Conference Session

Track : Learning Spaces, Pedagogy, & Curriculum Design Technical Session 7

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Mahauganee Dawn Bonds, Georgia Institute of Technology; Veronica van Montfrans, Georgia Institute of Technology; Joseph M. LeDoux, Georgia Institute of Technology; Wendy C. Newstetter, Georgia Institute of Technology

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

Paper ID #24948Identifying a ”Starting Point” for Diversity and Inclusion InitiativesDr. Mahauganee Dawn Bonds, Georgia Institute of TechnologyDr. Veronica van Montfrans, Georgia TechProf. Joseph M LeDoux, Georgia Institute of Technology Joe Le Doux is the Associate Chair for Undergraduate Learning and Experience in the Department of Biomedical Engineering at Georgia Tech and Emory University. Dr. Le Doux’s research interests in engineering education focus on problem-solving, diagrammatic reasoning, and on the socio-cognitive aspects of the flipped and blended learning environments.Dr. Wendy C Newstetter, Georgia Institute of

Conference Session

Track: Learning Spaces, Pedagogy & Curriculum - Technical Session 11

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Catherine E. Brawner, Research Triangle Educational Consultants; Catherine Mobley, Clemson University; Rebecca Brent, Education Designs, Inc; Marisa K. Orr, Clemson University; Maya Rucks, Clemson University; Cindy Waters, Naval Surface Warfare Center

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

Evaluators, an American Evaluation Association affiliate organization and is a member of the American Educational Research Association and Ameri- can Evaluation Association, in addition to ASEE. Dr. Brawner is also an Extension Services Consultant for the National Center for Women in Information Technology (NCWIT) and, in that role, advises com- puter science and engineering departments on diversifying their undergraduate student population. She remains an active researcher, including studying academic policies, gender and ethnicity issues, transfers, and matriculation models with MIDFIELD as well as student veterans in engineering. Her evaluation work includes evaluating teamwork models, statewide pre-college math

Conference Session

Track: Learning Spaces, Pedagogy, and Curriculum Design Technical Session 3

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Elizabeth Hane, Rochester Institute of Technology; Scott Franklin, Rochester Institute of Technology

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

Paper ID #24767Improving Inclusivity and Diversity in College STEM Programs through Metacog-nitive Classroom PracticesDr. Elizabeth Hane, Rochester Institute of Technology Dr. Elizabeth Hane is a forest ecologist, and an associate professor in the Gosnell School of Life Science at the Rochester Institute of Technology. She also serves as the Faculty Associate to the Provost for General Education, and advises RIT’s provost on issues surrounding general education curriculum and delivery. Her research focus has recently shifted from ecology to developing methods that support the retention of underrepresented students in

Conference Session

Track: Learning Spaces, Pedagogy, and Curriculum Design Technical Session I

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Tikyna M. Dandridge, Purdue University, West Lafayette ; Hassan Ali Al Yagoub, Purdue University, West Lafayette; Sharlane Cleare, Purdue University, West Lafayette; Justin Charles Major, Purdue University, West Lafayette; Shalin Lena Raye, Purdue University, West Lafayette; Casey E. Wright, Purdue University, West Lafayette; Alice L. Pawley, Purdue University, West Lafayette

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

studies.The idea for this paper came from the first author, as one of the students in the course. The otherauthors are currently also enrolled as students or serving as instructors in the graduate-levelengineering education course, which is cross-listed with the women’s, gender, and sexualitystudies program at a large research university in the Midwest. Each of the involved authorsoccupies different disciplinary locations in the educational equity research space, includingengineering education, technology, chemistry education, and multicultural education.Additionally, each author occupies different social identities, including students who are of color

Conference Session

Track Learning Spaces, Pedagogy & Curriculum Design Technical Session 8

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Ken S. Ball P.E., George Mason University; Oscar Barton, Jr. P.E., George Mason University; Sharon A. Caraballo, George Mason University; Liza Wilson Durant, George Mason University; Michelle Marks, George Mason University; Angelina Jarrouj, George Mason University; Robin Rose Parker

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

. Sharon A. Caraballo, George Mason University Sharon Caraballo is Associate Dean for Undergraduate Programs in George Mason University’s Volge- nau School of Engineering. The school’s approximately 6,100 undergraduate students have a choice of 11 majors in the areas of engineering, computer science, information technology, and statistics. Her lead- ership in the development of the school’s undergraduate programs draws from her extensive study and experience in forward-thinking higher education programs. She served as Clare Boothe Luce Professor of Computer Science at Georgetown University before joining the faculty of George Mason University c American Society for Engineering Education, 2019

Conference Session

Track: Learning Spaces, Pedagogy, and Curriculum Design Technical Session 4

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Benjamin David Lutz, California Polytechnic State University, San Luis Obispo; Michelle Kay Bothwell, Oregon State University; Nick AuYeung, Oregon State University; Trevor Kenneth Carlisle, Oregon State University; Natasha Mallette P.E., Oregon State University; Susannah C. Davis, Oregon State University

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

, particularly in higher education; learning in the workplace; curricular and pedagogical development; and the preparation of professionals for social justice goals. c American Society for Engineering Education, 2019 Practitioner Learning Community: Design of instructional content, pedagogy and assessment metrics for productive, inclusive and socially just teaming practice AbstractThis paper describes the development of and outcomes from a Practitioner Learning Community(PLC) model used to design instructional content, pedagogy, and assessment metrics forinclusive, socially just teaming practices. Comprised of postdoctoral

Conference Session

Track: Learning Spaces, Pedagogy, and Curriculum - Technical Session 11

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Maxine Fontaine, Stevens Institute of Technology (School of Engineering and Science); Alexander John De Rosa, Stevens Institute of Technology (School of Engineering and Science); Susan Staffin Metz, Stevens Institute of Technology (School of Engineering and Science)

