Conference Session

Technical Session 12 - Paper 4: Supporting lecturers by building community, promoting agency, and increasing leadership opportunities

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Pauline Khan, University of Michigan; Elizabeth J Bailey, Center for Research on Learning and Teaching in Engineering, University of Michigan; Heidi M Sherick, University of Michigan

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CoNECD Paper Sessions, Diversity

Engineering and a Masters of Science in Technical Communication, both from the University of Michigan. Her Doctorate in Education was earned from Southern New Hampshire University.Dr. Elizabeth J Bailey, Center for Research on Learning and Teaching in Engineering, University of Michigan Dr. Elizabeth Bailey is an Instructional Consultant at the Center for Research on Learning and Teaching in Engineering at the University of Michigan. She leads programs to prepare graduate students for success in faculty roles and to support new faculty at the College of Engineering. Dr. Bailey earned a Ph.D. in Chemistry at Columbia University. Her work on preparing future faculty and supporting teaching faculty has been published in To

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

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CoNECD Paper Sessions, Diversity

(AERA) and Tau Beta Pi, and the 2018 recipient of the Clemson University Class of ’39 Award for Faculty Excellence. She earned a B.S. in Bioengineering (1978) from the University of Vermont, and M.S. (1986) and Ph.D. (2002) in Bioengineering from Clemson University. ©American Society for Engineering Education, 2024A work-in-progress narrative literature review exploring the impact ofminority engineering programs on the experiences of Black students in undergraduate engineering programs at predominantly White institutionsIntroductionBackgroundPredominantly White institutions (PWI) have traditionally engaged in the unequal coverttreatment of Black students coupled with fallacious

Conference Session

Track 8: Technical Session 4: Grading: The (Mis)use of Mathematics in Measuring Student Learning and its Disproportionate Impact on Equity and Inclusion

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Sharona Krinsky, California State University, Los Angeles; Robert Christopher Bosley, California State University, Los Angeles; Dina Verdin, Arizona State University, Polytechnic Campus; Eva Schiorring, STEMEVAL; Emily L. Allen, California State University, Los Angeles

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CoNECD Paper Sessions, Diversity

re-engage after COVID and a prolonged absence from campus and face-to-face instruction.● Most team members reported low and attendance and flagging engagement, a pattern that was not limited to the redesigned courses but rather was reported consistently across Cal State LA.● Attempts at communicating the new grading system that gave the false impression that students could “wait” to engage with the feedback loops. Many students skipped early attempts at demonstrating learning of the learning outcomes, thereby not receiving critical feedback.Key findings from interviews continued:Some key initial errors in implementation included:● Workload varied dramatically depending on implementation and the number of

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

students (Laugerman et. al,2019; Ogilvie, 2017, Wyner et al., 2019). Chamely-Wiik et al. (2021) highlights programing thatfocuses on different transfer student challenges around academic and social interventions liketransfer shock, early student engagement in research, mentorship by faculty, and building onacademic belonging. These kinds of programs focus on assisting community college studentswhen they arrive at their four-year institution. For example, prior work by Grote et al. (2022) hashighlighted the experiences of successful transfer students in navigating coursework transfer inengineering after they had participated in a pre-transfer program that provided students withscholarships, advising, cohort participation, and a study abroad

Conference Session

Session 4 - Track 3: Exploration of the role and needs of high school counselors in supporting broader participation within engineering fields

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

Jeanette Chipps, Johns Hopkins University; Medha Dalal, Arizona State University; Adam R Carberry, Arizona State University; Jennifer Kouo, Institute for Innovation in Development, Engagement, and Learning Systems (IDEALS)

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CoNECD Paper Sessions, Diversity

high school. Grossman and Porsche (2014)similarly explored influences on student STEM success using a mixed methods approach. Theyfound high school students reported their school counselors could play a supportive role inSTEM engagement through encouragement to pursue STEM and help in recognizingmicroaggressions. An association between perceived support and STEM aspirations for girlswas also revealed but not for underrepresented minorities. Together, these studies identify theimportance of school counselors in influencing STEM career trajectories and suggests apotential mechanism by which this influence can be a positive impact on future intent. However,they also indicate that there may be differences in the influence that counselors have

