Conference Session

Race/Ethnicity Track - Technical Session I

Collection

2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference

Authors

Karis Boyd-Sinkler, Virginia Tech; Amy L. Hermundstad, Virginia Tech; Mayra S. Artiles , Virginia Tech Department of Engineering Education; Canek Moises Luna Phillips, Rice University; Benjamin David Lutz, Oregon State University; Walter C. Lee, Virginia Tech

Tagged Topics

Race/Ethnicity

engineering student support centers in regards to student attrition and persistence rates. Ms. Boyd received her B.S. in Engineering Science from the University of Virginia in 2014.Ms. Amy L Hermundstad, Virginia Tech Amy Hermundstad is a doctoral student and Graduate Research Assistant at Virginia Tech. She received her B.S. in Mechanical Engineering from Colorado State University and is currently pursuing an M.S. in Mechanical Engineering and a Ph.D. in Engineering Education. Her research interests include the professional development of engineering students through out-of-class activities.Ms. Mayra S Artiles , Virginia Tech Department of Engineering Education Mayra S. Artiles is a Ph.D. student in Engineering Education

Conference Session

Race/Ethnicity Track - Technical Session I

Collection

2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference

Authors

Ruth E. Davis, Santa Clara University; Sarah Kate Wilson, Santa Clara University; Kimberley Gonzalez; Jennifer Yarp, Santa Clara University; Muna Zaki Sinada, Santa Clara University; Naeem Khari Turner-Bandele, Santa Clara University

Tagged Topics

Diversity, Race/Ethnicity

Reports how they have implemented these practices. The topic was introduced to allthe faculty at the retreat in September, 2017, and we expect to have a policy adopted and inplace by fall 2018. 3. Form a stronger alumni/ae network and databaseWe have started to reach out to underrepresented graduates to ensure they are aware of thealumnae/I LinkedIn network and the new subgroup specifically in support of mentoring forunderrepresented students. We expect this initiative to be maintained by the new Director forEngineering Diversity. 4. Hold mandatory faculty, staff, and TA trainingThe university already requires mandatory harassment and discrimination prevention trainingfor faculty and staff. We are adding training for equity and inclusion as

Conference Session

Race/Ethnicity Track - Technical Session III

Collection

2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference

Authors

Teirra K. Holloman, Virginia Tech; Walter C. Lee, Virginia Tech; Jeremi S. London, Arizona State University; Atota Bedane Halkiyo, Arizona State University; Gilbert Jew, Arizona State University; Bevlee A. Watford, Virginia Tech

Tagged Topics

Diversity, Race/Ethnicity

) starting in the2000s. In contrast, the trend shows a lack of consistency in policy recommendations. Thistheme along with the “Investments and Commitments” theme are among the smallest. Lastly,undergraduate education has been a consistent topic of interest, while the emphasis on K-12education have grown over time. Less attention has been given to other sections of theeducation-to-workforce pathway (e.g., graduate education).Implications & ConclusionThe research question that guiding this study was: How can recommendations from nationalreports focused on broadening participation in STEM published during the last four decades becategorized? The analysis and synthesis of the umbrella review led to nearly 140recommendations that were categorized

Conference Session

Race/Ethnicity Track - Technical Session III

Collection

2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference

Authors

Paula Lynn Rees, University of Massachusetts, Amherst; David J. McLaughlin, University of Massachusetts, Amherst

Tagged Topics

Race/Ethnicity

(e.g., DEI issues) until I took a General Education course last semester. As an engineer going into conversations like this, students from other majors seem to know a lot more More white male professors need to step up to these kinds of conversations. As a student of color, I’m not aware of other groups, such as LGBT, for example. As a queer student, I’m unable to find STEM faculty to identify with. As a student of color, I want faculty of color that I can relate to. How is the university doing relative to its strategic action plan for diversity? How is the college doing? Some faculty just don’t seem nice/interested in us. What can we do, especially for students who are not culturally accustomed to standing up for

Conference Session

Race/Ethnicity Track - Technical Session V

Collection

2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference

Authors

Katherine C. Chen, Worcester Polytechnic Institute; Jaclyn Duerr, California Polytechnic State University, San Luis Obispo; Lizabeth T. Schlemer, California Polytechnic State University, San Luis Obispo; Jane L. Lehr, California Polytechnic State University, San Luis Obispo; Emily E. Liptow, California Polytechnic State University, San Luis Obispo; Monica Lauren Singer; Helene Finger P.E., California Polytechnic State University, San Luis Obispo

Tagged Topics

Diversity, Race/Ethnicity

research interests include pre-college engineering education and equity in education.Ms. Jaclyn Duerr, California Polytechnic State University, San Luis Obispo Jackie Duerr works as a Coordinator for the Multicultural Engineering Program at California Polytech- nic State University, San Luis Obispo. Teaching experience includes Engineering Student Success and Multicultural Counseling courses. Research interests encompass advocacy, recruitment, retention, and graduation for under-served students in STEM, with a special interest in first generation and transfer student experiences.Dr. Lizabeth T Schlemer, California Polytechnic State University, San Luis Obispo Lizabeth is an Associate Dean in the College of Engineering and a

Conference Session

Race/Ethnicity Track - Technical Session II

Collection

2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference

Authors

Avneet Hira, Purdue University, West Lafayette; Chanel Beebe, Purdue University, West Lafayette; James Holly Jr., Purdue University, West Lafayette; Kayla Renee Maxey, Purdue University, West Lafayette; Morgan M. Hynes, Purdue University, West Lafayette

Tagged Topics

Diversity, Race/Ethnicity

power at play. As a result ofthese experiences, I am less inclined to enter conversations about “diversity” in isolation. In fact,I find most conversations around the topic to be both reductionist and problematic as they oftenforgo the very complex nature of the socio-cultural histories that have generated the “need fordiversity” in certain settings. Additionally, I am resistant to conversations about “diversity andinclusion” because they often posit “diversity and inclusion” to be useful due to their ability tostrengthen the quality of industry specific products and seldom ever seek to address the needs ofthe populations that they claim to want to “include.” In a sense, both terms have come to triggerthoughts of exploitation and feigned

Conference Session

Race/Ethnicity Track - Technical Session VII

Collection

2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference

Authors

Monica L. Ridgeway, Vanderbilt University ; Ebony Omotola McGee, Vanderbilt University; Dara Elizabeth Naphan-Kingery, Vanderbilt University; Amanda J. Brockman, Vanderbilt University

Tagged Topics

Race/Ethnicity

Latinx students (McGee, 2016) by constantly responding or reacting todoubt about their qualifications to succeed as STEM college professionals (Martin, 2009) andfeel intellectually inadequate. Engineering graduate education environments have been described as unwelcoming,exclusive, and isolating for students of color (McGee & Bentley, 2017; Ong, Wright, Espinosa,& Orfield, 2011; Tate & Linn, 2005). In the current study, we examined how Black engineeringand computing students make sense of their interactions with their non-Black peers through in-depth interviews. This work extends the literature of the Black-Brown-White paradigm ofracialized experiences by looking in-depth at the experiences of Black doctoral and