Displaying results 61 - 90 of 160 in total
Advancing Inclusion: A Professional Development Series for Faculty at a Hispanic Serving Institution
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- Track 2: Technical Session 9: Establishing and Sustaining Inclusive Learning Communities for Supporting Faculty Creating More Inclusive Engineering Classrooms
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- 2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)
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- Dianne Delima, University of California, Irvine; Pheather R Harris, University of California, Irvine
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- CoNECD Paper Sessions, Diversity
Paper ID #40671Advancing Inclusion: A Professional Development Series for Faculty at aHispanic Serving InstitutionDr. Dianne Delima, University of California, Irvine Dr. Dianne G. Delima is the Project Policy Analyst for The Institute for Meaningful Engagement (TIME). Dr. Delima received her doctorate in Higher and Postsecondary Education at Teachers College, Columbia University, where she focused on the learning experiences of first-generation college-going students of color and faculty members’ use of a funds of knowledge approach for teaching in college classrooms. Her research has been published in College Teaching and
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- Track 7: Technical Session 1: Faculty Perceptions of Key Concepts in Degree Curriculum: Identifying the Role of Diversity, Equity, Inclusion, and Justice
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- 2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)
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- April Townson, Rowan University; Cheryl A Bodnar, Rowan University; Kaitlin Mallouk, Rowan University; Stephanie Farrell, Rowan University; Raquel Wright-Mair, Rowan University
- Tagged Topics
- CoNECD Paper Sessions, Diversity
mechanical engineering, with a total of 64faculty members across the departments.Study designFor this study, faculty from both the College of Education and the College of Engineering wererecruited. Faculty members who agreed to participate were asked to attend a one-houron-campus workshop on concept mapping. The purpose, as portrayed to the participants, wastwo-fold: a) participate in a study on topics faculty members from different disciplines prioritizeas part of their curriculum, and b) practice concept mapping as a pedagogical tool to be used intheir own teaching practice.The researchers received responses from 35 faculty members with interest in participating in theworkshop. Of those 35, 6 participants requested virtual access to the
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- Track 3: Technical Session 4: Scripts of Whiteness in engineering: An analysis of the literature
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- 2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)
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- R. Jamaal Downey; Joel Alejandro Mejia, The University of Texas at San Antonio; Diana A. Chen, University of San Diego; Gordon D Hoople, University of San Diego; Susan M Lord, University of San Diego
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- CoNECD Paper Sessions, Diversity
colleagues (2014) define CWS as a way to “problematize the normality of hegemonicwhiteness” because most white people “deflect, ignore, or dismiss their role, racialization, andprivilege in race dynamics” [37, p.291]. The field of CWS owes much of its foundation toscholars and authors of color such as W.E.B. DuBois, Ida B. Wells, bell hooks, Toni Morrison,C.L.R. James, and Carter G Woodson who spoke to the gaze of Whiteness. These historicalunderstandings of race and Whiteness also derive from theorizing colonization and itssubjectivation of the colonized by people such as Albert Memmi, Frantz Fanon, ÉdouardGlissant, Suzanne and Aimé Césaire, Sylvia Wynter, and Jean-Paul Sartre.Describing whiteness Whiteness is the way that white people’s
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- Track 7: Technical Session 8: Fostering Inclusive Learning Environments while Navigating DEI Backlash
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- 2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)
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- valerie a guerrero williamson, Stevens Institute of Technology
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- CoNECD Paper Sessions, Diversity
Paper ID #40704Fostering Inclusive Learning Environments while Navigating DEI BacklashDr. valerie a guerrero williamson, Stevens Institute of Technology Having attended nearly a dozen schools before graduating from high school, Dr. valerie guerrero williamson has held a lifelong interest in combatting educational inequities across the United States. Dr. v has spent more than 15 years facilitating equity-oriented organizational change in post-secondary institutions. Her academic credentials include a BA in Psychology from the University of California, Santa Cruz; an MEd in Student Affairs with a graduate certificate in
