Conference Session

Track 3: Technical Session 5: Work In Progress: Understanding Servingness for Minoritized Students in Introductory Computing Courses at a Hispanic Serving Community College

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Sarah L Rodriguez, Virginia Polytechnic Institute and State University; Antarjot Kaur, Virginia Polytechnic Institute and State University; Paul Charles Bigby Jr., Virginia Polytechnic Institute and State University; Taylor Johnson, Virginia Polytechnic Institute and State University

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2025 CoNECD Paper Submissions, Diversity

Paper ID #45244Work In Progress: Understanding Servingness for Minoritized Students inIntroductory Computing Courses at a Hispanic Serving Community CollegeDr. Sarah L Rodriguez, Virginia Polytechnic Institute and State University Sarah L. Rodriguez is an Associate Professor of Engineering Education and an affiliate faculty member with the Higher Education Program at Virginia Tech. Her engineering education research agenda centers upon engineering and computing identity development of historically marginalized populations at higher education institutions. Currently, Dr. Rodriguez is involved with several large-scale

Conference Session

Track 1: Technical Session 5: Fostering Critical Awareness: Incorporating a Critical Consciousness Framework into Engineering Professional Development

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Jameka Wiggins, The Ohio State University; Monica Farmer Cox, The Ohio State University

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2025 CoNECD Paper Submissions

Paper ID #45265Fostering Critical Awareness: Incorporating a Critical Consciousness Frameworkinto Engineering Professional DevelopmentMs. Jameka Wiggins, The Ohio State University Jameka Wiggins is a Ph.D. Candidate in Engineering Education, specializing in Organizational Change in Higher Education and Industry at The Ohio State University. Concurrently, she is pursuing a Master’s in Engineering Management. Jameka’s current research explores how engineering faculties’ positionality and lived experiences shape their critical consciousness development. As a scholar and advocate, she seeks to amplify the voices of

Conference Session

Track 3: Technical Session 4: Introducing a Virtual Dashboard to Benchmark and Monitor Engineering Graduate Degree Retention Trends at Penn State

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Enrique D Gomez; Catherine G. P. Berdanier, Pennsylvania State University

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2025 CoNECD Paper Submissions, Diversity

Paper ID #45189Introducing a Virtual Dashboard to Benchmark and Monitor EngineeringGraduate Degree Retention Trends at Penn StateDr. Enrique D GomezCatherine G. P. Berdanier, Pennsylvania State University Catherine G.P. Berdanier is an Associate Professor of Mechanical Engineering at Pennsylvania State University. She earned her B.S. in Chemistry from The University of South Dakota, her M.S. in Aeronautical and Astronautical Engineering and her PhD in Engineering Education from Purdue University. Her research expertise lies in characterizing graduate-level attrition, persistence, and career trajectories; engineering

Conference Session

Track 4: Technical Session 5: Insights and Updates on Identity Constructs Among Hispanic Engineering Students and Professionals: A Longitudinal Study

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Dayna Lee Martínez, Society of Hispanic Professional Engineers, Inc.; Andrea D. Beattie, Society of Hispanic Professional Engineers, Inc.; Kimberly D Douglas P.E., Society of Hispanic Professional Engineers, Inc.

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2025 CoNECD Paper Submissions, Diversity

Paper ID #45223Insights and Updates on Identity Constructs Among Hispanic EngineeringStudents and Professionals: A Longitudinal StudyDr. Dayna Lee Mart´ınez, Society of Hispanic Professional Engineers, Inc. Dayna is a Senior Director of Research & Impact at the Society of Hispanic Professional Engineers (SHPE), where she leads a team of professionals who specialize in data-driven design and implementation of programs and services to empower pre-college students, parents, graduate students, and faculty members in STEM fields, with a particular focus on advancing Hispanic representation and success. With over 15 years

Conference Session

Track 1: Technical Session 3: The Dynamics of Belonging: A Look Into Belonging and its Outcomes Across Organizational Levels for Women in Undergraduate Engineering Programs

