Conference Session

CoNECD Session : Day 3 Slot 2 Technical Session 3

Collection

2021 CoNECD

Authors

Julia D. Thompson, University of San Francisco; Amalia Kokkinaki, University of San Francisco; Jes Parker, University of California, Berkeley; Hana M. Böttger, University of San Francisco; N. Jeremy Kasdin, University of San Francisco

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and has been directing the Architectural Engineering minor program within the Department of Art + Architecture at University of San Francisco. She joined the new Engineering program curricu- lum development efforts in 2015, became interim director in 2018, and is the first chairperson of the department. B¨ottger has been a teacher for 20+ years. In her architecture and engineering courses at USF, she em- phasizes low-carbon, environmentally sustainable approaches to designing for the built environment, and especially the effect of these decisions on under-served communities. She doesn’t separate good design from seeking social justice.Dr. N. Jeremy Kasdin, University of San Francisco

Conference Session

CoNECD Session : Day 2 Slot 5 Technical Session 4

Collection

2021 CoNECD

Authors

Laura Bottomley, North Carolina State University

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Paper ID #28478A New Change Model for Recruitment and Retention of UnderrepresentedGroups in STEMDr. Laura Bottomley, North Carolina State University Dr. Laura Bottomley, Teaching Associate Professor of Electrical Engineering and Elementary Education, is also the Director of Women in Engineering and The Engineering Place at NC State University. She has been working in the field of engineering education for over 20 years. She is dedicated to conveying the joint messages that engineering is a set of fields that can use all types of minds and every person needs to be literate in engineering and technology. She is an ASEE

Conference Session

CoNECD Session : Day 2 Slot 5 Technical Session 2

Collection

2021 CoNECD

Authors

Lisa M. Weber, Colorado State University; Rebecca A. Atadero, Colorado State University

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  continual (but not redundant) exposure to these topics throughout their curriculum.  It is not adequate to only incorporate interventions in the first year introductory  course and senior design, but optimally in at least one course every semester.  This requires integrating diversity and inclusion topics in technical courses and, when  possible, providing examples of the importance of diversity and inclusion in  engineering design.  This work‐in‐progress takes an incremental approach by working with amenable  faculty, as well as demonstrating to additional faculty the value added to the  curriculum.Weber and Atadero. 2020 Annual CoNECD Conference. 5

Conference Session

CoNECD Session : Day 1 Slot 5 Technical Session 2

Collection

2021 CoNECD

Authors

Tojan Rahhal, University of Missouri; Miguel Elias Ayllon, University of Missouri

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^  Need for self-reflection and cultural self-awareness *Redden, E. (2019). Study Abroad Numbers Continue Steady Increase. Inside Higher Ed. # Hammer, M. (2012). The Intercultural Development Inventory: A new frontier in assessment and development of intercultural competence. In M. Vande Berg, R.M. Paige, & K.H. Lou (Eds.), Student Learning Abroad (Ch. 5, pp. 115-136). Sterling, VA: Stylus Publishing. ^Spenader A, Reka P, Pedagogy . Frontiers: The Interdisciplinary Journal of Study Abroad. 2015.We knew the importance of a cultural competency focused curriculum given thedemographics in engineering. These engineers will go on to be future leaders and rolemodels. The number of U.S. college students participating in study

Conference Session

CoNECD Session : Day 4 Slot 1 Technical Session 3

Collection

2021 CoNECD

Authors

Danyelle Tauryce Ireland, University of Maryland, Baltimore County; Cindy Greenwood, University of Maryland, Baltimore County ; Erica L D'Eramo, University of Maryland, Baltimore County; Katherine Bell O'Keefe

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others can use to adapt these initiatives PRE-COLLEGE PROGRAMS - OVERVIEW Purpose and Motivation • Encourage girls to pursue their interests in computing and engineering • Help these students build a community of others with similar interests Scope & Target Population • High school junior and senior girls; mostly within Maryland, but some from other Atlantic region states Program Features • Two overnight programs, one day program, new Escape Room programs, others in developmentPurpose & MotivationOur pre-college programs are designed to encourage girls to pursue interests incomputing and engineering fields; introduce them to other high school girls andcollege women who

