship thathighlights more asset

Conference Session

CoNECD Session : Day 3 Slot 4 Technical Session 2

Collection

2021 CoNECD

Authors

Ellen Foster, Purdue University at West Lafayette (College of Engineering); Donna M. Riley, Purdue University at West Lafayette (College of Engineering); Andrea Haverkamp, Oregon State University; Soheil Fatehiboroujeni, Cornell University; Justin Charles Major, Purdue University at West Lafayette

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CoNECD Paper Submissions, Diversity

difficultiesand challenges along the way.Thus far, those who have committed to presenting and facilitating the conversation includeSoheil Fatehiboroujeni, Ellen K Foster, Andrea Haverkamp, Jen Karlin, and Donna Riley. Whilethis roster is subject to change, this group includes graduate students, postdoctoral researchers,and seasoned scholars who played a key role in helping to organize as well as generate contentfor the week of action. Others may be added to the roster or be able to join the conversationremotely. In the context of this roundtable discussion, intersectionality indicates ourdifferentiated identities as community participants in the field of engineering education. This isin regard to race, nationality, gender, socio-economic class

Conference Session

CoNECD Session : Day 1 Slot 1 Technical Session 3

Collection

2021 CoNECD

Authors

Donovan Colquitt, Purdue University-Main Campus, West Lafayette (College of Engineering)

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range of exploratory activities, support systems, and curricula contribute s to theeffectiveness of recruiting students into the STEM pipeline. Due to the high variability in STEMprograms, this literature review aims to assess the practical methods of educating and retainingminority students interested in engineering careers. Scope and Research QuestionScope This research topic examines how enrichment programs prepare underrepresentedminority students in high school for careers in engineering. The population was limited tounderrepresented minorities in high school. In this literature review, students outside of theUnited States were not considered as part of the populace because underrepresentation

Conference Session

CoNECD Session : Day 3 Slot 7 Technical Session 1

Collection

2021 CoNECD

Authors

Angela R. Bielefeldt, University of Colorado, Boulder; Janet Y. Tsai, University of Colorado, Boulder; Beth A. Myers, University of Colorado, Boulder; Daniel A. Godrick, University of Colorado, Boulder; Jacquelyn F. Sullivan, University of Colorado, Boulder

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CoNECD Paper Submissions, Diversity

practice sustainability. Bielefeldt is also a licensed P.E. Professor Bielefeldt’s research interests in engineering education include service-learning, sustainable engineering, social responsibility, ethics, and diversity.Dr. Janet Y Tsai, University of Colorado, Boulder Janet Y. Tsai is a researcher and instructor in the College of Engineering and Applied Science at the University of Colorado Boulder. Her research focuses on ways to encourage more students, especially women and those from nontraditional demographic groups, to pursue interests in the eld of engineering. Janet assists in recruitment and retention efforts locally, nationally, and internationally, hoping to broaden the image of engineering, science, and