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- Track 1: Technical Session 5: From De Facto To De Jure and Beyond. It's More Than Just Weather. What The "Chilly" Climate Really Feels Like for Black Doctoral Students in STEM
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- 2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)
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- Dreama Heaven Rhodes, Arizona State University; Motahareh Darvishpour Ahandani, Arizona State University, Polytechnic Campus; Brooke Charae Coley, Arizona State University; Kerrie G Wilkins-Yel; Jennifer M Bekki, Arizona State University; Dailynne Major; Nicholas A Smith; Debalina Maitra, Arizona State University, Polytechnic Campus; Juan David Gutierrez, University of Massachusetts Boston
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- CoNECD Paper Sessions, Diversity
., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in psychology, 3(2), 77-101.Burt, B. A., McCallum, C. M., Wallace, J. D., Roberson, J. J., Bonanno, A., & Boerman, E. (2021). Moving toward stronger advising practices: How Black males’ experiences at HPWIs advance a more caring and wholeness-promoting framework for graduate advising. Teachers College Record, 123(10), 31-58.Carlone, H. B., & Johnson, A. (2007). Understanding the science experiences of successful women of color: Science identity as an analytic lens. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 44(8), 1187- 1218.Coley, B
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- Technical Session 2 - Paper 1: The Accidental Inclusivity of Virtual Spaces
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- 2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)
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- Amanda Kate Lacy, Texas A&M University; Seth Polsley, Texas A&M University, Department of Computer Science and Engineering; Tracy Anne Hammond, Texas A&M University; Jason White, University of California, Davis
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- CoNECD Paper Sessions, Diversity
Paper ID #35639The Accidental Inclusivity of Virtual SpacesMs. Amanda Kate Lacy, Texas A&M University Amanda Lacy is a PhD student at Texas A&M University in the department of Computer Science and Engineering. Her interests are broad, with an emphasis on applying computing to promote access to information and spaces, both virtual and physical. She holds a bachelors in Computer Science from the University of Texas at Austin, and currently works as a quality assurance tester for Apple.Mr. Seth Polsley, Texas A&M University, Department of Computer Science and Engineering Seth Polsley is a PhD student at Texas A&
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- Track 7: Technical Session 7: Challenges and Opportunities to Address Diversity, Equity, and Inclusion within the Professional Construction Industry
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- 2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)
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- Andres Nieto, Virginia Tech; Homero Murzi, Virginia Polytechnic Institute and State University; Abiola Akanmu, Virginia Polytechnic Institute and State University; Anthony Olukayode Yusuf, Virginia Polytechnic Institute and State University; Sheryl Ball, Virginia Tech; Walid Saad; Andrea Nana Ofori-Boadu, North Carolina A&T State University (CoE)
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- CoNECD Paper Sessions, Diversity
, no. 3, p. 04021004, May 2021, doi: 10.1061/(ASCE)ME.1943-5479.0000887.[12] B. K. Shrestha, J. O. Choi, P. P. Shrestha, J. Lim, and S. Nikkhah Manesh, “Employment and Wage Distribution Investigation in the Construction Industry by Gender,” J. Manag. Eng., vol. 36, no. 4, p. 06020001, Jul. 2020, doi: 10.1061/(ASCE)ME.1943-5479.0000778.[13] A. Morello, R. R. A. Issa, and B. Franz, “Exploratory Study of Recruitment and Retention of Women in the Construction Industry,” J. Prof. Issues Eng. Educ. Pract., vol. 144, no. 2, p. 04018001, Apr. 2018, doi: 10.1061/(ASCE)EI.1943-5541.0000359.[14] ASCE, “Demographic Profile Report 2015-2020,” Reston, VA., 2020.[15] N. Galea and L. Chappell, “Male-dominated workplaces and the power of
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- Track 4: Technical Session 1: Creating Pathways to Engineering through Sponsored Summer Camps
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- 2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)
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- Racheida S Lewis, University of Georgia; Stephan A. Durham, University of Georgia; Alison Leigh Banka, University of Georgia