Conference Session

CoNECD Session : Day 1 Slot 6 Technical Session 3

Collection

2021 CoNECD

Authors

Teirra K. Holloman, Virginia Tech Department of Engineering Education; Walter C. Lee, Virginia Polytechnic Institute and State University; Kirsten A. Davis, Purdue University at West Lafayette (COE); Jeremi S. London, Virginia Polytechnic Institute and State University; David B. Knight, Virginia Polytechnic Institute and State University; Tremayne O'Brian Waller, Virginia Polytechnic Institute and State University; John J. Lesko, Virginia Polytechnic Institute and State University

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structure for beginning undergraduate researchers in the STEM disciplines. CBE Life Sciences Education 9(2) 108-118.Branchaw, J. L., Butz, A. R., and Smith, A. R. (2018). Entering Research: A Curriculum to Support Undergraduate & Graduate Research Trainees. W.H. Freeman and Company: New York, NY.Branchaw, J. L., Pfund, C., and Rediske, R. (2010) Entering Research Facilitator’s Manual: Workshops for Students Beginning Research in Science, Freeman & Company.Lattuca, L. R., & Stark, J. S. (2015). Shaping the college curriculum: Academic plans in context (2nd Edition). San Francisco, CA: Jossey-Bass.National Academies of Sciences, Engineering, and Medicine. (2018). Graduate STEM education for the

Conference Session

CoNECD Session : Day 2 Slot 6 Technical Session 2

Collection

2021 CoNECD

Authors

Ekundayo Shittu, George Washington University; Jennifer Dashiell-Shoffner, North Carolina A&T State University; Hyung Nam Kim, North Carolina A&T State University

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Paper ID #28392Examining Black Diaspora Participation in Engineering using NarrativeInquiryDr. Ekundayo Shittu, The George Washington University Ekundayo (Dayo) Shittu is an assistant professor of Engineering Management and Systems Engineering at George Washington University. Professor Shittu conducts basic and applied research that take a systems approach to address the different dimensions of decision making under multiple and sequential uncer- tainties. His focus is on the economics and management of energy technologies, the design and impacts of climate change response policies, sustainability efforts, corporate

Conference Session

CoNECD Session : Day 1 Slot 7 Technical Session 2

Collection

2021 CoNECD

Authors

Elizabeth Litzler, University of Washington; Julia M. Williams, Rose-Hulman Institute of Technology; Cara Margherio, University of Washington; Kerice Doten-Snitker, University of Washington; Sriram Mohan, Rose-Hulman Institute of Technology; Eva Andrijcic, Rose-Hulman Institute of Technology

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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 stratification in education and the workforce.Dr. Julia M. Williams, Rose-Hulman Institute of Technology Dr. Julia M. Williams is Professor of English at Rose-Hulman Institute of Technology. Her research areas include technical communication, assessment, accreditation, and the development of change management strategies for faculty and staff. Her articles have appeared in the Journal of Engineering Education, In- ternational Journal of Engineering Education, IEEE Transactions on Professional Communication, and Technical Communication Quarterly, among

Conference Session

CoNECD Session : Day 1 Slot 5 Technical Session 1

Collection

2021 CoNECD

Authors

Kathrine Ehrlich-Scheffer, Rochester Institute of Technology

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, it may signal that the present current student programmingand structure of WE@RIT may not be meeting the needs of the very students it seeks to serve. To better understand the driving forces behind this decrease in current studentengagement with WE@RIT, a four-pronged approach was pursued: review of national-levelbackground research on Generation Z with the hope of identifying emerging generationalengagement trends; a survey distributed to undergraduate women engineering students withinKGCOE; focus groups with current undergraduate women engineering students to further clarifysurvey results; and contextual interviews with other campus clubs and programs to discerncampus-wide engagement trends and their connection, if any, to national

Conference Session

CoNECD Session : Day 2 Slot 1 Technical Session 2

Collection

2021 CoNECD

Authors

Bruk T. Berhane, University of Maryland College Park; Medha Dalal, Arizona State University; Stacy S. Klein-Gardner, Vanderbilt University; Adam R. Carberry, Arizona State University; Kenneth Reid, University of Indianapolis; Cheryl Beauchamp, Regent University; Mary Lord, Towson University; Darryll J. Pines, University of Maryland College Park

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, ethnicity, socioeconomic status) and resource level of the school.This study takes into consideration distinct high school teacher experiences occurring whenteaching the E4USA curriculum to gain insight into engineering education problems at the K-12level. The study uses a qualitative case-study approach to highlight “multiple truths” (Arghode,2012) with regard to high school level engineering teaching. The study adds to the existing bodyof literature at a time when there has been an unprecedented growth in the diversity of studentswithin K-12 education (Cohn & Caumont, 2016) and illustrates how diversity support ispracticed at the high school level.The next sections describe current research efforts in the K-12 engineering space, our