Conference Session

Session 5 - Track 3: stEm PEER Academy

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

Jennifer Ocif Love, Northeastern University; Claire Jean Duggan, Northeastern University; Jacqueline A. Isaacs, Northeastern University; Johne' M Parker, University of Kentucky; Keisha Marie Norris, Miami University

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CoNECD Paper Sessions, Diversity

deploy regionally and connect nationally to each otherand various partners in a BIG WAY! (see diagram). This ecosystem is NOVELbecause it connects people to each other, to their regional hubs, TO NEWHUBS, and across existing INCLUDES Alliances. stEm PEER Academyfocuses on catalyzing change agents and helping them to SCALE UP theirevidence-based practices in a BIG WAY, since they’re not alone as part of theAcademy & the Alliance.Objective #1: leverage existing evidence-based and high-impact practices suchas the NSBE Student Retention Toolkit [3] and ASEE research and reports [4] toengage & support a professional learning community of change agents (faculty,staff, administrators, industry professionals).Objective #2: build national

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

has recently been put towards improving the experiences of people frommarginalized groups pursuing graduate degrees in engineering. In response to a call from theNational Science Foundation to establish a center for equity in engineering, a collective, namedPROTEGE, focused on organizational change at the graduate level is being established. One ofthe guiding principles for PROTEGE is to empower graduate students. This principle ismotivated by community engagement, where by involving community members in the decision-making and outcome-production process, they can feel more invested in the results of the workand feel a sense of ownership in the outcomes of the initiatives. However, PROTEGE recognizesthe tension between not wanting to

Conference Session

Technical Session 13 - Paper 5: Creating and Sustaining Inclusive Learning Communities in Engineering

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Melissa M. Bilec, University of Pittsburgh; Jessica Moriah Vaden, University of Pittsburgh; April Dukes, University of Pittsburgh; Amy Hermundstad Nave, Colorado School of Mines

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, peer-recommended, and expert evaluated• Develop a menu of practices that focus on high-impact inclusive classroom practices that align with the arc of the course• Evaluate the menu of practices by implementing and monitoring the recommendations in three diverse engineering programs• Create and pilot inclusive learning communities• Assess both students and faculty to create succinct, high- impact recommendations on creating inclusive engineering classrooms 17 “Inclusion is not bringing people into what already exists; it is making a new space, a better space for everyone." George Dei 18Alamy.com

Conference Session

Track 6: Technical Session 3: Teaching Equity through Assets-Based Journaling: Using Community Cultural Wealth to Guide Student Reflections

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Gabriella Coloyan Fleming, University of Texas at Austin; Jessica Deters, University of Nebraska - Lincoln; Maya Denton, University of Oklahoma

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CoNECD Paper Sessions, Diversity

water resources engineering from the University of Texas at Austin (UT-Austin), and her PhD in STEM education from UT-Austin. Before graduate school, she worked for an industrial gas company in a variety of engineering roles. Her research in engineering and STEM education focuses on career pathways within engineering and issues of diversity, equity, and inclusion. ©American Society for Engineering Education, 2024Teaching Equity throughAssets-Based Journaling:Using Community Cultural Wealth to Guide Student Reflections Gabriella Coloyan Fleming, Jessica Deters, Maya Denton 1

Conference Session

Technical Session 12 - Paper 1: Creating Pathways for Success and Engagement for Women in Engineering

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Jalonda Nakay Thompson, University of Tennessee at Knoxville; Anne Skutnik, Tickle College of Engineering; Jamie Baalis Coble, University of Tennessee at Knoxville; Anahita Khojandi, University of Tennessee at Knoxville; Angelica M Palomino, University of Tennessee at Knoxville; Veerle Keppens, University of Tennessee at Knoxville; Ozlem Kilic, University of Tennessee at Knoxville

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CoNECD Paper Sessions, Diversity

share how we use existing best practices to create andsustain innovative retention programs for undergraduate women, assist ourgraduate students in becoming well-rounded engineers through networkingprograms, and support our women faculty through continued professionaldevelopment. This process engages university constituents as well as K-12administrators, teachers, counselors and students, alumni and Board of Advisorsby utilizing tools, resources, and best practices for student success. 3 Background: Why focus on women? Undergraduate Students  Graduate Students  T/TT Faculty (Enrolled) (Enrolled

Conference Session

Track 8: Technical Session 8: The Role of an Artificial Intelligence Certificate in the Computing Identity Formation of Hispanic-Serving Community College Students who Work