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- CoNECD Paper Sessions, Diversity
Paper ID #40775Creating Pathways to Engineering through Sponsored Summer CampsDr. Racheida S Lewis, University of Georgia Racheida S. Lewis, Ph.D. is an Assistant Professor at the University of Georgia in the Engineering Ed- ucation Transformations Institute (EETI) and the Department of Electrical and Computer Engineering. Dr. Lewis believes in creating a diverse engineering field and strives to do so through connecting with teaching, and mentoring future engineers. She has devoted her life to this mission through her leadership and lifetime membership in the National Society of Black Engineers. Ultimately, Dr. Lewis
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- Track 5: Technical Session 8: Interactive Session: Exploring Scripts of Whiteness in Engineering
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- 2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)
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- R. Jamaal Downey; Joel Alejandro Mejia, The University of Texas at San Antonio; Diana A. Chen, University of San Diego; Gordon D Hoople, University of San Diego; Susan M Lord, University of San Diego
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- CoNECD Paper Sessions, Diversity
Paper ID #40729Interactive Session: Exploring Scripts of Whiteness in EngineeringDr. R. Jamaal Downey, Dr. Downey is an Assistant Research Scientist at the University of San Diego. He received his Ph.D. in Language, Literacy, and Culture in Education from the University of Massachusetts-Amherst. Dr. Downey focuses on critical qualitative inquiry with a discerning eye toward humanizing and culturally sustaining pedagogies. Currently, he is focused on uncovering and exposing scripts of whiteness within engineering education with an end goal to devise faculty development.Dr. Joel Alejandro Mejia, The University of Texas at
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- Technical Session 10 - Paper 3: Bridging the STEM Gender Gap through Women-focused Outreach
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- 2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)
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- Isabel A Boyd, University of Tennessee, Knoxville; Anne Skutnik, Tickle College of Engineering Academic and Student Affairs, University of Tennessee Knoxville ; Jalonda Nakay Thompson, University of Tennessee at Knoxville; Marcel Brouwers, University of Tennessee, Knoxville
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- CoNECD Paper Sessions, Diversity
Paper ID #35553Bridging the STEM Gender Gap through Women-focused OutreachMs. Isabel A Boyd, University of Tennessee, Knoxville I am a first-year student at the University of Tennessee, Knoxville studying biomedical engineering and a member of the Chancellor’s Honors Program.Dr. Anne Skutnik, Tickle College of Engineering Academic and Student Affairs, University of TennesseeKnoxville Anne Skutnik received her degree in Educational Psychology from the University of Tennessee Knoxville. The focus of her research is on engineering faculty teaching and instructional design. She works as the Engagement and Outreach Coordinate
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- Track 3: Technical Session 9: Exploring the Intersectionality of Engineering Postdoctoral Scholars in the LEGACY Scholars Program
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- 2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)
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- Jameka Wiggins, The Ohio State University; Monica Farmer Cox, The Ohio State University; Ayanna Howard, The Ohio State University; Beenish N/A Saba, The Ohio State University; Martina Leveni, The Ohio State University; Shawanee' Patrick, The Ohio State University
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- CoNECD Paper Sessions, Diversity
Paper ID #40761Exploring the Intersectionality of Engineering Postdoctoral Scholars inthe LEGACY Scholars ProgramMs. Jameka Wiggins, The Ohio State University Jameka Wiggins is a graduate student at The Ohio State University, pursuing a Ph.D. in Engineering Ed- ucation with a specialization in Organizational Change in Higher Education and Industry and a Master’s in Engineering Management. As a scholar and advocate, she seeks to amplify the voices of underrepre- sented groups in engineering by exploring their experiences, encouraging student and faculty engagement through critical questioning, and supporting these groups both
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- Session 1 - Track 1: Diversifying STEM Pathways: Math Circles of Chicago
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- 2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)
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- Douglas O'Roark, Math Circles of Chicago; Boz N Bell, HP Inc.; Tiffany Grant King, HP Inc.
