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

effects of team diversity n team outcomes: A meta- analytic review of team demography. Journal of Management, 33(6):987-1015.4 Johnson, D. W., Johnson, R. T., & Smith, K. A. (1998). Cooperative learning returns to college: What evidence is there that it works? Change, 27-35.5 Joshi, A. & Neely, B. H. (2018) A structural-emergence model of diversity in teams. Annual Review of Organizational Psychology and Organizational Behavior 5:361-385.6 Marra, R., Jonassen, D. H., Palmer, B., & Luft, S. (2014). Why problem-based learning works: Theoretical foundations. Journal on Excellence in College Teaching, 25(3&4), 221-238.7 Newstetter, W. C. (2004). Creating cognitive apprenticeships in

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

workshop session (Workshop B), followed by a final opportunity to re-take the PSVT:R.The incentive plan allows for credit based on workshop participation as well as test performance. Studentswho completed the first workshop session would earn 3 additional points, regardless of their re-take testscore. Similarly, students who completed both workshop sessions would earn the full 5 points, regardlessof their final test score. Based on prior years, it was reasoned that including a participation based gradewould encourage students to volunteer for the sessions by reducing anxiety associated with retaking thePSVT:R. All students, whether they had attended the workshop or not, had the opportunity to re-take thetest offered mid-semester and at the end of

Conference Session

Track: Learning Spaces, Pedagogy, and Curriculum Design Technical Session 5

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Chanel Beebe, Purdue University, West Lafayette

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

slights and insults toward people of color” Sue, D. W., Capodilupo, C. M., Torino, G. C., Bucceri, J. M., Holder, A. M. B., Nadal, K. L., & Esquilin, M. (2007). Racial microaggressions in everyday life: Implications for clinical practice. American Psychologist, 62(4), 271–286. https://doi.org/10.1037/0003- 066X.62.4.271 Values and Norms Historical Context Student say they value Perseverance/Hard Historical precedents manifests themselves work, Family , Originality, Honesty and through negative perceptions and attitudes of Education

Conference Session

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

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Adrienne Ann Smith, Cynosure Consulting; Rebecca A. Zulli, Cynosure Consulting

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

personal desire to broaden partici- pation of women and other underrepresented students, including students in rural areas and those who learn differently, in STEM education from pre-K through graduate studies. Her current work focuses on supporting and evaluating the construction of collaborative communities and building evaluation capacity within organizations and large-scale programs. In all efforts Adrienne works to (a) truly understand the purpose and needs for the evaluation or research undertaking, (b) develop feedback cycles that support continuous program improvement, (c) make implementation and impact data available and interpretable for program implementers, and (d) select the most rigorous, yet feasible

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

, in well-chosen readings, accurately represented.The essence of a “B” grade for graduate courses is adequate participation in class andassignments. Achieving this level of participation includes attending most classes andaccomplishing assignments with a mix of mostly check minus and checks on assignments. Iconsider this to be the minimum for graduate students.The essence of an “A” grade for graduate courses is appropriate participation in class and inassignments. Achieving this level of participation includes active and thoughtful participation inthe classroom, incorporating feedback from peers and me as instructor into revisions of papers,and achieving a mix of mostly checks

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

Paper ID #24972ADVANCE: A Community College and University Partnership Model for Ex-panding and Diversifying the Talent Pipeline to the Jobs of TomorrowDr. Kenneth S. Ball P.E., George Mason University Ken Ball is Dean of the Volgenau School of Engineering at George Mason University in Fairfax, Virginia. He received his BSME degree from Lehigh University, his MSME and PhD in mechanical engineering from Drexel University, and completed post-doctoral studies in applied mathematics at Brown Univer- sity. He previously served as the L.S. Randolph Professor and Head of the Department of Mechanical Engineering at Virginia

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

Inclusive Strategies Climate  Strategies Policies  Resources 4Icons The participant booklet contains B additional information on this topic. A An activity is associated with this slide. An inclusive strategy is associated with this slide. This term should be avoided. 5Safe Space Agreement Respect Ask Questions Listen Learning leaves, names stay 6Inclusive EnvironmentsSafe Zone TrainingBecoming an AllySafe Zone A welcoming and supportive environment for LGBTQ+ students, faculty and staff on campus. Stickers/signs help create a visible network