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Sarah L Rodriguez, Virginia Tech; Taylor Y. Johnson, Virginia Polytechnic Institute and State University; Paul Charles Bigby Jr., Virginia Polytechnic Institute and State University

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CoNECD Paper Sessions, Diversity

students different social identities, it's important to recognize that we all have more than one. in cases where the students are in more than one minoritized category, we have to consider intersectionality, which we will also address in more detail in a few slides.Project Context Computing Identity Development for Latin* Students ▪ Engagement and centeredness with Latin* communities was important for transfer students(Herrera & Sanchez, 2022) ▪ Few scholars have directly addressed the experiences of Latin* students and STEM identity, let alone the disaggregation by computing discipline, specifically within Hispanic-serving community college settings

Conference Session

Track 3: Technical Session 2: Using a Collective Impact Approach to Establish a Center for Equity in Engineering Focused on Graduate Education: Lessons Learned from Phase I

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Teirra K Holloman, Virginia Tech Department of Engineering Education; Natali Huggins; Julia Machele Brisbane, Virginia Polytechnic Institute and State University; Walter C. Lee, Virginia Polytechnic Institute and State University; Michelle D Klopfer, Virginia Tech Department of Engineering Education; David B Knight, Virginia Polytechnic Institute and State University; Tremayne O'Brian Waller, Virginia Polytechnic Institute and State University; Jeremi S London, Vanderbilt University

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CoNECD Paper Sessions, Diversity

. Community forums 28 [discuss our shared understanding of useful communications strategies.] IMPLICATIONS 29Next, we will discuss the lessons we’ve learned from engaging with each of the 5conditions.Lessons Learned: Collective Impact in Grad Ed● The challenge of organizing large change efforts● The value of guiding principles● The utility of understanding College priorities and operations● The centrality of the student-employee tension● The importance of optimism 30 [discuss

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

Three Rivers Community College.Dr. Elizabeth Litzler, University of Washington Elizabeth Litzler, Ph.D., is the director of the University of Washington Center for Evaluation and Re- search for STEM Equity (UW CERSE) and an affiliate assistant professor of sociology. She has been at UW working on STEM Equity issues for more than 19 years. Dr. Litzler is a member of ASEE, 2020-2021 chair of the ASEE Commission on Diversity, Equity, and Inclusion, and a former board member of the Women in Engineering ProActive Network (WEPAN). Her research interests include the educational cli- mate for students, faculty, and staff in science and engineering, assets based approaches to STEM equity, and gender and race

Conference Session

Track 2: Technical Session 1: An ecological belonging intervention for equity: Impacts to date and promising directions

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Allison Godwin, Cornell University; Linda DeAngelo, University of Pittsburgh; Eric Trevor McChesney, University of Pittsburgh; Erica McGreevy, University of Pittsburgh; Gerard Dorvè-Lewis, University of Pittsburgh; Anne-Ketura Elie, University of Pittsburgh; Kevin Jay Kaufman-Ortiz, Purdue University at West Lafayette (COE); Jacqueline Ann Rohde, Georgia Institute of Technology; Heather Lee Perkins, Purdue University at West Lafayette (PPI); Charlie Díaz, University of Pittsburgh; Kevin R. Binning

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CoNECD Paper Sessions, Diversity

Paper ID #40738An ecological belonging intervention for equity: Impacts to date andpromising directionsDr. Allison Godwin, Cornell University Allison Godwin, Ph.D. is an associate professor in the Robert Frederick Smith School of Chemical and Biomolecular Engineering at Cornell University. Her research focuses on how identity, among other af- fective factors, influences diverse students to choose engineering and persist in engineering. She also studies how different experiences within the practice and culture of engineering foster or hinder belong- ing and identity development. Dr. Godwin graduated from Clemson

Conference Session

Technical Session 8 - Paper 5: Cultivating Inclusivity: A Systematic Literature Review on Developing Empathy for Students in STEM Fields

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Stephanie Jill Lunn, Georgia Institute of Technology; Cristi L. Bell-Huff, Georgia Institute of Technology; Joseph M LeDoux, Georgia Institute of Technology

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CoNECD Paper Sessions, Diversity