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- CoNECD Paper Sessions, Diversity
p ro je c tio nsAn a b b re via t e dREPORT CARDQu o t e s & Te s t im o n ia ls ○ MC2 Parent: “My daughter used to love math…. ○ MC2 Parent: “My child has so much fun in Math Circles that he asked me after todays session to PLEASE Sign him up [for summer]!” ○ Students: ■ “I like the new problems and puzzles I never knew math had.” ■ “They teach us things that we don’t often learn at school. It’s not normal math like equations, it’s word problems that involve different thinking.”04HP Su p p o rta n d Sh a re dVis io nHP’s Im p a c t ○ MC2 Growth ○ Free and Local ○ Experiments & IterationGu id in gQu e s t io nRe vis it e dGuiding Questions:What are the
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- Track 8: Technical Session 4: Grading: The (Mis)use of Mathematics in Measuring Student Learning and its Disproportionate Impact on Equity and Inclusion
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- 2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)
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- Sharona Krinsky, California State University, Los Angeles; Robert Christopher Bosley, California State University, Los Angeles; Dina Verdin, Arizona State University, Polytechnic Campus; Eva Schiorring, STEMEVAL; Emily L. Allen, California State University, Los Angeles
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- CoNECD Paper Sessions, Diversity
asking this question of hundreds of educators over the last six years, the top three answers given have been:1. Communicate the amount and/or quality of what a student has learned.2. Communicate to the student whether or not they have learned enough to be successful in a subsequent class.3. Rank students for use in future opportunities such as admission for advanced degrees, professional schools, jobs, scholarships, etc.In addition to the question asked a student gets a “B” in a class – what do we want it tomean?Top three answers from previous faculty asked:● Student is likely to be successful in a subsequent course.● Student knows most of the material but not all of it or not perfectly.● Depends on who gave the B (common answer
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- Technical Session 13 - Paper 4: Promoting First-Semester Persistence of Engineering Majors with Design Experiences in General Chemistry Laboratory
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- 2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)
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- Corey Payne, University of Florida; Kent J. Crippen, University of Florida
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- CoNECD Paper Sessions, Diversity
-phases; Design, Conduct, and Analyze and Interpret (Figure 2).Figure 2. Overview of a Design Challenge.During the Design Phase, teams define the problem, including constraints and criteria, thenperform experiments to obtain preliminary data that is used to propose an initial design. Duringthe Conduct Phase, teams perform additional experiments and use these results to refine theirdesign. Finally, during the Analyze and Interpret Phase, teams propose a final design as part of atechnical memo, including any further experiments they deem necessary. The phases representthe design process and are based upon ABET Student Outcomes (criteria b) (see [35]–[37] for amore in-depth description with examples). The semester consisted of one condensed
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- Technical Session 6 - Paper 3: Practitioners' Reflections on Developing and Implementing Virtual Educational Programming During COVID-19
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- 2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)
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- Paula Davis Lampley Esq., University of Cincinnati; Whitney Gaskins, University of Cincinnati; Krizia L. Cabrera-Toro
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- CoNECD Paper Sessions, Diversity
of this paper. Each practitioner works as a staff member in theCEAS Office of Inclusive Excellence and Community Engagement established to empower andsupport women and RED students, faculty, and staff. Additionally, the office host outreachactivities to expose women and RED middle school and high school students to engineeringcurriculum and careers.Practitioner A is an African American woman responsible for hosting an annual seven-weekresidential Summer Bridge Program (Summer Bridge) designed to assist incoming historicallyexcluded students as they transition as first year students to the University of Cincinnati Collegeof Engineering and Applied Science.Practitioner B is a white man responsible for hosting a summer Family Engineering