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Hannah Glisson, Virginia Polytechnic Institute and State University

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2025 CoNECD Paper Submissions, Diversity

Paper ID #45278The Dynamics of Belonging: A Look Into Belonging and its Outcomes AcrossOrganizational Levels for Women in Undergraduate Engineering ProgramsDr. Hannah Glisson, Virginia Polytechnic Institute and State University Dr. Hannah E. Glisson currently serves as a Postdoctoral Associate in Engineering Education at Virginia Tech. Hannah’s research interests include broadening participation in engineering, sense of belonging among women in in engineering, undergraduate student support, and K-12 engineering outreach. She holds degrees in industrial and systems engineering (BS and MENG), higher education and student affairs

Conference Session

Track 2: Technical Session 7: "Three strikes, you're out"¦ actually, that's four strikes": Transgressive Teacher and Student Humor in a Pre-College Engineering Classroom

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

George Schafer, Drexel University; Christopher George Wright, Drexel University (Tech.) (MERGED)

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2025 CoNECD Paper Submissions, Diversity

Paper ID #45174”Three strikes, you’re out. . . actually, that’s four strikes”: TransgressiveTeacher and Student Humor in a Pre-College Engineering ClassroomGeorge Schafer, Drexel University Hi, I’m George Schafer (they/them) and I’m a 3rd-year PhD candidate at Drexel University in Philadelphia. Broadly, my work centers around dimensions of STEM education equity such as identity, power dynamics, and systemic change. For my dissertation, I am exploring how universities and communities partner around out-of-school K-12 STEM programs, and how such partnerships can center reciprocity.Dr. Christopher George Wright, Drexel University

Conference Session

Track 2: Technical Session 2: "Si no servimos, no servimos": A Pilot Study on the Influence of Perceived Advisor Support on Graduate Student Thesis Self-Efficacy

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Abimelec Mercado Rivera, Arizona State University, Polytechnic Campus; Brooke Charae Coley, Arizona State University, Polytechnic Campus; Samantha Ruth Brunhaver, Arizona State University, Polytechnic Campus

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2025 CoNECD Paper Submissions, Diversity

Paper ID #45261”Si no servimos, no servimos”: A Pilot Study on the Influence of PerceivedAdvisor Support on Graduate Student Thesis Self-EfficacyAbimelec Mercado Rivera, Arizona State University, Polytechnic Campus Abimelec Mercado Rivera is a Puerto Rican doctoral student and graduate research assistant in the Engineering Education Systems and Design program at Arizona State University. Abimelec received his Bachelor of Science in Mechanical Engineering at the University of Puerto Rico at Mayaguez (UPRM) in 2016. After working in the aerospace industry, he returned to the UPRM for his MS in Mechanical Engineering in 2017

Conference Session

Track 5: Technical Session 3: Utilizing Campus Engagement for the Development of an ADVANCE Faculty Leadership Initiative

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Lisa A Kunza, South Dakota School of Mines and Technology; Brooke Lamonte Long-Fox, South Dakota School of Mines and Technology; Lance A Roberts P.E., South Dakota School of Mines and Technology

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2025 CoNECD Paper Submissions, Diversity

,M., Levine, M. J., & O’Neal, D. P. (2015, June 14-17). Implementation of advocates and alliesprograms to support and promote gender equity in academia [Conference paper]. AmericanSociety for Engineering Education Annual Conference and Exposition, Seattle, WA, UnitedStates.Gilfoyle, E., Nielsen, C., & Coster, W. (2011). Mentoring Leaders: The Power of Storytelling forBuilding Leadership in Health Care and Education. AOTA Press.Li, Y., Hsu, H.-Y., Dean, B., & Bond, M. A. (2023, June 5-7). Supporting faculty success withcollaborative mentoring seed grants [Conference poster]. ADVANCE Equity in STEMCommunity Convening, Durham, NC, United States.McCluney, C., K. Robotham, S. Lee, R. Smith, and M. Durkee. (2019). The costs of

