Conference Session

Track: Collegiate - Technical Session 9

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Dustin M. Grote, Virginia Tech; Walter C. Lee, Virginia Tech; David B. Knight, Virginia Tech; Abbey Rowe Erwin, Virginia Tech; Bevlee A. Watford P.E., Virginia Tech

Tagged Topics

Collegiate, Diversity

for the advisors, thegeneral academic advisors, and for faculty advisors that aren't familiar with the program.”Evidence of information asymmetry in coursework transfer was particularly salient in theapplication process coordinated through university-level admissions. The asymmetry occurredbecause the university did not review or evaluate transcripts from community college studentsuntil the prospective transfer student had applied, been admitted, and accepted admission into theuniversity. One advisor recounted difficult conversations with students around this issue:“Unfortunately, we say to the student, ‘We won't evaluate this until you've been admitted.’”.Thus, the university forced incoming students to pay a matriculation fee prior to

Conference Session

Track: Collegiate - Technical Session 3

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Stephen Secules, Purdue University, West Lafayette; Walter C. Lee, Virginia Tech; Karis Boyd-Sinkler, Virginia Tech; Adam Stark Masters, Virginia Tech; Cynthia Hampton, Virginia Tech; Ashley R. Taylor, Virginia Tech; Dustin M. Grote, Virginia Tech

Tagged Topics

Collegiate, Diversity

team considers it the perfect venuefor bringing these dilemmas to the forefront. Identifying and unpacking the dilemmas requiresthe community to look with a wider and more critical lens on practices that focus on a narrowerspecific purpose. Questions emerge that bring to light tricky overlapping priorities: What wouldit mean to support gender non-binary students in a program structured around the male-femalebinary? How do programs focused on a cohort community welcome transfer and non-traditionalstudents? We discuss these and other orienting questions, grounded in specific examples fromco-curricular practice, in order to collectively imagine new possibilities and call for greatercritical awareness of the issues

Conference Session

Track: Collegiate - Technical Session 1

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

David Jones, University of Nebraska, Lincoln; Sohrab Asgarpoor, University of Nebraska, Lincoln; Jen Skidmore, University of Nebraska, Lincoln; Lance C. Pérez, University of Nebraska, Lincoln; Trish Wonch Hill; Michael Loehring; Emily Griffin Overocker, University of Nebraska, Lincoln

Tagged Topics

Collegiate, Diversity

to entering and completing an engineering undergraduate degree for studentsfrom diverse backgrounds [19]. A major focus of new pedagogical practice and student successinitiatives are aimed at providing an array of student resources to facilitate success through enhancingsocial support, augmenting engineering identity, provide service learning opportunities, and academicsupport [3], [20], [21]. Of course, these students must first be admitted and there are significant barriers tomany students who do not have strong math and science preparation or standardized test scores requiredfor admission to most engineering colleges. As the only engineering college in Nebraska, the University of Nebraska – Lincoln College ofEngineering (UNL COE

Conference Session

Track: Collegiate - Technical Session 7

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Jennifer Blue, Miami University; Amy Summerville, Miami University; Brian P Kirkmeyer, Miami University

Tagged Topics

Collegiate, Diversity

Psychology at Miami University. She earned her Ph.D. in Psychology from the University of Illinois at Urbana-Champaign. Dr. Summerville is a social psychologist whose research examines how thoughts of ”what might have been” affect emotion, motivation, and behavior. She is 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

Conference Session

Track: Collegiate - Technical Session 13

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Beth A. Myers, University of Colorado, Boulder; Angela R. Bielefeldt, University of Colorado, Boulder; Jacquelyn F. Sullivan, University of Colorado Boulder

Tagged Topics

Collegiate, Diversity

, Environmental, and Architectural Engineering (CEAE). She has served as the Associate Chair for Under- graduate Education in the CEAE Department, as well as the ABET assessment coordinator. She was also the faculty director of the Sustainable By Design Residential Academic Program at CU, a living-learning community where interdisciplinary students learn about and practice sustainability. Bielefeldt is currently the chair of ASEE’s Community Engagement Division and a member of the AAAS Committee on Sci- entific Freedom and Responsibility.She is also a licensed P.E. Professor Bielefeldt’s research interests in engineering education include service-learning, sustainable engineering, social responsibility, ethics, and