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- Track 3: Technical Session 7: Promotion of Student Well-being via Successful Navigation through Conflict Resolution Pathways
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- 2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)
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- Boni Frances Yraguen, Vanderbilt University; Bettina K Arkhurst; Stuart Montgomery, Georgia Institute of Technology; Derek Ashton Nichols, Georgia Institute of Technology; Jennifer Molnar, Georgia Institute of Technology
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- CoNECD Paper Sessions, Diversity
. Powers, "Doctoral student attrition in theSTEM fields: An exploratory event history analysis," Journal of College StudentRetention: Research, Theory & Practice, vol. 11, no. 2, pp. 247-266, 2009.Well-being Citation:4. T. M. Evans, L. Bira, J. B. Gastelum, L. T. Weiss, and N. L. Vanderford,"Evidence for a mental health crisis in graduate education," Naturebiotechnology, vol. 36, no. 3, pp. 282-284, 2018.Dept. Issues and Advising Citation:C. M. Golde, "The role of the department and discipline in doctoral studentattrition: Lessons from four departments," The Journal of Higher Education,vol. 76, no. 6, pp. 669-700, 2005.[9] R. Sowell, J. Allum, and H. Okahana, "Doctoral initiative on minority attritionand completion," Washington, DC: Council of
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- Track 4: Technical Session 9: DeMagnetizing Engineering
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- 2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)
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- Delano White, The Gaskins Foundation; Whitney Gaskins, University of Cincinnati
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- CoNECD Paper Sessions, Diversity
Engineers (NSBE), As Chairman, he helped launch the Technical OutReach Community Help (TORCH) program and launched the NSBE 2025 initiative. He is the author of three books, Diary of a Mad Businessman: A Layman’s Guide to Starting a Business from the Ground Up, Instant Gratification: An Entrepreneur’s Guide to Satisfying Every Customer, Every Time and his memoir Taking My Soul to the Laundromat: From Prison Walls to Executive Halls Each book was written for the purpose of sharing his life lessons with others. He currently resides in Cincinnati, OH with his wife Dr. Whitney B. Gaskins. He is an Associate Minister at the New Friendship Baptist Church. He has previously been awarded the Spirit of Detroit Award and the
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- Track 2: Technical Session 1: An ecological belonging intervention for equity: Impacts to date and promising directions
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- 2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)
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- Allison Godwin, Cornell University; Linda DeAngelo, University of Pittsburgh; Eric Trevor McChesney, University of Pittsburgh; Erica McGreevy, University of Pittsburgh; Gerard Dorvè-Lewis, University of Pittsburgh; Anne-Ketura Elie, University of Pittsburgh; Kevin Jay Kaufman-Ortiz, Purdue University at West Lafayette (COE); Jacqueline Ann Rohde, Georgia Institute of Technology; Heather Lee Perkins, Purdue University at West Lafayette (PPI); Charlie Díaz, University of Pittsburgh; Kevin R. Binning
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- CoNECD Paper Sessions, Diversity
). Crosshairs indicate the average standard error on the mean.Matz, R. L., Koester, B. P., Fiorini, S., Grom, G., Shepard, L., Stangor, C. G., Weiner, B., & McKay, T. A. (2017). Patterns of genderedperformance differences in large introductory courses at five research universities. AERA Open, 3(4), 2332858417743754. 6One of the first courses that may negatively shape experiences is in programming. 7 We define the difference in academicoutcomes as an equity gap because
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- Technical Session 8 - Paper 3: Academic Success of College Students with ADHD: The First Year of College
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- 2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)
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- Laura Carroll, University of Michigan; Cynthia J. Finelli, University of Michigan; Stephen L DesJardins
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- CoNECD Paper Sessions, Diversity
regression [29] modeling for nominal (ordinal) outcomes (e.g., persistence inSEM for nominal and creativity for ordinal). We will also use year fixed effects [30] to accountfor the multiple student cohorts examined.Formally, the modeling of the full model (i.e., Paths A and B in Figure 1) for one nominalacademic success outcome, persistence in SEM, follows [31, p. 339]: Pr(𝑦= 𝑚|𝑥) ln Pr(𝑦= 𝑏|𝑥) = Xβm|b for m = 1 to J (1)where X is a vector of precollege characteristics and experiences and the college experiencevariables presented in Table 2, the βs are associated parameters to be estimated by the model, J =the number of nominal categories for an outcome, and m is the pairwise
