Conference Session

Session 1 - Track 4: What does an Engineering Instructional Faculty do? Voices of Engineering Instructional Faculty at Hispanic-Serving Institutions

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

Viyon Dansu, Florida International University; Alexandra Coso Strong, Florida International University; Meagan R. Kendall, University of Texas at El Paso

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CoNECD Paper Sessions, Diversity

sought to answer the following research question: How do EIF at HSIsdescribe their roles and responsibilities as instructional faculty? B. ParticipantsEIF are full-time, professional-track faculty who are evaluated primarily on their teaching [2]. Atfour-year institutions, these individuals are typically in non-tenure-line roles, while at two-yearcolleges they may have tenure-line roles. A total of 17 participants were recruited from six HSIs:two 4-year public universities (n= 7), two 2-year public colleges (n=5), and two 4-year privateuniversities (n=5) across the southeastern and southwestern regions of the United States.Table I below summarizes the institutional type, race/ethnicity, and pronoun distribution ofparticipants

Conference Session

Technical Session 1 - Paper 1: An Exploratory Investigation of the Experiences of Navigating Campus Resources of Black Immigrant Women in Engineering

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Debalina Maitra, Arizona State University, Polytechnic campus; Brooke Charae Coley, Arizona State University, Polytechnic campus; Katreena Thomas, Arizona State University, Polytechnic campus; Meseret F. Hailu, Arizona State University

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CoNECD Paper Sessions, Diversity

are bettersupported in their programs. This paper also aims to identify the gaps in needed support and servicesdirectly from the students. Recommendations from the students are the stepping stone to re-evaluate thestudent need at the departmental and institutional level. Also, we believe some of our findings might haveimplications for other marginalized groups. To this end, this paper connects to the conference theme ofunderstanding inclusion, equity, access, and diversity to broaden participation focused on the issues suchas intersectionality of race and gender. Reference[1] B. A. Burt, B. D. Stone, R. Motshubi, and L. D. Baber, “STEM validation among underrepresentedstudents: Leveraging

Conference Session

Technical Session 9 - Paper 1: The New Normal: Student Perspectives on Supportive University Policies during COVID and Beyond

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Maimuna Begum Kali, Florida International University; Stephen Secules, Florida International University

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CoNECD Paper Sessions, Diversity

generallyhappy and satisfying (Subjective wellbeing), (b) having one’s human rights and needs met(Objective wellbeing), and (c) one’s contribution to the community (Civic wellbeing)” [35]1 https://www.cdc.gov/hrqol/wellbeing.htm2 https://j7y8m8g8.rocketcdn.me/nirsa/wp-content/uploads/inter-assocation-well-being-definition-2011b.pdfwhile community wellbeing refers to the community’s structures, systems, and normativeconduct. It also focuses on how well the community meets the needs of all members.Individuals pursuing wellbeing require communities of wellbeing to engage in this pursuitfully. Wellbeing is a shared responsibility for the entire institutional community [35], andcommunity wellbeing focus helps conceive the university as responsible for

Conference Session

Session 3 - Track 4: Dispelling the Monolith: Exploring the Identities of Black Immigrant Students in Graduate-level Engineering

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

Brooke Charae Coley, Arizona State University, Polytechnic campus; ReAnna Taylor Barclay; Debalina Maitra, Arizona State University, Polytechnic Campus

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CoNECD Paper Sessions, Diversity

research using R: A systematicapproach (pp. 91-106). Springer, Singapore.Fries-Britt, S., George Mwangi, C. A., & Peralta, A. M. (2014). Learning race in a US Context: Anemergent framework on the perceptions of race among foreign-born students of color. Journalof Diversity in Higher Education, 7(1), 1.Lee, J. J., & Rice, C. (2007). Welcome to America? International student perceptions ofdiscrimination. Higher education, 53(3), 381-409.Mwangi, C. A. G., Thelamour, B., Ezeofor, I., & Carpenter, A. (2018). " Black elephant in theroom": Black students contextualizing campus racial climate within US racial climate. Journal ofCollege Student Development, 59(4), 456-474.Mwangi, C. A. G., Daoud, N., Peralta, A., & Fries-Britt, S. (2019

Conference Session

Track 1: Technical Session 3: Examining how Graduate Advisors in STEM Support Mental Health among Black and Latinx Graduate Women

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Kerrie Wilkins-Yel, University of Massachusetts Boston ; Stephanie Marando-Blanck, University of Massachusetts; Pavneet Kaur Bharaj, California State University, Bakersfield; Aisha Farra

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CoNECD Paper Sessions, Diversity

). Intersectionality as Critical Social Theory: Intersectionality as Critical Social Theory, Patricia Hill Collins, Duke University Press, 2019. Contemporary Political Theory, 20(3), 690–725. https://doi.org/10.1057/s41296-021-00490-0Dawson, A. E., Bernstein, B. L., & Bekki, J. M. (2015). Providing the psychosocial benefits of mentoring to women in STEM: CareerWISE as an online solution. New Directions for Higher Education, 2015(171), 53-62.Johnson, D. R. (2011). Women of color in science, technology, engineering, and mathematics (STEM). New Directions for Institutional Research, 2011(152), 75–85. https://doi.org/10.1002/ir.410Ong, M., Smith, J. M., & Ko, L. T. (2018). Counterspaces for women of color in STEM higher

