Conference Session

Track: Faculty - Technical Session 2

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Christine Newman, Johns Hopkins University

Tagged Topics

Diversity, Faculty

 Teaching and Learning Office Science Department in Baltimore City Public Schools (City Schools).Our center works hard to learn what City Schools’ needs are and focuses our outreach efforts on those needs.  For example, the annual Hopkins Robotics Cup came from a need identified by a science specialist in City Schools Central Office who wanted to grow the VEX robotics teams in middle and high schools by having a college site for the qualifying event. We also worked very closely with City Schools’ Teaching and Learning department and faculty from both our engineering and education schools to jointly write a proposal for a Math Science Partnership which developed elementary STEM teachers in school and out of school and engaged the community in STEM

Conference Session

Track: Faculty - Technical Session I

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Meagan R. Kendall, University of Texas, El Paso; Alexandra Coso Strong, Florida International University; Ines Basalo, University of Miami; Gemma Henderson, University of Miami

Tagged Topics

Diversity, Faculty

reflect on previous in-class and out-of-class team/project experiences. Students’ strong connections to family and peers couldalso provide motivation for engineering-related community engagement projects, experiences thatdevelop students’ abilities to engage with user populations, and/or connect course topics with community-related challenges (e.g., hurricane relief, immigration).Overall, the findings of this study seek to complement existing work exploring the educationalexperiences of Latinx students within college [19] and within engineering specifically [20], [24], bycapturing educators’ perceptions of their students at HSIs. Through this work and similar studies, theengineering education community can begin to shift the conversation towards

Conference Session

Faculty Track - Technical Session III

Collection

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

Authors

Shawna Vican, University of Delaware

Tagged Topics

Faculty

commit itself forcefully andvisibly to improving the diversity of the whole community.” Specific recommendations forfaculty diversity included developing a plan to increase gender diversity among STEM facultyand to increase the number of faculty of color across the university.The university president at the time increased attention to diversity by making it one of fiveguiding principles in the university strategic plan and creating the President’s Diversity Initiativein 2012. In 2014, the provost created the vice provost for diversity position, which is a full-timeadministrative position charged with overseeing diversity efforts for students, faculty, and staff.In 2016 a new university president was appointed. While it is too early to determine

Conference Session

Faculty Track - Technical Session I

Collection

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

Authors

Michelle Kay Bothwell, Oregon State University; Padma Akkaraju, Oregon State University; Joseph McGuire, Oregon State University; Thuy T. Tran, Oregon State University; Andrea Zigler, Oregon State University

Tagged Topics

Diversity, Faculty

, students, and staff that is increasingly more inclusive, collaborative, diverse, andcentered on student success. We are meeting this commitment in part through design andimplementation of new and revised practices for recruitment, professional development,mentoring, and advancement. But changing organizational culture is a large-scale undertaking. Inorder to build an organizational conscience for the college and secure its transformation into acommunity where all members feel welcome and engaged, “top-down” policy change must becomplemented by enlistment of change agents from every employment sector of the college. Forthis purpose, a 20-member Change Team — including a balance of tenure-track and professionalfaculty and classified staff — was

Conference Session

Faculty Track - Technical Session II

Collection

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

Authors

Nicole N. Aljoe, Northeastern University; Stacy Blake-Beard, Simmons College; Michele C. Deramo, Virginia Tech; Barbara J. Guthrie, Northeastern University; Kathleen Kenney, Northeastern University; Carol B. Muller, Stanford University; Jan Rinehart, Northeastern University; Rania Sanford, Stanford University; Shawna Vican, University of Delaware

Tagged Topics

Faculty

also add to negative effects impacting the physical and psychological health ofacademic women of color [21].Despite these extensive challenges (or maybe because of them), many women of color areinnovative agents in navigating, persisting, and cultivating success in their academic careers[22]. In a study focused on such agency [22], these individual strategies were identified: 1)choosing to work and learn in safe, welcoming places, 2) participating in diversity conferences,3) building alternative academic and professional networks, 4) engaging with communities andin activities beyond disciplinary and professional realms, and 5) actively working to change thestatus quo toward greater inclusion. Evidence of institutional awareness and systemic

Conference Session

Faculty Track - Technical Session V

Collection

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

Authors

Christine S. Grant, North Carolina State University; Barbara E. Smith, North Carolina State University; Julie Simmons Ivy, North Carolina State University; Jessica T. DeCuir-Gunby, North Carolina State University; Coleen Carrigan, California Polytechnic State University, San Luis Obispo; Saejin Kwak Tanguay, University of Washington

Tagged Topics

Faculty

ensure that hiring policies require that those being hired can demonstrate cultural competence.The work by Armstrong and Jovanovic (2015) studying the impact of a large group of NSFADVANCE IT grants indicates that it is important to: (a) Create accountable leadership:Institutional leaders (provosts, deans, department chairs) must take active roles as co-changeagents, (b)Understand the (N)umbers Game: Majority faculty must listen to URM women'svoices and learn to be effective allies, (c) Enable community structures: this includes connectingURM women via consortia, coalitions, conferences, understanding URM women as primaryactors, and providing URM women with space to define their own needs and to createcommunities.Launching Academics on the

