Conference Session

Race/Ethnicity Track - Technical Session IV

Collection

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

Authors

Lesley M. Berhan, University of Toledo; Revathy Kumar; Aaron Lee Adams, Alabama A&M University; Marjory A. Goodloe; Jimmie Karl Jones, University of Toledo; Willie Lewis McKether, The University of Toledo

Tagged Topics

Diversity, Race/Ethnicity

Paper ID #226812018 CoNECD - The Collaborative Network for Engineering and ComputingDiversity Conference: Crystal City, Virginia Apr 29Comparative Study of the Effect of Numerical Majority and non-MajorityStatus on the Intersection of Professional and Cultural Identity of AfricanAmerican Engineering StudentsDr. Lesley M Berhan, University of Toledo Lesley Berhan is currently the Assistant Dean of Diversity, Inclusion, and Community Engagement for the College of Engineering and an Associate Professor in the department of Mechanical, Industrial, and Manufacturing Engineering at The University of Toledo. Her research interests are

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

withtheir assigned mentees. There were, however, three changes of graduate student staff in thecoordinator role from 2014 through 2016. It is possible that these changes in staff resulted inunintended impacts on structure and support that negatively impacted participation of first-yearstudents.During the same period, other units on campus were developing and promoting mentoringprograms, including several of our engineering student organizations (underscoring the need ofefforts to collaborate with them), the UMass Center for Multicultural Advancement and StudentSuccess (CMASS), and the alumni association. Students may also choose to live in a wide-range ofResidential Academic Program (RAP) Academic Learning Communities, including one specific

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

Areas of Inquiry Industry Figure 1: Recommendation categories from national reports on broadening participationAs illustrated in Figure 1, each theme consisted of 2-3 categories that further describe thenature of the recommendations identified throughout the 29 national reports (see Appendix A).In short, the Practice theme focuses on recommendations about actions that are aimed atimproving the environment, process, and procedure for underrepresented people (i.e.,students and professionals). The Policies theme is focused on recommendations that influencelocal and national strategies, procedures and protocols that impact the education andtreatment of underrepresented groups. The Culture and Climate theme includesrecommendations associated

Conference Session

Race/Ethnicity Track - Technical Session VI

Collection

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

Authors

Catherine Cohan, Pennsylvania State University

Tagged Topics

Race/Ethnicity

) 8  Structure o Structured program—All but one of the bridge programs have been structured with students attending for most of the day and participation in formal academic instruction and activities to build a learning community as a group o Semi-structured program—For the 8-week non-residential program, students participated in structured programming as a group for the first and last weeks. For the middle 6 weeks, students participated in a self- paced individualized academic preparation in math and English on a drop- in basis (minimum 30 hours).  Hours of engagement with math (direct instruction, facilitated study

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

and have several outreach efforts in the local community. Theseefforts are not aimed at recruiting to SCU, but at recruiting for the engineering disciplines atlarge. We cannot measure the impact of these programs accurately, as we do not havesufficient contact with the participants once the programs finish. We also have very active andwell-supported student groups at SCU for underrepresented students, such as SWE, SHPE andNSBE. However, we have been made aware that we need to do more to foster an inclusiveenvironment for our underrepresented studentsThis awareness came from the students themselves who ran a student forum on diversity andinclusion in the School of Engineering (SOE). They were unaware of any efforts we had in place,and thus

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

terms. Student beliefs about what constitutes diversitywill directly impact the perceptions of the current environment. Second, responses to this questionoffer understanding of the perceived action needed to drive change in a given direction (e.g.,increase diversity). More specifically, the way a student perceives diversity will influence whetherthat student sees the current state of the university as problematic. 3Each response was coded based on how the student described diversity at the institution. The initialcoding pass used was conducted by the lead author using open coding procedures (Miles,Huberman, & Saldana, 2014; Saldana, 2016). Open

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

of being an impostor, whereinstudents observe who is fully part of the community and who is on the margins. Ultimately,being the only one from one’s racial group can cause students to question their sense ofbelonging within the field. While Asian students are also minoritized in engineering andcomputing disciplines (e.g., McGee et al., 2017), this is not the perception of many of the Blackstudents in this study. As we describe below, the participants in this study expressed that Asianinternational students’ tight-knit, exclusive cliques contributed to their feelings of isolation. Furthermore, the results reveal that while the impact of being racially isolated takes a tollon Black students, it is not just their underrepresentation that

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

sectionsof a General Education course and a Statics course for their students.Impacting degree programs with cohort schedulingCohort scheduling is a strategy that creates student-learning communities through students takingthe same course sections together. There has been significant research on learning communitiesand their impact on student success5,6. Students in learning communities develop supportiverelationship with their peers and spend more time outside of the classroom in study groups.Students are also more likely to draw connections between classes, which deepens theirunderstanding of important concepts. For engineering students, cohort learning communitiessupport student engagement and success, and can increase retention, particularly

Conference Session

Race/Ethnicity Track - Technical Session VII

Collection

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

Authors

Stacie LeSure, American Society for Engineering Education; Sharnnia Artis, University of California, Irvine

Tagged Topics

Diversity, Race/Ethnicity

STEM professions. Suggested audience also includesindividuals who are dedicated to understanding and positively impacting marginalized orunderrepresented populations. An understanding of this population will better inform practicesand policies aimed at broadening participation in engineering.FormatThis workshop is designed to be interactive and informative of pressing issues impacting theexperiences of Black women in engineering. The session will begin with a Privilege Activity thatserves as a catalyst for engagement and aims to increase participants’ understanding of privilege.Following the Privilege Activity, the presenters will lead a discussion that focuses on emergingthemes from the Nyela project. Special attention will be dedicated to

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

-based framework of engineering design. She is also interested in cross-cultural work in engineering education to promote access and equity. She is an aerospace engineer, and is the present Vice President (Educational Content) of the Student Platform for Engineering Education Development (SPEED).Ms. Chanel Beebe, Purdue University-Main Campus, West Lafayette (College of Engineering) Chanel Beebe is an Engineering Education Researcher at Purdue University where her work focusing on broadening participation in engineering and engineering thinking. Her passion lies in empowering communities to solve their own problems using creative pedagogies and engagement strategies. Her research looks at using the engineering design