STEM FieldsAbstractAs demand for qualified workers in science, technology, engineering, and mathematics (STEM)fields continues to rise, there is a need to not only consider how to improve engagement andretention, but also an opportunity to strive towards broadening participation. To create a moreequitable workforce, and in particular, one that encourages the enrollment and persistence ofunderrepresented minorities, pedagogy centered around cultivating inclusivity is key. Along theselines, empathy as a construct can play a crucial role in aiding students to consider the impact oftheir own decisions and behaviors on others and society. Given the necessity of embedding theconcept of empathy within post-secondary education, we sought to understand

Conference Session

Technical Session 9 - Paper 1: The New Normal: Student Perspectives on Supportive University Policies during COVID and Beyond

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Maimuna Begum Kali, Florida International University; Stephen Secules, Florida International University

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CoNECD Paper Sessions, Diversity

populations (e.g., Black, Latinx, first-generation students,community college transfer students) [5]. Some of these students enter the university withexisting mental health concerns; others develop mental health challenges during college. Awide range of backgrounds and factors can influence a students’ mental health and wellbeing:living and financial conditions [6], academic preparation [7], student-faculty interactions [8],food insecurity, and family responsibilities [3], and peer relationships [9]. These stressorshave wider impacts on student success [3]: a decrease in a student’s wellbeing can negativelyimpact their educational experiences, leading to academic dissatisfaction, resulting indecreased academic performance or attrition [10]. A

Conference Session

Session 10 - Track 1: Walking Between Two Worlds: Creating a Framework for Conducting Culturally-Responsive Research with University Indigenous Communities

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

Qualla Jo Ketchum, Virginia Polytechnic Institute and State University; Marie C. Paretti, Virginia Polytechnic Institute and State University; Homero Murzi, Virginia Polytechnic Institute and State University; Jennifer Lyn Benning, Virginia Polytechnic Institute and State University; Donna Westfall-Rudd

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CoNECD Paper Sessions, Diversity

- cational research around identity, indigenizing engineering practice and teaching, and the structural issues impacting Indigenous engineers. She currently lives and works on the present and ancestral Homeland and unceded territory of the Wiyot Tribe in Humboldt County, California.Dr. Marie C. Paretti, Virginia Polytechnic Institute and State University Marie C. Paretti is a Professor of Engineering Education at Virginia Tech, where she directs the Virginia Tech Engineering Communications Center (VTECC). Her research focuses on communication, collabo- ration, and identity in engineering.Dr. Homero Murzi, Virginia Polytechnic Institute and State University Dr. Homero Murzi (he/´el/his) is an Associate Professor in the

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

, outside the context of a museum designed specifically with this intent. Thatsaid, in practice, the field trip proved to be a valuable community-building activity for the class,giving yet another opportunity to better understand each other’s perspectives and values. With newexhibits focused on infrastructure and redlining – to topics around climate change, the impact ofengineers from minoritized backgrounds was brought to the forefront for students and instructorsto experience, highlighting the value and importance of DEI in engineering.Students also participated in an assessment of intercultural development as designed by theIntercultural Development Institute. Working to build the students intercultural understanding iskey to accomplishing the

Conference Session

Technical Session 10 - Paper 3: Bridging the STEM Gender Gap through Women-focused Outreach

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Isabel A Boyd, University of Tennessee, Knoxville; Anne Skutnik, Tickle College of Engineering Academic and Student Affairs, University of Tennessee Knoxville ; Jalonda Nakay Thompson, University of Tennessee at Knoxville; Marcel Brouwers, University of Tennessee, Knoxville

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CoNECD Paper Sessions, Diversity

Paper ID #35553Bridging the STEM Gender Gap through Women-focused OutreachMs. Isabel A Boyd, University of Tennessee, Knoxville I am a first-year student at the University of Tennessee, Knoxville studying biomedical engineering and a member of the Chancellor’s Honors Program.Dr. Anne Skutnik, Tickle College of Engineering Academic and Student Affairs, University of TennesseeKnoxville Anne Skutnik received her degree in Educational Psychology from the University of Tennessee Knoxville. The focus of her research is on engineering faculty teaching and instructional design. She works as the Engagement and Outreach Coordinate

Conference Session

Track 8: Technical Session 5: Disrupting Computing Department Cultures, One Cohort at a Time

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Alicia Nicki Washington, Duke University; Shaundra Bryant Daily, Duke University; Cecilé Sadler, Massachusetts Institute of Technology