Conference Session

Faculty Track - Technical Session V

Collection

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

Authors

Teresa J. Cutright, University of Akron; Rebecca Kuntz Willits, University of Akron; Linda T. Coats, Mississippi State University; Lakiesha N. Williams, Mississippi State University; Debora F. Rodrigues, University of Houston

Tagged Topics

Faculty

students. J. Sci. Educ. Technol. vol. 21, pp. 317-324, 2012.[4] C.B. Myers and M.D. Pavel, "Underrepresented students in STEM: the transition from undergraduate to graduate programs," J. Diver. Higher Educ., vol. 4, no. 2, pp. 90-105, 2011.[5] L. Ward, "Female faculty in male-dominated fields: law, medicine and engineering," New Direct. Higher Educ., vol. 143, pp. 63-71, 2008.[6] B.L. Yoder, Engineering by the numbers. Engineering College Profiles & Statistics ASEE, 2016.[7] R.R. Callister, "The impact of gender and department climate on job satisfaction and intentions to quit for faculty in science and engineering fields," J. Technol. Transfer, vol. 31, pp. 367-375, 2006.[8] K.J. Bowman, "Gender

Conference Session

Faculty Track - Technical Session III

Collection

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

Authors

Michelle Kay Bothwell, Oregon State University; Kali Furman, Oregon State University; Qwo-Li Driskill, Oregon State University; Rebecca L. Warner, Oregon State University; Susan M. Shaw, Oregon State University; H. Tuba Ozkan-Haller, Oregon State University

Tagged Topics

Faculty

transformation.Systems of oppression are structured along three dimensions: the individual, the symbolic, andthe institutional [5]. The individual dimension has to do with how gender, race, class, etc. frameour personal biographies and the ways we participate in institutions and relationships. Thesymbolic dimension acknowledges the impact of ideologies, especially as they take shape inlanguage and stereotypes, in reproducing hierarchies. Finally, the institutional dimension namesthe systematic ways social institutions, such as higher education, structure relationships thatmaintain power and privilege or confer subordination [5]. Each activity of OREGON STATEADVANCE addresses one or more of these dimensions with the goal of disrupting systems ofoppression by

Conference Session

Track: Faculty - Technical Session 3

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Robyn Sandekian, University of Colorado, Boulder; Karen G. Braun, University of Colorado, Boulder; Sarah Miller, University of Colorado, Boulder

Tagged Topics

Diversity, Faculty

. In addition, she runs a faculty devel- opment and leadership program to train and recruit diverse PhD students who wish to pursue academic positions in engineering or applied science after graduation. Dr. Sandekian earned B.S. and M.S. degrees in Aerospace Engineering Sciences at CU Boulder in 1992 and 1994, respectively. She went on to earn a Specialist in Education (Ed. S.) degree in Educational Leadership and Policy Studies in 2011 and a Ph.D. in Higher Education and Student Affairs Leadership in December 2017, both from the University of Northern Colorado. She is a Founding Leader of the American Society of Engineering Education (ASEE) Virtual Community of Practice (VCP) for LGBTQ+ Inclusion in Engineering

Conference Session

Faculty Track - Technical Session IV

Collection

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

Authors

Autumn Marie Reed, University of Maryland, Baltimore County; Nilanjan Banerjee, University of Maryland, Baltimore County; Elsa D. Garcin, University of Maryland, Baltimore County; Wayne G. Lutters, University of Maryland, Baltimore County; Susan McDonough, University of Maryland, Baltimore County; Christopher Murphy, University of Maryland, Baltimore County; Kevin Erling Omland, University of Maryland, Baltimore County

Tagged Topics

Faculty

informal grassroots networks serve to build community andsupport their members through mentoring, information sharing, policy development, andcollaborative research and teaching. Each group also plays a vital role in the recruitment processby meeting informally over coffee with candidates during on-campus interviews. 3Why a Peer Education ModelNotwithstanding the work of our ADVANCE Program and Faculty Diversity Initiatives, ourURM Executive Committee and other constituencies argued that additional interventions wereneeded to ensure that all of our peers actively engaged in this work. Indeed, these groupscontended that our URM faculty, including women

Conference Session

Track: Faculty - Technical Session 4

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Yousef Jalali, Virginia Tech; Christine Tysor, Virginia Tech; Vinod K. Lohani, Virginia Tech; Christian Matheis, Guilford College

Tagged Topics

Diversity, Faculty

measures of successIn order to capture the impact of the D&I Investment to date, we reviewed the self-reported datareceived from Virginia Tech faculty in last two years (2016-2018). It is worth noting that thefaculty who received award represents 4 different colleges at Virginia Tech; and four facultywho were awarded funding in year 2 were multi-year awardees. Table 1 presents the list of thedepartments faculty are affiliated with and the number of awards received within the last twoyears.Year 1In the first year, 31 students, including 10 students from HBCUs/MSIs, were directly supportedand involved in the program. The major activities students were engaged in included researchexperience, class and conference presentation, and field trips. One