Conference Session

Track 6: Technical Session 6: An Exploratory Analysis of Cultural Capital Among Black Engineering Students at Minority Serving Institutions

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Jerrod A Henderson, University of Houston - COE; Cheery Chukwukelu, University of Houston; David Horton Jr., University of Houston

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2025 CoNECD Paper Submissions, Diversity

Paper ID #45253An Exploratory Analysis of Cultural Capital Among Black Engineering Studentsat Minority Serving InstitutionsDr. Jerrod A Henderson, University of Houston - COE Dr. Jerrod A. Henderson (”Dr. J”) is an Assistant Professor in the William A. Brookshire Department of Chemical and Biomolecular Engineering in the Cullen College of Engineering at the University of Houston (UH). He began his higher education pursuits at Morehouse College and North Carolina Agricultural & Technical State University where he earned degrees in both Chemistry and Chemical Engineering as a part of the Atlanta University Center’s Dual

Conference Session

Track 3: Technical Session 6: Uncovering the less-heard histories and barriers of Asian and Asian American Students

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Siqing Wei, Purdue University at West Lafayette (COE); Marissa A Tsugawa, Utah State University - Engineering Education; Li Tan, Arizona State University, Polytechnic Campus

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2025 CoNECD Paper Submissions, Diversity

Paper ID #45123Uncovering the less-heard histories and barriers of Asian and Asian AmericanStudentsMr. Siqing Wei, Purdue University at West Lafayette (COE) Dr. Siqing Wei received a B.S. and M.S. in Electrical Engineering and a Ph.D. in Engineering Education program at Purdue University as a triple boiler. He is a postdoc fellow at the University of Cincinnati under the supervision of Dr. David Reeping. His research interests span three major research topics, which are teamwork, cultural diversity, and international and Asian/ Asian American student experiences. He utilizes innovative and cutting-edge methods, such as

Conference Session

Track 5: Technical Session 6: Advancing Accessibility: Leveraging Technology to Empower Deaf and Hard of Hearing Students in STEM Higher Education

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Sunday David Ubur, Virginia Polytechnic Institute and State University; Sarah Over, Virginia Tech; Denis Gracanin, Virginia Polytechnic Institute and State University; C. Cozette Comer, Virginia Polytechnic Institute and State University

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2025 CoNECD Paper Submissions, Diversity

should prioritize real-world testing and user-centered design approaches.Expanding the focus to include more comprehensive educational accessibility solutions couldhave a transformative impact on the inclusion of students with disabilities in mainstreameducational settings. Researchers should also consider conducting studies in diverse geographicand socioeconomic contexts to ensure that the benefits of accessibility technologies are equitablydistributed.References [1] R. L. Ward, “The experiences of deaf college graduates: Barriers and supports to earning a post-secondary degree,” Ph.D. dissertation, UC San Diego, 2015. [2] J. J. Huyck, K. L. Anbuhl, B. N. Buran, et al., “Supporting equity and inclusion of deaf and hard-of-hearing

Conference Session

Track 2: Technical Session 1: Pathways into Statistics and Data Science for Low-Income, Academically Talented Undergraduate Students

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Erin Carll, University of Washington; Aryaa Rajouria, University of Washington; Rebecca Schachtman, University of Washington; Judith E Canner; Jackie Bryce Miller, University of California, Santa Barbara; Abel Rodriguez, University of Washington

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2025 CoNECD Paper Submissions, Diversity

. D’Ignazio and L. Klein, “Introduction: Why Data Science Needs Feminism,” Data Fem., Mar. 2020, Accessed: Aug. 16, 2024. [Online]. Available: https://data- feminism.mitpress.mit.edu/pub/frfa9szd/release/6[21] K. L. Ashcraft and C. Ashcraft, “Breaking the ‘Glass Slipper’: What Diversity Interventions Can Learn from the Historical Evolution of Occupational Identity in ICT and Commercial Aviation,” in Connecting Women: Women, Gender and ICT in Europe in the Nineteenth and Twentieth Century, V. Schafer and B. G. Thierry, Eds., Cham: Springer International Publishing, 2015, pp. 137–155. doi: 10.1007/978-3-319-20837-4_9.[22] “Who Is a Data Scientist in 2021? – A Research,” 365 Data Science. Accessed: Aug. 16, 2024. [Online