Conference Session

Technical Session 11 - Paper 1: Using Utility Value Interventions to Explore Student Connections to Engineering Mechanics Topics

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Isabella Grace Sorensen, California Polytechnic State University, San Luis Obispo; Dominick Trageser, California Polytechnic State University, San Luis Obispo; Brian P. Self, California Polytechnic State University, San Luis Obispo; Benjamin David Lutz, California Polytechnic State University, San Luis Obispo

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Paper ID #35542Using Utility Value Interventions to Explore Student Connections toEngineering Mechanics TopicsIsabella Grace Sorensen, California Polytechnic State University, San Luis Obispo Isabella Sorensen is a student researcher and a third year Mechanical Engineering undergraduate at Cal- ifornia Polytechnic State University - San Luis Obispo. She is extremely passionate about engineering education research and has been working with the CREATE group to synthesize ways to increase retention and support disadvantaged groups within engineering education.Dominick Trageser, California Polytechnic State University, San Luis

Conference Session

Track 1: Technical Session 7:Beyond Math Readiness: Understanding Why Some Women Pursue Engineering

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Olivia Ryan, Virginia Tech Engineering Education; Susan Sajadi, Virginia Tech

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CoNECD Paper Sessions, Diversity

. Couns.‬‭Psychol.‬‭, vol. 32, no. 1, pp. 47–56,‬ ‭Jan. 1985, doi: 10.1037/0022-0167.32.1.47.‬ ‭[5]‬ ‭R. M. Marra, K. A. Rodgers, D. Shen, and B. Bogue, “Women Engineering Students and‬ ‭Self-Efficacy: A Multi-Year, Multi-Institution Study of Women Engineering Student‬ ‭Self-Efficacy,”‬‭J. Eng. Educ.‬‭, vol. 98, no. 1, pp.‬‭27–38, 2009, doi:‬ ‭10.1002/j.2168-9830.2009.tb01003.x.‬ ‭[6]‬ ‭A. Schleicher,‬‭The Impact of COVID-19 on Education:‬‭Insights from “Education at a‬ ‭Glance 2020.”‬‭OECD Publishing, 2020.‬ ‭[7]‬ ‭R. E. Bennett, “The Good Side of COVID

Conference Session

Technical Session 9 - Paper 2: Course Interventions to Promote Diversity, Equity, and Inclusion in Engineering Curricula

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Richard Blackmon, Elon University; Sirena C. Hargrove-Leak, Elon University

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CoNECD Paper Sessions, Diversity

culture," European Journal of Engineering Education, vol. 43, no. 3, pp. 378-398, 2018.[7] S. Farrell, T. R. Forin, K. Jahan, R. A. Dusseau, P. Bhavsar and B. Sukumaran, "Developing Multiple Strategies for an Inclusive Curriculum in Civil Engineering," in ASEE Annual Conference & Exposition, Columbus, Ohio, 2017.[8] S. E. Walden, D. A. Trytten and R. L. Shehab, "Research-based recommendations for creating an inclusive culture for diversity and equity in engineering education," in IEEE Global Engineering Education Conference (EDUCON), 2018.[9] R. R. Fowler and M. P. Su, "Gendered Risks of Team-Based Learning: A Model of Inequitable Task Allocation in Project-Based Learning," IEEE Transactions on Education, pp. 1-7, 2018.[10

Conference Session

Session 9 - Track 2: The Unheard Voices of Administrators who are Non-traditional Graduate Students in Engineering and Computing Education

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

Morgan Haley McKie, Florida International University; Mais Kayyali, Florida International University; Alexandra Coso Strong, Florida International University

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CoNECD Paper Sessions, Diversity

: Departmental contexts that matter in faculty careers. Research in Higher Education, 55(1), 49-74.Cross, T. M. (2014). The gritty: grit and non-traditional doctoral student success. Journal of Educators Online, 11(3), n3.Davies, C., Arbeit, C. A., & Yamaner, M. (2022). Assessing the Impact of COVID-19 on Science, Engineering, and Health Graduate Enrollment: US Part-Time Enrollment Increases as Full-Time Temporary Visa Holder Enrollment Declines. InfoBrief. NSF 22- 317. National Science Foundation.Gardner, S. K., & Gopaul, B. (2012). The part-time doctoral student experience. International Journal of Doctoral Studies, 7, 63.Graham, C. D., & Massyn, L. (2019). Interaction equivalency theorem: Towards

Conference Session

Session 7 - Track 1: Expanding Conversations about Accessibility to Include Faculty

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

Cali Anicha PhD, North Dakota State University; Cecilia Aragon, University of Washington; Canan Bilen-Green, North Dakota State University; Brianna Blaser, University of Washington; Larry Napoleon Jr., North Dakota State University