Conference Session

CoNECD Session : Day 1 Slot 1 Technical Session 4

Collection

2021 CoNECD

Authors

Medha Dalal, Arizona State University; Stacy S. Klein-Gardner, Vanderbilt University; Jennifer Kouo, Towson University; Kenneth Reid, University of Indianapolis; Cheryl Beauchamp, Regent University; Briana O'Neal, University of Maryland College Park; Jackelyn Raquel Lopez Roshwalb, University of Maryland, College Park; Darryll J. Pines, University of Maryland College Park

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University and her Master’s of Education degree from Regent University. Her research interests include motivation in engineering education, under-represented students in engineering and computer science, teamwork, online learning, and education practices in engineering, computer science, cybersecurity, and STEM. Currently, she is a research assistant contributing to Engineering for Us All (E4USA) research, curriculum, and professional development. American c Society for Engineering Education, 2021 Paper ID #28252Briana O’Neal, University of Maryland College

Conference Session

CoNECD Session : Day 3 Slot 3 Technical Session 2

Collection

2021 CoNECD

Authors

Sophia Lauren Plata, University of Southern California; Indhira María Hasbún, Florida International University ; Mauro Rodriguez Jr., California Institute of Technology; Dora Louise Renaud, Society of Hispanic Professional Engineers

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considered sufficiently abstractto comprehensively map the pedagogical approach to social-cognitive leadership theory withrobust metrics. Among the leadership frameworks used in the engineering education contexts [37,38], the social-cognitive, self-regulated model of leadership proposed by McCormick [38] as themost compatible with NILA’s curriculum and long-term SHPE chapter programminginfrastructure (i.e., the NRP). Similar to NILA's curriculum, which is a combination of severalleadership and management concepts, McCormick’s model is a combination of several models ofleadership effectiveness necessary to determine leadership outcomes. To the authors’ knowledge,the current work is the first to test the self-efficacy construct within the model; and

Conference Session

CoNECD Session : Day 1 Slot 1 Technical Session 3

Collection

2021 CoNECD

Authors

Donovan Colquitt, Purdue University-Main Campus, West Lafayette (College of Engineering)

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more in engineering activities (Bogue et al., 2013). Despite financiallimitations, programs have provided accommodations for underrepresented minorities withoutinhibited the students’ experiences. Scholarships through college partnerships were posed as apotential method to boost student enrollment into a STEM program.Theme 2: Pedagogical Approaches All articles reviewed mentioned a STEM subject matter where STEM-curriculum andprojects were facilitated to the students. Examples of subject areas explored include lasers andfiber optics, interdisciplinary engineering, sustainability, biofuels, and videogame design (Beiler,2017; Bieber, Marchese, & Engelberg, 2005; Bogue, Shanahan, Marra, & Cady, 2013; Bu rgin etal., 2015; Clark &

Conference Session

CoNECD Session : Day 1 Slot 7 Technical Session 3

Collection

2021 CoNECD

Authors

Nadia N. Kellam, Arizona State University; Vanessa Svihla, University of New Mexico; Susannah C. Davis, Oregon State University; Susan Sajadi, Arizona State University; Jasmine Desiderio, University of New Mexico

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the Ira A. Fulton Schools of Engineering. Susan also has a BS and MS in Biomedical Engineering. Prior to starting her PhD, she worked as an engineer in the medial device industry. She is currently conducting engineering education research as a research assistant under Dr. Nadia Kellam.Jasmine Desiderio, University of New Mexico Jasmine is a Ph.D. student in the Organizational, Information, Learning Sciences (OILS) program at the University of New Mexico. Her research interests focus on applying innovative approaches in learning sciences, eLearning, organizational learning and development, instructional technology, and human per- formance technology to address adversities of marginalized populations

Conference Session

CoNECD Session : Day 3 Slot 3 Technical Session 1

Collection

2021 CoNECD

Authors

Justin Charles Major, Purdue University at West Lafayette (COE); Allison Godwin, Purdue University at West Lafayette (COE); Adam Kirn, University of Nevada, Reno