Conference Session

Track 6: Technical Session 4: WIP: investigate recruitment strategies used by engineering bridge and success programs to recruit underserved students

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Xinyu Zhang, Purdue University; Lynette Michaluk, West Virginia University; N’Diya Harris, Wright State University; Ansley Lynn Shamblin, West Virginia University

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2025 CoNECD Paper Submissions, Diversity

]. Available: https://peer.asee.org/42061[4] J. Gleason et al., "Integrated Engineering Math-Based Summer Bridge Program for Student Retention," Advances in Engineering Education, vol. 2, no. 2, p. n2, 2010.[5] B. C. Bradford, M. E. Beier, and F. L. Oswald, "A meta-analysis of university STEM summer bridge program effectiveness," CBE—Life Sciences Education, vol. 20, no. 2, p. ar21, 2021.[6] S. Tamara Floyd, H. Kenan, and J. C. Kelly, "Board 424: What Works: Intra-Institutional Partnerships and Processes for S-STEM Recruitment," presented at the 2024 ASEE Annual Conference & Exposition, Portland, Oregon, 2024/06/23, 2024. [Online]. Available: https://peer.asee.org/47014.[7] R. A. M. Hensel and X

Conference Session

Track 6: Technical Session 3: Breaking Barriers: Unveiling the Journeys and Triumphs of Faculty Women of Color in STEM Academia

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Kemesha Gabbidon, University of South Florida; Saundra Johnson Austin, University of South Florida

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2025 CoNECD Paper Submissions, Diversity

) lack of representation and role models, (b) service and diversity workload, (c) lack of mentorship and sponsorship mechanisms, (d) work life imbalance, (e) poor or superficial institutional accountability to DEI.• Our participant here speaks of a hidden curriculum that disadvantages some group’s success in navigating STEM and academia. This falls under the subcategory of lack of mentorship and sponsorship mechanisms.• We can also see here that our participant exemplifies problem solving skills related to EM and other relevant skills to navigate this issue.• Additionally, please note the mention of mentors and champions, these individuals were commonly reported as critical to the success of our participants, including serving as gateway

Conference Session

Track 1: Technical Session 2: Reflective Teaching Practices for Equity-Minded Engineering Instructors

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Jay Mann, University of Illinois Urbana-Champaign; Ashleigh Wright, University of Illinois Urbana-Champaign; Ellen Wang Althaus, University of Illinois at Urbana - Champaign; Wayne L Chang, University of Illinois Urbana-Champaign; Ali Ansari, University of Illinois at Urbana - Champaign; Caroline Cvetkovic, University of Illinois at Urbana - Champaign; Ramez Hajj, University of Illinois at Urbana - Champaign; Holly M Golecki, University of Illinois at Urbana - Champaign

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2025 CoNECD Paper Submissions, Diversity

. R. Miller, T. L. Smith, L. Slakey, and J. Fairweather, “Framework for Systemic Change in Undergraduate STEM Teaching and Learning,” Nov. 23, 2021. doi: 10.31219/osf.io/q6u2x.[5] B. M. Dewsbury, “On faculty development of STEM inclusive teaching practices,” FEMS Microbiology Letters, vol. 364, no. 18, Oct. 2017, doi: 10.1093/femsle/fnx179.[6] S. Hurtado, A. Ruiz Alvarado, and C. Guillermo-Wann, “Creating Inclusive Environments: The Mediating Effect of Faculty and Staff Validation on the Relationship of Discrimination/Bias to Students’ Sense of Belonging,” jcscore, vol. 1, no. 1, pp. 59–81, Dec. 2018, doi: 10.15763/issn.2642-2387.2015.1.1.59-81.[7] C. M. Cress, “Creating inclusive learning communities: the role of