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- Track 8: Technical Session 9: On the Importance of Spatiality and Intersectionality: Transgender and Gender Nonconforming Undergraduate Engineering Experiences Through Critical Collaborative Ethnographic Site Visits
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- 2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)
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- Finn Johnson M.A., Oregon State University; Michelle Kay Bothwell, Oregon State University
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- CoNECD Paper Sessions, Diversity
, pp. 1-24,2011, https://doi.org/10.1080/19378629.2010.545065.[5] E. A. Cech, “The (mis)framing of social justice: why ideologies of depolitization andmeritocracy hinder engineers’ ability to think about social injustices,” in Engineering Educationfor Social Justice, J. Lucena, Ed. New York, NY: Springer, 2013, pp. 67-84.[6] H. M. Sherick, and E. A. Cech, “Depoliticization and the structure of engineering education,”in International Perspectives on Engineering Education, S. H. Christensen, C. Didier, A.Jamison, M. Meganck, C. Mitcham, and B. Newberry, Eds. New Tork, NY: Springer, 2015, pp.203-216.[7] A. Haverkamp, “Transgender and gender nonconforming undergraduate engineeringstudents: perspectives, resiliency, and suggestions for improving
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- Session 7 - Track 3: Understanding the Importance of Diversity Climate and Workplace Inclusion for Engineering Faculty
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- 2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)
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- Henry Tran, University of South Carolina; Maria L Espino M.A, Iowa State University of Science and Technology; Brian Le, UCLA; Spencer Platt, University of South carolina; Ruiqin Gao, University of South Carolina; Jungsun Go, University of South Carolina
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- CoNECD Paper Sessions, Diversity
the P-12 Education Workplace, co-editor of the book Leadership in turbulent times: Cultivating diversity and inclusion in the Higher Education Workplace, editor of the Journal of Education Human Resources, and the Director of the Talent Centered Education Leadership Initiative. Prior to his professorship, Tran served as an HR practitioner in both the private sector and in public education. He draws from both experiences in his research and teaching.Ms. Maria L Espino M.A, Iowa State University of Science and Technology Maria Luz Espino, M.A. is a doctoral candidate in the Higher Education Administration program at Iowa State University. She holds a Masters degree in Educational Policy and Leadership from Marquette Uni
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- Session 12 - Track 1: The Advisor-Advisee Relationship in Engineering and Computer Science Ph.D. Programs: Understanding Who Benefits and How
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- 2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)
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- Catherine E. Brawner, Research Triangle Educational Consultants; Andrea Stancescu, NC State University; Maureen Grasso, NC State University; Yvette Maria Huet, UNC Charlotte; Rebecca Brent, Education Designs, Inc; Lisa Merriweather, University of North Carolina at Charlotte
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- CoNECD Paper Sessions, Diversity
Science 2 Fall 2020Student and faculty demographics are summarized in Table 3. Students were categorized as“B+H+N” which includes U.S. Citizen and permanent resident students who identified as Black,Hispanic, and Native American (includes American Indian, Native Hawaiian, Alaska Native orNative Pacific Islander) or multi-racial including one of these identities; “W+A,” which includesU.S. citizen/permanent resident students who identify as White or Asian; and International,without regard to ethnicity. Students from one department that was surveyed as part of Cohort 1were not asked for their citizenship status. Based on university data, those who provided anethnic identification were assigned to the most likely group. In
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- Technical Session 12 - Paper 2: DEI Student Ambassadors Program
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- 2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)