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CoNECD Paper Sessions, Diversity

Ensure policies, and space for community of demonstrable practices (un)learning practice result of participationAgain, our approach is to center the people, policies andpractices that impact marginalized students. We provide aclosed and safe space for both learning and unlearning,while building a community of practice. And we don’tstop with this. Every participant is required to produce amodule, course, or policy solution in order to complete theprogram. 10 2-year, Virtual Format Spring Y1 Fall Y2 Spring Y2

Conference Session

Track 8: Technical Session 3: Exploring Engineering Faculty Views on their Role in Broadening Participation in Engineering

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Gerica Brown, University of Dayton

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CoNECD Paper Sessions, Diversity

relationshipsas a way to create an environment where students would seek help when needed. This was notonly in relation to academic support, but was discussed in relation to personal and professionalguidance as well. Faculty who held the belief that building relationships was important seemedto acknowledge students as whole people who have lives which could impact their academics.Faculty saw their relationships with students as a catalyst to open communication andappropriately guiding and supporting students during their times of need and otherwise.Much of the literature which discusses the positive impact that faculty can have on studentpersistence in STEM disciplines often discusses the importance of faculty-initiated positiverelationships and student

Conference Session

Technical Session 8 - Paper 3: Academic Success of College Students with ADHD: The First Year of College

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Laura Carroll, University of Michigan; Cynthia J. Finelli, University of Michigan; Stephen L DesJardins

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CoNECD Paper Sessions, Diversity

ADHD are more likely to exhibit higher levels of creative and divergentthinking relative to their peers without ADHD [3], [7], [8]. This type of thinking is advantageousfor solving real-world interdisciplinary problems and developing innovative solutions, yet notfully appreciated in traditional engineering education [3]. Taylor and coauthors recommend“allowing room for divergent and creative thinking” in engineering education to improveinclusivity [3, p. 13].Our goal is to explore the first-year academic success of college students with ADHD majoringin SEM, with a specific focus on students’ first-year college experiences. Guided by Terenziniand Reason’s [9] college impact model, we will explore how the college experience (classroom,curricular

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

communication between students. Practitioner A asked ateaching assistant to monitor the chats and participants interactions, whereas Practitioner Bmonitored the chat himself. Practitioner A shared the following: “The TA (teaching assistant) helped a lot by monitoring students’ use of the chat and reaction functions. The TA also ensured that students had cameras on during instruction. Additionally, the TA was instrumental in determining if students were logged on, fully engaged, and completing tasks and assignments.”.”Practitioners C and D were more structured when addressing virtual etiquette expectations. Bothpractitioners instructed students to mute their mics unless speaking, operate with cameras on, andto use the chat only

Conference Session

Technical Session 12 - Paper 2: DEI Student Ambassadors Program

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

J. McLean Sloughter, Seattle University; Brooke I Wynalda; Agnieszka Miguel, Seattle University

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CoNECD Paper Sessions, Diversity

present their names and pronouns, beingmore mindful of dynamics at play in group work, and being flexible and accommodating with deadlines. Many of these conversations and community-voiced concerns have informed the work of the DEIAmbassadors in developing their Theater-Based Workshops to build a more inclusive and safe community.F. Theater-Based Workshops In our previous work, we have observed that it is challenging to engage undergraduate students inDEI themed workshops and other activities if they are offered as an extracurricular activity. On the otherhand, faculty are frequently reluctant to cover DEI topics in classes, either because they view them as notrelated to the course material, because they feel uncomfortable or unqualified to

Conference Session

Technical Session 7 - Paper 3: Forming and Fulfilling Expectations: Perspectives of Underrepresented Computer Science Doctoral Students

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Vidushi Ojha, University of Illinois at Urbana-Champaign; Raul Enrique Platero, University of Illinois at Urbana-Champaign; Beleicia B Bullock, Stanford University

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CoNECD Paper Sessions, Diversity

throughout their graduate school career. We also note that students’ expectations of themselves are likely to be interwoven with theirown perception of what it means to be successful in graduate school. For this reason, we have cho-sen here to focus primarily on expectations that relate to requirements set by either the departmentor the advisor, as these connect directly to degree completion. However, it is difficult to separatewhich expectations stem from the advisor, and which of them are impacted by the student’s ownsense of what they need or ought to accomplish. In the same vein, it is conceivable that students’expectations of themselves are affected by their background and their social identities. Futurework studying this question can engage