Conference Session

Track 2: Technical Session 4: Research- and Practice-Informed Insights for Recognizing Rurality in Engineering Education

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Malle R Schilling, Virginia Polytechnic Institute and State University; Jacob R Grohs, Virginia Polytechnic Institute and State University

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2025 CoNECD Paper Submissions, Diversity

Paper ID #45279Research- and Practice-Informed Insights for Recognizing Rurality in EngineeringEducationDr. Malle R Schilling, Virginia Polytechnic Institute and State University Dr. Malle Schilling is an assistant professor in the Engineering Education Systems and Design program at Arizona State University. Malle’s primary research interests lie at the intersection of rural education and engineering education, largely informed by her own experiences as a rural student who pursued engineering, and community engagement to address wicked problems through collaboration and systems thinking.Dr. Jacob R Grohs, Virginia

Conference Session

Track 1: Technical Session 1: Fostering Tomorrow's Black STEM Entrepreneurs: Insights from an Innovative STEM Program Promoting Equity-Centered Entrepreneurship

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Ebony Omotola McGee, The Johns Hopkins University; Shelly Engelman, The Johns Hopkins University; Binh Chi Bui, The Johns Hopkins University

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

individuals toward entrepreneurial pursuits. When rank ordering the β-weights, or standardized Betas, Equity Aspirations emerges as the top-ranked predictor, indicatingthat it has the strongest and most consistent relationship with ENT Intent among the includedvariables. This suggests that students' desire to create equitable businesses is a particularlypowerful predictor of their entrepreneurial intentions.Table 1. Regression ModelOutcome Variable: ENT Intent B Std. Error Beta (β) t Sig.(Constant) 0.08 0.47 0.18ENT Self Efficacy 0.33 0.15 0.27 2.23 0.029*ENT Passion

Conference Session

Track 7: Technical Session 1: Agriculture & Nutrition for Girls While Encouraging Leadership & Stem-Enrichment (ANGELS) Program

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Sandra C Affare, University of Tennessee at Chattanooga; Marissa McElrone, University of Tennessee at Chattanooga; Rachelle Pedersen, Texas Tech University

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2025 CoNECD Paper Submissions, Diversity

and community partnerships developed.Program Development ContextThe ANGELS Program faculty-led curriculum development cohort met monthly during the Fall2022 and Spring 2023 semesters to develop the nutrition and food science curricula for the targetpopulation. The cohort completed activities needed to develop necessary aspects of the ANGELSProgram prior to the summer pilot in 2023. During the meetings, a weekly curricular program wasdeveloped, which included 23 summer activities lasting six weeks in June and July and included: a. Diverse agricultural activities in different sites include a University Teaching & Learning Garden and weekly visits to different nearby farms, and b. Nutrition lessons and health cooking

Conference Session

Track 6: Technical Session 1: Gendered Impacts of Code Critiquers on Self-Efficacy in First-Year Engineering Students.

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Mary Benjamin, Michigan Technological University; Laura Albrant, Michigan Technological University; Michelle E Jarvie-Eggart P.E., Michigan Technological University; Leo C. Ureel II, Michigan Technological University; Laura E Brown, Michigan Technological University; Jon Sticklen, Michigan Technological University; AJ Hamlin, Michigan Technological University

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2025 CoNECD Paper Submissions, Diversity

, G., Monje-Paulson, L., & Zimmerman, H. B. (2015). Anatomy of an enduring gender gap: The evolution of women’s participation in computer science. Journal of Women and Minorities in Science and Engineering, 21(3), 229-249. https://doi.org/10.1615/JWomenMinorScienEng.201501293811. Master, A., Cheryan, S., & Meltzoff, A. N. (2016). Computing whether she belongs: Stereotypes undermine girls’ interest and sense of belonging in computer science. Journal of Educational Psychology, 108(3), 424-437. https://doi.org/10.1037/edu000006112. Lewis, C. M. (2011). Is pair programming more effective than other forms of collaboration for young students? Computer Science Education, 21(2), 105-134. https://doi.org/10.1080

