Conference Session

Track: Graduate - Technical Session 9

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

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

Tagged Topics

Diversity, Graduate Education

contributing to the students’belongingness to their academic unit; however, they were regarded as meaningful interactions with advisors.Students did not perceive such psychological and emotional support as the responsibilities of their advisors,as Farzad mentioned, “I understand what support is, so I'm not looking for beautiful words from [myadvisor]”. This contributes to the impact of student expectations on their perceived quality of interactionsand reflects the previously reported limited interactions with advisors [13].Theme 5. Unease being “friends” with peers This theme includes student perceived challenges in socialization that result in a lower possibilityof being socially accepted and included in a community, i.e., feeling or lacking

Conference Session

Graduate Education Track - Technical Session V

Collection

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

Authors

Thomas M. Bluestein, Virginia Tech; Catherine T. Amelink, Virginia Tech; Mayra S. Artiles , Virginia Tech Department of Engineering Education

Tagged Topics

Diversity, Graduate Education

). Interactions of graduate students with peers plays a large role in the establishment ofcommunities, and thus impact feelings of fit and a sense of belongingness. Lovitts (2001) notedthat a student’s “awareness of a lack of fit” in the graduate student culture “can start a studentdown the slippery slope of increasing alienation and isolation from the primary community, andultimately to breaking all bonds with the community” (p. 127). In fact, in her study, Lovitts(2001) noted two respondents left their program after just one academic year due to poor peerinteractions and fitting into the graduate student community. Additional studies have looked atstudents of color and white students (Johnson, Wasserman, Yildirim, & Yonai, 2014), male andfemale

Conference Session

Track : Graduate - Technical Session 10

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Ashleigh Wright, North Carolina State University; Rebecca Brent, Education Designs, Inc; Elizabeth C. Dickey, North Carolina State University; Kimberly S. Weems, North Carolina Central University; Brian J. Reich, North Carolina State University; Caesar R. Jackson, North Carolina Central University

Tagged Topics

Diversity, Graduate Education

Doctoral Studies in the MathematicalSciences, and the National Society of Black Physicists (NSBP).Financial Support. The availability of funding is important to the success of URM students in STEMdegree programs [13][14]. Many URM students lack familial support or are impacted by responsibilitiesto provide for their families [15]. At the Master’s level, funding is limited and typically not competitive.Fortunately, through the NRT, fellowship awards support two (2) fellows per year at a $34,000 stipend,tuition, fees, and support to present at professional conferences for a two-year term. Eligible studentsmust have demonstrated a record of active engagement in Bridge activities for at least one semester.Additional graduate students can become Bridge

Conference Session

Track : Graduate - Technical Session 7

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Marcia Gumpertz, North Carolina State University; Rebecca Brent, Education Designs, Inc; C. Dean Campbell, North Carolina A&T State University ; Maureen Grasso, North Carolina State University; Yvette Maria Huet, University of North Carolina, Charlotte; Keith A. Schimmel P.E., North Carolina A&T State University

Tagged Topics

Diversity, Graduate Education

National Academy of Sciences committee on ”Revitalizing Gradute Stem Education for the 21st Century.”Dr. Yvette Maria Huet, UNC Charlotte Yvette Huet is Director of the ADVANCE Faculty Affairs and Diversity Office and a Professor of Kine- siology at UNC Charlotte. She has worked with and created a variety of workshops for faculty, graduate students and post-doctoral fellows, and current and future leaders and provided professional development consultation to faculty. She has provided training at UNC Charlotte and other programs and institutions across the country, many with current or previous ADVANCE grants, that addresses best practices in recruitment, inherent bias, communication, mentoring and reappointment