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

bonds with the individualsin the social groups with whom they live or work, and it is a fundamental human need thatpositively affects mental health and well-being (Baumeister & Leary, 1995). A lack of sense ofbelonging can have suboptimal outcomes such as poor psychological wellbeing and performancedeficits (Walton & Cohen, 2007). Individuals who are already marginalized tend to beparticularly sensitive to belonging, because connection to a group can provide importantresources such as psychosocial and instrumental support (Walton & Cohen, 2011). Greater senseof belonging predicts both entry into and retention in academic and professional fields(Dasgupta, 2011; Wilson, Spring, & Hansen, 2008). Research has shown that sense of

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

ESL courses at Mada Walabu University for over seven years, where he also served the university assum- ing various positions such as being Quality Assurance Director, Teachers Development Leader, Pedagogy Trainer as well as English Language Center Coordinator. Atota was also a principal investigator of the project entitled ”Engendering Higher Education Curricula”, where he, along with four project members, investigated gender issues in higher education and devised comprehensive interventions in the form of training for students, academic, support and administrative staff as well as by writing guidelines for the university. Atota is interested in working to ensure equity and quality in higher education, particularly for