Conference Session

Track 1: Technical Session 3: Beyond deficits: Developing an elicitation mechanism for engineering practitioners with ADHD to create autoethnographic counterstories

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Hector Enrique Rodríguez-Simmonds, Boston College; Sage Maul, Purdue University at West Lafayette (COE); Levi Xuan Li, Purdue University at West Lafayette (COE); Ruby J Barnett, Boston College

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2025 CoNECD Paper Submissions, Diversity

. Postsecond. Educ. Disabil., vol. 31, no. 1, pp. 91–101, Mar. 2018.[13] M. V. Izzo, A. Murray, S. Priest, and B. McArrell, “Using student learning communities to recruit STEM students with disabilities,” J. Postsecond. Educ. Disabil., vol. 24, no. 4, pp. 301–316, Dec. 2011.[14] M. A. Pfeifer, E. M. Reiter, M. Hendrickson, and J. D. Stanton, “Speaking up: A model of self-advocacy for STEM undergraduates with ADHD and/or specific learning disabilities,” Int. J. STEM Educ., vol. 7, Jan. 2020.[15] J. Mejia, R. Revelo, I. Villanueva, and J. Mejia, “Critical theoretical frameworks in engineering education: An anti-deficit and liberative approach,” Educ. Sci., vol. 8, no. 4, p. 158, Sep. 2018.[16] C. McCall, A. Shew, D. R. Simmons, M

Conference Session

CANCELLED: Track 6: Technical Session 2: Gender Differences in Global Identity Development: Implications for Intercultural Competence in Higher Education

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Aparajita Jaiswal, Purdue University at West Lafayette (PPI); Sakhi Aggrawal, Purdue University at West Lafayette (PPI); Vidya Reddy Madana, Purdue University

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2025 CoNECD Paper Submissions, Diversity

), IEEE, 2023, pp. 1–5.[10] S. Granato, E. Havari, G. Mazzarella, and S. V. Schnepf, “Study abroad programmes and student outcomes: Evidence from Erasmus,” Econ. Educ. Rev., vol. 99, p. 102510, 2024, Accessed: Jul. 23, 2024. [Online]. Available: https://www.sciencedirect.com/science/article/pii/S0272775724000049[11] B. S. Malau-Aduli, S. Ross, and M. D. Adu, “Perceptions of intercultural competence and institutional intercultural inclusiveness among first year medical students: a 4-year study,” BMC Med. Educ., vol. 19, no. 1, p. 346, Dec. 2019, doi: 10.1186/s12909-019-1780-y.[12] M. Bittinger, L. Jin, and X. Dou, “From Pre-Freshman Abroad to Freshman On-Campus: Examining Intercultural Competence Development Through an

Conference Session

Track 7: Technical Session 4: Diversity in STEM: Strategies of Professional Engineering Organizations in Recruiting and Retaining Women from Minority-Serving Institutions

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Rebeca Petean, Society of Women Engineers; Roberta Rincon, Society of Women Engineers

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2025 CoNECD Paper Submissions, Diversity

Colleges and Universities (TCUs). While efforts to increasediversity in STEM through SWE engagement have been made, we don't fully know howeffective these strategies are in recruiting and retaining women from MSIs. Specifically, it's clearthat person-centered strategies can help, but more research is needed to understand how theseefforts can be tailored to support women enrolled in HSIs, HBCUs, and TCUs. Therefore, ourstudy asks two overarching questions: ● Part A: What are effective strategies for recruiting and retaining MSI students in SWE programs? ● Part B: How do key stakeholders tailor and implement recruitment strategies to align with MSI students' unique experiences, and what challenges do they encounter?In line with the

Conference Session

Track 6: Technical Session 2: Empowering Hispanic Engineers' Success Towards Graduate Education with Hybrid Mentorship

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Federico Cifuentes-Urtubey, University of Illinois Urbana-Champaign; Paola Alexandra Baldaguez Medina, University of Puerto Rico at Mayagüez; Julie E Lorenzo, University of Illinois at Urbana - Champaign; Natasha Mamaril, University of Illinois Urbana-Champaign