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

diversity in engineering.Dr. Alexander John De Rosa, Stevens Institute of Technology (School of Engineering and Science) Alexander De Rosa is a Teaching Assistant Professor at Stevens Institute of Technology. Alex specializes in teaching in the thermal-fluid sciences and has a background in experimental combustion. He gained his PhD in 2015 from The Pennsylvania State University in this area.Ms. Susan Staffin Metz, Stevens Institute of Technology (School of Engineering and Science) Susan Metz is Executive Director of Diversity and Inclusion and Senior Research Associate at Stevens Institute of Technology. Metz is a founder of WEPAN, Women in Engineering ProActive Network. She is a recipient of the Presidential Award for

Conference Session

Track: Learning Spaces, Pedagogy, & Curriculum Design Technical Session 6

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Adam Stark Masters, Virginia Tech; Lisa D. McNair, Virginia Tech; Donna M. Riley, Purdue University, West Lafayette

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

serves as Director of the Center for Research in SEAD Education at the Institute for Creativity, Arts, and Technology (ICAT). Her research interests include interdisciplinary collaboration, design education, communication studies, identity theory and reflective practice. Projects supported by the National Science Foundation include exploring disciplines as cultures, liberatory maker spaces, and a RED grant to increase pathways in ECE for the professional formation of engineers.Dr. Donna M Riley, Purdue University-Main Campus, West Lafayette (College of Engineering) Donna Riley is Kamyar Haghighi Head of the School of Engineering Education and Professor of Engi- neering Education at Purdue University

Conference Session

NEW SESSION Track : Learning Spaces, Pedagogy, & Curriculum Design Technical Session 8

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Gretchen Achenbach, University of Virginia

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

Paper ID #24960What Would You Do or Say? Interrupting Bias in Academic SettingsDr. Gretchen Achenbach, University of Virginia Gretchen Achenbach is a research scientist in the Department of Engineering and Society at the Uni- versity of Virginia, and at the National Center for Women and Information Technology (NCWIT). She earned her Ph.D. in Psychology from the University of Wisconsin-Madison. Her interests focus on science communication and gender issues in computing and technology. c American Society for Engineering Education, 20191The National Center for Women and Information Technology (NCWIT) is

Conference Session

Track: Learning Spaces, Pedagogy & Curriculum Design Technical Session 9

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Stephanie Farrell, Rowan University; Kyle F. Trenshaw, University of Rochester; Robyn Sandekian, University of Colorado, Boulder

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

and the 2005 Quinn Award for experiential learning, and she was 2014-15 Fulbright Scholar in Engineering Education at Dublin Institute of Technology (Ireland)Dr. Kyle F Trenshaw, University of Rochester Kyle Trenshaw is currently the Educational Development Specialist at the University of Rochester’s Cen- ter for Excellence in Teaching and Learning. He received his B.S. in chemical engineering from the University of Missouri in 2009, and his M.S. (2011) and Ph.D. (2014) in chemical engineering from the University of Illinois, Urbana-Champaign. His research interests include science, technology, engineer- ing, and mathematics (STEM) education; supporting diversity in STEM fields with an emphasis on les- bian

Conference Session

Track: Learning Spaces, Pedagogy, & Curriculum Design Technical Session 2

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Alisha L. Sarang-Sieminski, Franklin W. Olin College of Engineering; Adva Waranyuwat, Franklin W. Olin College of Engineering; Emily Ferrier, Franklin W. Olin College of Engineering; Alison Wood , Franklin W. Olin College of Engineering; Daniela Faas, Franklin W. Olin College of Engineering

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

increase in students with non-visible disabilities in college. As we’ll describe in more detail in a minute, existing best practices for accommodations have been developed for traditional learning environments. Fewer resources are available on how to accommodate students with non-visible disabilities in the kinds of project-based, team-oriented, sometimes unstructured learning environments becoming more common in engineering programs.Objectives for Today● We are seeking to develop and begin to disseminate some recommendations to support students with non-visible disabilities in higher education● Today we want to get feedback on our recommendations and discuss how to implement/expand them for use by a

Conference Session

Track: Learning Spaces, Pedagogy & Curriculum Design Technical Session 13

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Kyle F. Trenshaw, University of Rochester; Elif Miskioglu, Bucknell University; Philip Asare, Bucknell University; Nir Aish

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

Paper ID #24982Leaders Like MeDr. Kyle F Trenshaw, University of Rochester Kyle Trenshaw is currently the Educational Development Specialist at the University of Rochester’s Cen- ter for Excellence in Teaching and Learning. He received his B.S. in chemical engineering from the University of Missouri in 2009, and his M.S. (2011) and Ph.D. (2014) in chemical engineering from the University of Illinois, Urbana-Champaign. His research interests include science, technology, engineer- ing, and mathematics (STEM) education; supporting diversity in STEM fields with an emphasis on les- bian, gay, bisexual, transgender, queer

Conference Session

Track: Learning Spaces, Pedagogy & Curriculum Design Technical Session 10

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Mary Ann E. Leung, Sustainable Horizons Instittute; Silvia Crivelli

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

Paper ID #24706Sustainable Research Pathways: Collaborations across Communities to Di-versify the National Laboratory WorkforceDr. Mary Ann E Leung, Sustainable Horizons Instittute Dr. Leung is a nationally acclaimed leader in the design and implementation of innovative programs aimed at developing the next generation of science, technology, engineering, and mathematics (STEM) leaders. As an accomplished scientist, Mary Ann honors and treasures the process of scientific discovery. As the director of major STEM-focused educational programs, Dr. Leung nurtured her passion for connecting students and science by