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. Through his in- volvement in the UNR PRiDE Research Lab and engagement with the UNR and Northern Nevada STEM Education communities, he studied student motivation, active learning, and diversity; developed K-12 engineering education curriculum; and advocated for socioeconomically just access to STEM education. As a Ph.D. Candidate with the STRiDE Research Lab at Purdue University, Justin’s dissertation research focuses on the study of Intersectionality Theory and the intersectionality of socioeconomic inequality in engineering education, use of critical quantitative methodology and narrative inquiry to understand the complex stories of engineering students from traditionally minoritized backgrounds, and the pursuit of a

Conference Session

CoNECD Session : Day 2 Slot 1 Technical Session 1

Collection

2021 CoNECD

Authors

Taylor Lightner, Virginia Polytechnic Institute and State University; Monica E. Cardella, Purdue University at West Lafayette; Natali Huggins, Virginia Polytechnic Institute and State University; Cynthia Hampton, Virginia Polytechnic Institute and State University; Walter C. Lee, Virginia Polytechnic Institute and State University; David B. Knight, Virginia Polytechnic Institute and State University

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conceived by children in this study. In the future, thisanalysis will provide helpful information for programming and curriculum design. To analyzethe photographs of the classroom posters, we created a coding scheme based on Critical RaceTheory concepts as color blindness, color imagery, counter-narrative and critical race feminism.Each poster displayed in the classroom was examined to determine the extent to which theposters presented or not a tendency, association, narrative, and intersectionality conveying race.Preliminary Findings - Attributes of EngineersThis section begins with the new dimensions of the codebook that were developed to describemessages and conceptualizations of engineering from a critical race theory perspective. Thecodes were

Conference Session

CoNECD Session : Day 3 Slot 4 Technical Session 2

Collection

2021 CoNECD

Authors

Ellen Foster, Purdue University at West Lafayette (College of Engineering); Donna M. Riley, Purdue University at West Lafayette (College of Engineering); Andrea Haverkamp, Oregon State University; Soheil Fatehiboroujeni, Cornell University; Justin Charles Major, Purdue University at West Lafayette

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involvement in the UNR PRiDE Research Lab and engagement with the UNR and Reno, NV STEM Education community, he studied student motivation, active learning, and diversity in engineering team- ing experiences, developed K-12 engineering education curriculum, and advocated for socioeconomically just access to STEM education. As a Ph.D. Candidate with the STRiDE Research Lab at Purdue Univer- sity, Justin’s current research focuses on the study of Intersectionality Theory and the intersectionality of socioeconomic inequality in engineering education, use of critical quantitative methodology and narrative inquiry to understand the complex stories of engineering students from minoritized backgrounds, and the pursuit of a

Conference Session

CoNECD Session : Day 2 Slot 2 Technical Session 3

Collection

2021 CoNECD

Authors

Brielle Nikole Johnson, Miami University; Woo J. Kim, Miami University; Jennifer Blue, Miami University; Amy Summerville, Kairos Research; Brian P. Kirkmeyer, Miami University

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psychologist whose research examines how thoughts of ”what might have been” affect emotion, motivation, and behavior. While on the faculty of Miami University, she was the PI of a grant from NSF’s EEC division investigating new interventions in engineering education that utilize social cognitive psychology.Dr. Brian P Kirkmeyer, Miami University Brian Kirkmeyer is the Karen Buchwald Wright Senior Assistant Dean for Student Success and Instructor in the College of Engineering and Computing at Miami University in Oxford, Ohio. His background includes BS, MS and PhD degrees in Materials Science and Engineering (specialization in polymers), the former from Purdue University and the latter two from the University of Pennsylvania

Conference Session

CoNECD Session : Day 2 Slot 5 Technical Session 1

Collection

2021 CoNECD

Authors

Claudio Freitas, Purdue University; Jennifer Deboer, Purdue University at West Lafayette (COE)

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education and TVET and pedagogical innovation that re-centers and re-localizesdisplaced students. The localized engineering model seeks to associate engineering design andthe knowledge uniquely held by refugee learners to develop their understanding of communityneeds and feasible solutions. This approach emerged from the curriculum roots in social justicethrough components of critical pedagogy. These components are incorporated through sociallyrelevant problems, course co-construction with learners and local facilitators, local communityengagement, and localized development and implementation.Relationship between engineering with social justice and community development Engineering has been recognized as a fundamental tool to transform

Conference Session

CoNECD Session : Day 1 Slot 2 Technical Session 1

Collection

2021 CoNECD

Authors

Rhonda R. Franklin, University of Minnesota, Twin Cities; Kristen S. Gorman, University of Minnesota; Rashaunda M. Henderson, University of Texas at Dallas; Netra Pillay, Qualcomm; Heena Rathore, University of Texas, San Antonio; Abhay Samant, National Instruments; Tom Weller, Oregon State University