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- J. McLean Sloughter, Seattle University; Brooke I Wynalda; Agnieszka Miguel, Seattle University
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- CoNECD Paper Sessions, Diversity
and policies to better support students from underrepresented populations inengineering and computer science.1 1 This section has been adapted from reference [24]B. Previous Work The CSE DEI Committee was established to 1) study barriers to successful completion of undergraduateengineering degrees amongst female-identifying and under-represented minority (URM) students at SeattleUniversity and 2) develop programs that remove these barriers and improve the academic experience ofall students in our college. The DEI Committee includes faculty representatives from the Departments ofComputer Science, Civil and Environmental Engineering, Electrical and Computer Engineering, Mathe-matics, Mechanical Engineering, the Dean’s Office, and a staff
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- Track 7: Technical Session 2: Lessons Learned from Development of an Elective Undergraduate Course on DEI in STEM
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- 2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)
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- Leigh S McCue, George Mason University; Christopher Alexander Carr, George Mason University; Kevin William Kuck, George Mason University; Dhiambi Otete; Violet Veronika Reges
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- CoNECD Paper Sessions, Diversity
/2021/09/091621-Best-Practices-for-Diversity-Inclusion-in-STEM.pdf, September, 2021.[3] National Science Teaching Association, “Promoting Equity/Diversity/Inclusion ThroughScience and STEM Teaching,” https://www.nsta.org/promoting-equity-diversity-inclusion-through-science-and-stem-teaching-miniseries, last accessed September, 2023.[4] Inclusive STEM Teaching Project, “Course Overview,”https://www.inclusivestemteaching.org/overview-of-the-course/, last accessed September, 2023.[5] ASEE, “ASEE Diversity & Inclusion Initiatives,” https://diversity.asee.org/, last accessedSeptember, 2023.[6] Sloughter, J. M., & Wynalda, B. I., & Miguel, A. (2022, February), DEI StudentAmbassadors Program Paper presented at 2022 CoNECD (Collaborative
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- Track 7: Technical Session 5: TechArts & Crafts: Supporting STEM Capital Development for Marginalized Students
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- 2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)
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- Shaundra Bryant Daily, Duke University; Sandra Roach, Duke University; Alia Carter, Duke University; Raeven King; Mark Nabeta
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Paper ID #40698TechArts & Crafts: Supporting STEM Capital Development for Marginal-izedStudentsShaundra Bryant Daily, Duke University Shaundra B. Daily is a professor of practice in Electrical and Computer Engineering & Computer Sci- ence at Duke University and Levitan Faculty Fellow, Special Assistant to the Vice Provosts. Prior to joining Duke, she was an associate professor with tenure at the University of Florida in the Department of Computer & Information Science & Engineering. She also served as an associate professor and in- terim co-chair in the School of Computing at Clemson University. Her research
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- Technical Session 1 - Paper 2: Challenging the Hegemonic Culture of Engineering: Curricular and Co-Curricular Methodologies
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- 2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)
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- Bailey Bond-Trittipo, Florida International University; Joseph Valle, University of Michigan - Ann Arbor; Stephen Secules, Florida International University; Andrew Green, Florida International University
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- CoNECD Paper Sessions, Diversity
, vol. 1, S. H. Christensen, C. Didier, A. Jamison, M. Meganck, C. Mitcham, B. Newberry, Eds. Springer, pp. 171-189, 2015.[17] E. A. Cech, “The (mis)framing of social justice: Why ideologies of depoliticization and meritocracy hinder engineers’ ability to think about social injustices,” in Engineering education for social justice: Critical explorations and opportunities, vol. 10, J. Lucena, Ed. Springer, pp. 67-84, 2013.[18] E. A. Cech and H. M. Sherick, “Depoliticization and the structure of engineering education,” in International perspectives on engineering education: Engineering education and practice in context, vol. 1, S. H. Christensen, C. Didier, A. Jamison, M. Meganck, C. Mitcham, B