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

Sciences, Boulder, CO: Westview Press, 1997.[2] H. B. Carlone, "Innovative science within and against a culture of "achievement"," Science Education, vol. 87, pp. 307-328, 2003.[3] K. W. Thiede and M. C. Anderson, "Summarizing can improve metacomprehension accuracy," Contemporary Educational Psychology, vol. 28, pp. 129-161, 2003.[4] J. Dunlosky, K. A. Rawson and E. L. Middleton, "What constrains the accuracy of metacomprehension judgements? Testing the transfer-appropriate mentoring and accessibility hypothesis," Journal of Memory and Language, vol. 52, pp. 551-565, 2005.[5] J. Kruger and D. Dunning, "Unskilled and unaware of it: How differences in recognizing one's own incompetence lead to inflated self-assessments," Journal

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

; Exposition, Columbus, OH. Retrieved from https://peer. asee. org/wannabet-historical-and- organizational-perspectives-ongovernance-in-engineering-education.National Academies of Sciences and Medicine, E. (2016). Barriers and opportunities for 2-year and 4-year stem degrees: systemic change to support students’ diverse pathways. National Academies Press.Riley, D., Pawley, A., & Slaton, A. (2013). Social justice and inclusion: Women and minorities in engineering. Cambridge Handbook of Engineering Education Research. New York: Cambridge.Sussman, J. L., Brackin, P., & Rajala, S. A. (2016). ABET Update Proposed Revisions to EAC General Criteria 3 and 5. In 2016 EDI.Taylor, A., Lutz, B., Hampton, C., Lee, W. C., &

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

Paper ID #24891Work in Progress: Bridging the gap between accommodations letters andemerging classroom practicesDr. Alisha L. Sarang-Sieminski, Franklin W. Olin College of Engineering Alisha Sarang-Sieminski is an Associate Professor of bioengineering and the director of SCOPE at Olin College of Engineering. Their work focuses on low-tech design to maximize mobility and amplifying under-represented voices within engineering.Adva WaranyuwatEmily Ferrier, Franklin W. Olin College of EngineeringDr. Alison Wood , Franklin W. Olin College of Engineering Dr. Wood is a distinguished researcher in the fields of both water and

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

educational and social science research, 3rd ed. Long Grove, IL: Waveland Press, 2009.[12] K. Young, “Introduction to open space,” presented at the ITU-T FGIdM, Geneva, 24-Apr-2007.[13] P. Reason and H. Bradbury, The SAGE handbook of action research. London: SAGE Publications Ltd, 2008.[14] P. Freire, “Creating alternative research methods: Learning to do it by doing it,” in Creating Knowledge: A Monopoly? Participatory Research in Development, B. Hall, A. Gillette, and R. Tandon, Eds. New Delhi: Society for Participatory Research in Asia, 1982, pp. 29–37.[15] A. S. Masters, E. K. Foster, C. McCall-Groen, L. D. McNair, and D. M. Riley, “Exploring liberatory makerspaces: Preliminary results and future directions

Conference Session

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

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Heather Doty, University of Delaware; Shawna Vican, University of Delaware; Robin Andreasen, University of Delaware; Sue Giancola, University of Delaware

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

, University of Delaware Shawna Vican is the Director of the UD ADVANCE Institute and holds a secondary appointment as an Assistant Professor of Sociology and Criminal Justice at the University of Delaware. She received her Ph.D. in Sociology from Harvard University. An organizational sociologist, Dr. Vican investigates the adoption and implementation of new employment practices and corporate social behaviors. Across her research, Dr. Vican explores how organizational policies and practices, managerial behavior, and workplace culture shape individual career outcomes as well as broader patterns of labor market inequality. Her current research includes a qualitative study of corporate diversity management strategies and 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

Teachingrelationships can be built with or without a Workshop leader and Learning, University of Rochester, Rochester, NY, USA, 1995-profile, having access to and accessing information about peer 2018, unpublished.leaders early in the semester correlates with likelihood to [5] N. B. Hammond, R. Frye, K. Trenshaw, M. C. Barone, C. Xu, A. Park,attend Workshops, even if the profiles viewed are not of the and V. Roth, “Retrospectively assessing PLTL: A look back at ten morestudent’s specific Workshop leader. These results suggest the years of success with the Workshop model,” 2018 Biennial Conference on Chemical Education, Notre

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 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

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

Paper ID #24761Overview of Policies and Programs to Retain Black Students in EngineeringDr. Catherine E. Brawner, Research Triangle Educational Consultants Catherine E. Brawner is President of Research Triangle Educational Consultants. She received her Ph.D.in Educational Research and Policy Analysis from NC State University in 1996. She also has an MBA from Indiana University (Bloomington) and a bachelor’s degree from Duke University. She specializes in eval- uation and research in engineering education and computer science education. Dr. Brawner is a founding member and former treasurer of Research Triangle Park