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clearly more interested in pursuing a career in the RF/microwave industry following theProject Connect Program. They directly indicated that they have a greater interest in engineering andelectrical engineering generally, and also RF/microwave engineering specifically. In addition, theydirectly indicated that they are more interested in pursuing a career in the industry after the program.ConclusionThis paper describes an approach for broadening participation by students from underrepresentedgroups in the field of RF/microwave engineering. The Project Connect program embedsprofessional development and networking opportunities within a professional society technicalconference. Assessment data shows that the program is increasing participants

Conference Session

CoNECD Session : Day 2 Slot 2 Technical Session 1

Collection

2021 CoNECD

Authors

Leroy L. Long III, Embry-Riddle Aeronautical University - Daytona Beach; Sharnnia Artis, University of California, Irvine; Morris Council III, University of West Georgia

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science, technology, engineering, and math (STEM)with a particular focus on Black student-athletes who major in STEM and participate innon-revenue sports (for example, soccer and lacrosse).Review of Literature Limited research has investigated access to science, technology, engineering, and math(STEM) for Black student-athletes who pursue careers in engineering or related fields in STEM.To address the gap in current literature, this paper will focus on Black STEM student-athletes’access to college preparatory courses and STEM camps.Pre-College STEM and Sports Participation Resegregation of US public schools has led to unequal and inequitable access to K-12STEM curriculum and sports (Alexander, 2012; Tatum, 1997). K-12 schools with

Conference Session

CoNECD Session : Day 1 Slot 3 Technical Session 4

Collection

2021 CoNECD

Authors

Leisa D. Thompson, University of Virginia; Zhen Wu

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of research include gender, diversity, and the field of computing. Her recent research focuses on systemic reform for gender balance in undergraduate computing programs. Zhen Wu received her Ph.D. in Education from the University of Virginia American c Society for Engineering Education, 2021 Increasing the Enrollment, Retention, and Graduation of Undergraduate Women Majoring in ComputingAbstractIncreasing the participation of women in undergraduate computing requires a multi-pronged,systemic approach that include strategic student recruitment, teaching practices, programcurriculum, student support, high-level institutional policies and support, and

Conference Session

CoNECD Session : Day 1 Slot 5 Technical Session 4

Collection

2021 CoNECD

Authors

Nadia N. Kellam, Arizona State University; Audrey Boklage, University of Texas at Austin; Brooke Charae Coley, Arizona State University, Polytechnic campus; Yue Liu, Arizona State University

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, components that the majority of engineeringdepartments are adopting include rapid prototyping tools, such as additive manufacturingmachines (3D printers) and laser cutters [3], [4].Makerspaces and Engineering Education. Makerspaces have become popular withinengineering education. Integrating a makerspace into an engineering curriculum can be adaunting task given the scope and sequence of university engineering coursework. Recentresearch found that over a three-month period, students who took part in a course that integrateda class project within the makerspace were positively and significantly impacted in the domainsof technology self-efficacy, innovation orientation, affect towards design, design self-efficacy,and belonging to the makerspace [5

Conference Session

CoNECD Session : Day 2 Slot 6 Technical Session 4

Collection

2021 CoNECD

Authors

Angela R. Bielefeldt, University of Colorado Boulder

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Walton Ethics, Genetics Male Private Religious DoctoralResults and Discussion Teaching About Social Justice and/or PovertyAmong the 37 ESI instructors interviewed, two were passionate proponents of integrating SJissues into engineering education and advocated an across-the-curriculum approach. IntegratingSJ across the curriculum is perhaps the best approach to impact student’s knowledge, attitudes,and critical thinking [30-32]. Kinsley stated, “the more opportunities that you have to remindstudents of why it's important and why you're doing it, the better.” Kinsley also advocated forinstructors to try SJ integration within a particular course a few times, iterating each time to findwhat works and

Conference Session

CoNECD Session : Day 2 Slot 1 Technical Session 3

Collection

2021 CoNECD

Authors

Amy Kramer P.E., Ohio State University; Emily Dringenberg, Ohio State University

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CoNECD Paper Submissions, Diversity

decision making, growth mindset, engi- neering culture, and race and gender in engineering. She is always excited to learn new things and work with motivated individuals from diverse backgrounds to improve the experiences of people in engineering education at any level. American c Society for Engineering Education, 2021 Who is Smart? High School Science and Engineering Students’ Beliefs about SmartnessAbstractThe purpose of this research paper is to present findings from an exploratory, qualitative study ofhigh school students’ beliefs about smartness. The construct of smartness, which is deeplyembedded into all levels of engineering