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- Session 1 - Track 3 : Exploring Experiences of Black Engineering Students Transitioning into Predominately White Institutions for Graduate Studies
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- 2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)
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- Michael Lorenzo Greene, Arizona State University, Polytechnic campus; Brooke Charae Coley, Arizona State University, Polytechnic Campus
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- CoNECD Paper Sessions, Diversity
undergraduate HBCUexperience help to prepare Black engineering students to navigate the PWIs on the graduatelevel. A possible avenue to explore this could be to identify experiences that bolster Blackengineering identity in a way that persists through matriculation into a hostile environment, suchas a PWI.References[1] C. M. L. Phillips, J. S. London, W. C. Lee, A. S. Van Epps, and B. A. Watford, “Reflections on the messiness of initiating a systematic literature review on broadening participation in engineering and computer science,” Proc. - Front. Educ. Conf. FIE, vol. 2017-October, pp. 1–8, 2017, doi: 10.1109/FIE.2017.8190482.[2] J. Roy, A. Erdiaw-Kwasie, C. Stuppard, and T. King, Engineering & Engineering Technology By
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- Track 8: Technical Session 3: Exploring Engineering Faculty Views on their Role in Broadening Participation in Engineering
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- 2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)
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- Gerica Brown, University of Dayton
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- CoNECD Paper Sessions, Diversity
Paper ID #40677Exploring Engineering Faculty Views on their Role in BroadeningParticipation in EngineeringDr. Gerica Brown, University of Dayton Dr. Gerica Brown serves as the inaugural Assistant Dean for Inclusive Excellence Strategic Initiatives in the School of Engineering at the University of Dayton. Previously, she led the Multi-Ethnic Engineers Program at UD since June of 2016. Prior to her time working in higher ed, Gerica had accumulated 9 years of service working in various Engineering and Supply Chain roles with GE Aviation, including working as a Process Engineer and Operations Manager at engine assembly and
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- Track 7: Technical Session 3: The Missing Misrecognition in Recognition and Engineering Identity Research
- Collection
- 2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)
- Authors
- Annie Yong Patrick, Georgia Tech; Joseph M LeDoux, Georgia Institute of Technology; Sara Schley Schley, Rochester Institute of Technology (NTID)
- Tagged Topics
- CoNECD Paper Sessions, Diversity
., Parker, M., Cass, C., & Kirn, A. (2021). Inequity in graduate engineering identity: Disciplinary differences and opportunity structures. Journal of Engineering Education (Washington, D.C.), 110(4), 949–976. https://doi.org/10.1002/jee.20427Brennan, P. F., & Hays, B. J. (1992). The kappa statistic for establishing interrater reliability in the secondary analysis of qualitative clinical data. Research in Nursing & Health, 15(2), 153–158.Capobianco, B., French, B. F., & Diefes-du, H. A. (2012). Engineering Identity Development Among Pre-Adolescent Learners. Journal of Engineering Education (Washington, D.C.), 101(4), 698–716. https://doi.org/10.1002/j.2168-9830.2012.tb01125.xCarlone, H. B
Introducing the C2West Framework for Analyzing Assets of Black Undergraduate Students in Engineering
- Conference Session
- Session 5 - Track 1: Introducing the C2West Framework for Analyzing Assets of Black Undergraduate Students in Engineering
- Collection
- 2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)
- Authors
- Jessica Allison Manning, Clemson University; Catherine E. Brawner, Research Triangle Educational Consultants; Aimee Sayster; Catherine Mobley, Clemson University; Marisa K. Orr, Clemson University; Rebecca Brent, Education Designs, Inc
- Tagged Topics
- CoNECD Paper Sessions, Diversity
various levels of theEST framework, most of the bars (i.e., “A, B, D, and E”) exist in the microsystem. We believethis is because although this student is in her junior year as a computer engineering student, sheis still building her network. The microsystem represents systems that are close to the individual,therefore, a junior computer engineering student might have many forms of capital that are closeto her and that allow her to succeed in her major. However, this student is likely still building herexternal networks that would exist in the mesosystem, exosystem, macrosystem, orchronosystem. The mesosystem would require her to have at least two systems with whom sheinteracts, such as when an advisor advocates for her to one of her professors