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2025 CoNECD Paper Submissions, Diversity

during her Ph.D. studies at the University of Illinois at Urbana-Champaign, fostering the next generation of Hispanic engineers.Julie E Lorenzo, University of Illinois at Urbana - ChampaignDr. Natasha Mamaril, University of Illinois Urbana-Champaign Natasha Mamaril is currently the Associate Director for Undergraduate Research in The Grainger College of Engineering at the University of Illinois at Urbana-Champaign. Her research interests include academic motivation and the assessment of student learning. She has a B. S. in Chemical Engineering and obtained her M.S. and Ph.D. degrees in Educational Psychology from the University of Kentucky. She also has nine years of industry experience

Conference Session

Track 5: Technical Session 1: Engineering and Computer Science Faculty Members' Personal and Professional Perspectives on Diversity, Equity, and Inclusion

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Yvette E. Pearson P.E., University of Texas at Dallas; Canek Moises Luna Phillips, Rice University; Lisa J. Borello, University of Texas at Dallas; Torrie Cropps; Jue Wu, Univertify of Florida; Samara Rose Boyle

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2025 CoNECD Paper Submissions, Diversity

necessarilyreflect the views of the National Science Foundation.REFERENCESBonilla-Silva, E. (2002). The linguistics of color blind racism: How to talk nasty about blacks without sounding “racist”. Critical Sociology, 28(1-2), 41-64.Boyd-Sinkler, K., & Hermundstad, A. L., & Artiles, M. S., & Phillips, C. M. L., & Lutz, B. D., & Lee, W. C. (2018). Student conceptualizations about diversity: "How would you describe the diversity in engineering at your institution?" Paper presented at 2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference, Crystal City, Virginia.Chronicle of Higher Education. (2024). DEI Legislation Tracker. Retrieved from https://www.chronicle.com

Conference Session

Track 1: Technical Session 4: The Effects of Group Size on the Experiences of First-Year Engineering Students in Mixed Gender Groups

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Koenraad E Gieskes, State University of New York at Binghamton; Ioana Elena Tiu, State University of New York at Binghamton

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2025 CoNECD Paper Submissions, Diversity

Learning Environments," International Journal of Emerging Technologies in Learning (iJET), vol. 15, no. 10, pp. 157-174, 2020.[2] P. M. Griffin, S. O. Griffin and D. C. Llewellyn, "The Impact of Group Size and Project Duration on Capstone Design," Journal of Engineering Education, vol. 93, no. 3, pp. 185- 193, 2013.[3] K. Gieskes and I. Tiu, "The Effect of Male to Female Ratios on Female Students in Engineering and Technical Science Majors," in 2024 ASEE St. Lawrence Section Annual Conference, York University, in Toronto, Ontario, Canada, 2024.[4] A. E. Bell, S. J. Spencer, E. Iserman and C. E. Logel, "Stereotype Threat and Women's Performance in Engineering," Journal of Engineering Education, vol. 92, pp. 307-312, 2003.[5] B

Conference Session

CANCELLED: Track 5: Technical Session 6: Think-Aloud Insights: Exploring QuantCrit Challenges and Diverse Survey Responses Among Undergraduate Engineering Students

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Sheila Kathryn Castro, University of Florida; Bruce Frederick Carroll, University of Florida; Janice Mejía, Northwestern University; Kent J. Crippen, University of Florida

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

, Aug. 2006.[7] S. L. Dika, M. A. Pando, B. Q. Tempest, and M. E. Allen, “Examining the Cultural Wealth of Underrepresented Minority Engineering Persisters,” Journal of Professional Issues in Engineering Education and Practice, vol. 144, no. 2, p. 05017008, Apr. 2018, doi: 10.1061/(ASCE)EI.1943-5541.0000358.[8] D. Tolbert Smith, “‘They are here to support me’: Community cultural wealth assets and precollege experiences of undergraduate Black men in engineering,” Journal of Engineering Education, vol. 111, no. 4, pp. 750–769, 2022, doi: 10.1002/jee.20480.[9] S. L. Rodriguez, D. Ramirez, K. J. Lehman, and L. J. Sax, “UTILIZING COMMUNITY CULTURAL WEALTH TO EXPLORE THE EXPERIENCES OF LATINA