Conference Session

CoNECD Session : Day 3 Slot 7 Technical Session 1

Collection

2021 CoNECD

Authors

Angela R. Bielefeldt, University of Colorado, Boulder; Janet Y. Tsai, University of Colorado, Boulder; Beth A. Myers, University of Colorado, Boulder; Daniel A. Godrick, University of Colorado, Boulder; Jacquelyn F. Sullivan, University of Colorado, Boulder

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technology to include new forms of communication and problem solving for emerging grand challenges. A second vein of Janet’s research seeks to identify the social and cultural impacts of technological choices made by engineers in the process of designing and creating new devices and systems. Her work considers the intentional and unintentional consequences of durable struc- tures, products, architectures, and standards in engineering education, to pinpoint areas for transformative change.Dr. Beth A Myers, University of Colorado Boulder Beth A. Myers is the Assistant Vice Provost for Student Success Initiatives at the University of Colorado Boulder. She holds a BA in biochemistry, ME in engineering management and PhD in

Conference Session

CoNECD Session : Day 1 Slot 8 Technical Session 4

Collection

2021 CoNECD

Authors

Mauro Rodriguez Jr, California Institute of Technology; Indhira María Hasbún, Florida International University; Jose Luis Estrada, University of San Diego; Dora Louise Renaud

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of the Society of Hispanic Professional Engineers (SHPE). Dora oversees the development and management of grants, scholarships, professional development, and National Programs that address the needs of SHPE members. For over a decade Dora has been an adjunct faculty with the American College of Education, impacting educators across the world by developing curriculum and teaching masters and doctoral level courses in education administration, curriculum and instruction, and bilingual education. Prior to working for SHPE, she was a public school administrator serving campuses with over 1,500 stu- dents. Dora also served as the instructional specialist and curriculum manager for 245 elementary, middle and high school

Conference Session

CoNECD Session : Day 3 Slot 8 Technical Session 3

Collection

2021 CoNECD

Authors

Margaret B. Bailey P.E., Rochester Institute of Technology; Naveen Sharma, Rochester Institute of Technology; Lana Verschage, Rochester Institute of Technology; Timothy T. Conlon

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co-author on an engineering textbook, Fundamentals of Engineering Thermodynamics, which is used worldwide in over 250 institutions. Dr. Bailey has served as the Principal Investigator (PI) on several externally funded efforts, most recently for the RIT NSF ADVANCE Institu- tional Transformation grant (2012-2019). The goal of this large-scale ($3.4M), multi-year university-level organizational transformation effort is to increase the representation and advancement of women STEM faculty. The project has resulted in impactful new programs, practices, and policies as well as a new dedicated unit within the Office of the Provost.Dr. Naveen Sharma, Rochester Institute of TechnologyLana Verschage, Rochester Institute of

Conference Session

CoNECD Session : Day 2 Slot 7 Technical Session 2

Collection

2021 CoNECD

Authors

Tanya D. Ennis, University of Colorado Boulder

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due to a variety of factors including graduating from an under resourcedhigh school, their test scores, grade point average (GPA), courses taken in high school, etc. Manyof them were underrepresented minority (URM), women, first-generation and low-incomestudents who may need additional academic and navigational support as they transition to andthrough the engineering curriculum. Through an on-campus interview day experience, thesestudents are extended enrollment in the Engineering GoldShirt Program. The program bringsthese scholars together in a cohort, and these students live and learn together in the residence hallon main campus. The program staff advises students in navigating their college experience,creates and implements community

Conference Session

CoNECD Session : Day 2 Slot 7 Technical Session 4

Collection

2021 CoNECD

Authors

Luke Alao P.E., Swinburne University of Technology

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thispaper narrates how these groups have navigated their journey through meeting the challenge of the academictransition education in the vocational education system, gained access to the higher education bachelor degree inengineering and achieved their dream of becoming a professional engineer for their new career. Narrativesoutcomes from the investigation of the students’ academic transition lived-experiences provide an insight intotheir transition experiences that cannot be captured by traditional quantitative or some qualitative approaches.These narratives are used as feedback information into the academic transition programs and training. Theoutcomes of this study are used to inform the institutions on the possible changes in the provision of