Conference Session

Track 6: Technical Session 6: Stewardship of the Stories: Learning from Black Engineering Students' Lived Experiences

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Tanya D Ennis, University of Colorado Boulder; Donna Auguste Ph.D., Auguste Research Group, LLC; Cynthia Hampton Ph.D., Virginia Polytechnic Institute and State University

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CoNECD Paper Sessions, Diversity

students away from STEM fieldsand this tracking occurred very early in these students’ educational experiences [10] - [14]. 5Seymour & Hewitt [15] described the experience of a Black female student whose professorquestioned why she was enrolled in a physics course and what she could possibly want to learnabout physics. Additionally, Sue et al. [16] described the microaggressions people face,including Black students on predominantly white campuses, which negatively impact a student’sself-esteem, self-doubt and are exhausting and fatiguing. In addition to microaggressions, someBlack students experience financial hardship, which could affect their

Conference Session

Track 8: Technical Session 9: On the Importance of Spatiality and Intersectionality: Transgender and Gender Nonconforming Undergraduate Engineering Experiences Through Critical Collaborative Ethnographic Site Visits

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Finn Johnson M.A., Oregon State University; Michelle Kay Bothwell, Oregon State University

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CoNECD Paper Sessions, Diversity

ignored, part of our academic community. Thispaper directs attention to two engineering students who matriculated in the same engineeringprogram at the same institution and seeks to highlight the importance and significance of placeand space on transgender and gender non-conforming undergraduate engineering experiences, aswell as the struggles that result from combating the depoliticization of engineering culture. Thedepoliticization of engineering culture and its negative impact on students with politicizedidentities have been documented [4], [5], [6]. One of the most significant findings from previousphases of this research is that each student’s identity, location, political worldview, and supportsystem influenced widely different experiences

Conference Session

Track 6: Technical Session 1:Technology Students' Recognition of Algorithmic Data Bias through Role-Play Case Studies

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Ashish Hingle, George Mason University; Aditya Johri, George Mason University

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CoNECD Paper Sessions, Diversity

implementation on using role-play casestudies to engage students in learning about the social implications ofdeveloping algorithmic technology. We talk about data bias in thispresentation, but the broader impact is having students recognize thatdeveloping technology is not an isolated activity. Creating newtechnology affects everyday life-altering what people can and can’t do,and different people have varying levels of access to these services.Fundamentally, students are made aware of the impacts of the work theywill be doing after graduation.This work is partly supported by U.S. National Science FoundationAwards#1937950, 1939105; USDA/NIFA Award#2021-67021-35329. Anyopinions, findings, conclusions, or recommendations expressed in thismaterial are those

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

skilled individuals theeducation to keep up with the demands of this knowledge-based economy (Cross, 2014). Assuch, flexible part-time curricular designs that combine both synchronous and asynchronouslearning are required to accommodate these non-traditional students (Cross, 2014). Withoutunderstanding the needs of this increasing group of students, the shift in curricula might notaccount for their needs as non-traditional learners. Prior employment and life experiences, or experience capital, substantially impacts howprofessional non-traditional students engage in their Ph.D. program (Strutz et al., 2011). Whenexamining professional non-traditional students, Strutz et al. (2011) explain that theirexperiences intersect with their personal

Conference Session

Technical Session 5 - Paper 3: Enhancing Participation of Underrepresented Student Populations and Women in Engineering and Computer Science – An Experience Report

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Shihong Huang, Florida Atlantic University; Nancy Romance, Florida Atlantic University; Tamsyn Nicole Carey, Florida Atlantic University-College of Engineering and Computer Science

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CoNECD Paper Sessions, Diversity

. Romance is Professor of Science Education in the College of Education at Florida Atlantic Univer- sity (FAU) and a graduate faculty member in both the College of Engineering and Computer Science and the College of Science at FAU.Her research interests address meaningful learning in complex STEM do- mains, applying a learning sciences lens in addressing issues ranging from building elementary teachers knowledge and skill in teaching science to coordinating learning communities addressing mathematics curriculum as a persistent barrier impacting student success and retention in undergraduate STEM pro- grams. She is currently OI on a NSF DR K-12, Co-PI on a USDOE Title III Hispanic Serving Institution, internal evaluator