Conference Session

Track 3: Technical Session 2: Bridging the Gap: Leveraging Intersectional Leadership to Foster Inclusive Excellence in STEM

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Beth Anne Johnson, Lamar Creative Co. ; Ershela L. Sims, WEPAN, Inc.; Brooke Charae Coley, Arizona State University, Polytechnic Campus

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

building strong support systems within the organization toprevent b urnout. A Call to ActionReiterate the importance of rest, engagement, and intentional leadership.Invite administrators to commit to these practices for the benefit of their programs andpersonal we ll-being.CoNECD Presentation 2025 Acker Coley Johnson Sims Page 13 of 24 INCLUSIVE PEDAGOGIES & CURRICULAR INNOVATION What does research tell us? We need... Culturally relevant curriculum Active learning strategies Critical pedagogy Intersectional assessment practices Mentorship and support Inclusive language & communication Training These approaches

Conference Session

Track 2: Technical Session 1: Pulled In or Pushed Out? Underrepresented Minority High School Students Describe Socio-environmental Factors Shaping STEM Persistence and Post-Secondary Plans

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Alexis Grace Daniels, Johns Hopkins University; Rachel E Durham; Michael L Falk, The Johns Hopkins University; Alisha Nicole Sparks, The Johns Hopkins University; Emily J Yanisko, American University

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2025 CoNECD Paper Submissions, Diversity

, “Me with math classes, I'd say I've been pretty good with math.I've passed all of them for so far.” Kyra from Alpha described, “Math class? So being here sincesixth grade, I’ve always been good at math, and I’ve always been able to get an A+ or just an A.”Kyra elaborated on strategies to succeed: “So in class really, if you just pay attention carefullyand listen and get all the notes done, you’re good. So, it’s not really that difficult or stressful forme.” Ailani from Beta responded, “I always had a B or a A. I’ve never had a bad grade.” Whenpushed to describe what she finds enjoyable about science, she vaguely responded, “I don’tknow. I find a lot of things enjoyable.” Students who performed well in STEM courses definedtheir experience

Conference Session

Track 1: Technical Session 5: Motivations for Engineering Faculty Engagement in an Inclusive Pedagogy Program

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Renee M. Desing, University of Washington; Joyce Yen, University of Washington; Karen Thomas-Brown, University of Washington

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2025 CoNECD Paper Submissions, Diversity

Paper ID #45225Motivations for Engineering Faculty Engagement in an Inclusive PedagogyProgramDr. Renee M. Desing, University of Washington Dr. Renee Desing is an Assistant Teaching Professor in the Department of Mechanical Engineering at the University of Washington. Her research interests include diversity, equity, and inclusion in the engineering classrooms and workplaces. Dr. Desing graduated from Ohio State with her Ph.D. in Engineering Education, and also holds a B.S. in Industrial Engineering from the Georgia Institute of Technology and a M.S. in Industrial Engineering and Operations Research from the Pennsylvania

Conference Session

Track 6: Technical Session 5: Student-based Recommendations to Increase Accessibility in Undergraduate Engineering Programs

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Emily Violet Landgren, University of Texas at Austin; Maura Borrego, University of Texas at Austin

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

disabled students, both those with andwithout formal accommodations, want from their schools and instructors to better accesstheir education. This work describes a range of barriers to equitable access to education, asexperienced by undergraduates in their engineering classes. Additionally, it formalizesdisabled engineering students’ recommendations for university systems and instructors toease the burden the students face.I. INTRODUCTION The population of college students with disabilities is rising each year [1], yet, disabledvoices are largely absent from the literature, so it is important to understand disabled students'experiences in engineering [2]. STEM disciplines in particular are less accessible due to normsand curriculum