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CoNECD Paper Sessions, Diversity

ableism among faculty and staff,” Disabilities, vol. 2, no. 2, pp. 178–203, Apr. 2022, doi: 10.3390/disabilities2020014.[7] B. Blaser, C. Bennett, R. E. Ladner, S. E. Burgstahler, and J. Mankoff, “Perspectives of Women with Disabilities in Computing,” in Cracking the Digital Ceiling: Women in Computing Around the World, C. Frieze and J. L. Quesenberry, Eds. Cambridge: Cambridge University Press, 2019, pp. 159–182.[8] T. Titchkosky, E. Cagulada, M. DeWelles, and E. Gold, Disappearing: Encounters in Disability Studies. Toronto, ON, CA: Canadian Scholars, 2022.[9] E. E. Andrews, A. J. Forber-Pratt, L. R. Mona, E. M. Lund, C. R. Pilarski, and R. Balter, “#saytheword: A disability culture commentary on the

Conference Session

Session 2 - Track 3: From website to work environment: Exploring minority undergraduate engineering students conceptualizations of engineering careers

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

Acaydia Campbell; Venicia Castro Villatoro; Angel Alexis Lopez, Florida International University; Janice L. Hall, Florida International University; Alexandra Coso Strong, Florida International University

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CoNECD Paper Sessions, Diversity

that is meaningful and attractive to minority engineers.AcknowledgmentsIn part, we would like to thank NSF, ASEE eFellows program for funding to conduct this workalong with PRE-CCAP project funding by DOE/NNSA grant no. DE-NA0004051. We wouldlike to personally thank Dr. Boesl and the other members of the PRE-CAPP team at FloridaInternational University along with the students in the REDES research group for their continuedsupport in our work with PRE-CCAP.ReferencesBriscoe, J. P., & Hall, D. T. (2006). The interplay of boundaryless and protean careers:Combinations and implications. Journal of vocational behavior, 69(1), 4-18.Brunhaver, S. R., Jesiek, B. K., Korte, R. F., & Strong, A. C. (2021). The Early Career Years ofEngineering

Conference Session

Technical Session 3 - Paper 1: For Us, By Us: Recommendations for Institutional Efforts to Enhance the Black Student Experience in Engineering

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Katreena Thomas, Arizona State University, Polytechnic campus; Michael Lorenzo Greene, Arizona State University, Polytechnic campus; Brooke Charae Coley, Arizona State University, Polytechnic campus; Debalina Maitra, Arizona State University, Polytechnic campus; Julia Machele Brisbane, Virginia Polytechnic Institute and State University; Jeremi S London, Virginia Polytechnic Institute and State University

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CoNECD Paper Sessions, Diversity

application of the person-environment fit theory,” doi: 10.1007/s10734-017-0173-6.[6] B. J. Hoffman and D. J. Woehr, “A quantitative review of the relationship between person–organization fit and behavioral outcomes,” Journal of Vocational Behavior, vol. 68, no. 3, pp. 389–399, Jun. 2006, doi: 10.1016/J.JVB.2005.08.003.[7] S. R. Harper, “An anti-deficit achievement framework for research on students of color in STEM,” New Directions for Institutional Research, vol. 2010, no. 148, pp. 63–74, Dec. 2010, doi: 10.1002/IR.362.[8] J. Saldaña, The Coding Manual for Qualitative Researchers, 3rd ed. 2016.[9] A. N. Griffith, N. M. Hurd, and S. B. Hussain, “‘I Didn’t Come to School for This’: A Qualitative Examination of

Conference Session

Track 2: Technical Session 7: Assessing Key STEM Identity Constructs among Hispanic Engineering Students and Professionals

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

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

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CoNECD Paper Sessions, Diversity

) (a) (b) (c) (d) (e) Figure 3 Tukey Test Results for (a) STEM Identity, (b) Underrepresented Status, (c) Micro-Affirmations, (d) Classes/Work, (e) FeelingsFrom these figures in combination with the averages, we can conclude the following: • For STEM Identity, statistically significant differences were observed between undergraduates and professionals, suggesting that professionals tend to have a slightly stronger sense of STEM identity than undergraduate students. • For Underrepresented

Conference Session

Track 3: Technical Session 6: Organizational Transformation for Graduate Education: Intentionally Engaging Graduate Students as Partners in Equity Work

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Julia Machele Brisbane, Virginia Polytechnic Institute and State University; Teirra K Holloman, Virginia Tech Department of Engineering Education; Natali Huggins, Virginia Tech ; Walter C. Lee, Virginia Polytechnic Institute and State University

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CoNECD Paper Sessions, Diversity

Work in Graduate Education,” Rev. High. Educ., vol. 42, no. 5, pp. 255–286, 2019, doi: 10.1353/rhe.2019.0052.[5] A. M. Magnus, S. B. Coutin, and F. Leslie, “Doing diversity work in higher education: Systemic inequality, institutional change, and campus attitudes,” Equity Educ. Soc., p. 275264612311746, May 2023, doi: 10.1177/27526461231174625.[6] K. B. Porter, J. R. Posselt, K. Reyes, K. E. Slay, and A. Kamimura, “Burdens and benefits of diversity work: emotion management in STEM doctoral students,” Stud. Grad. Postdr. Educ., vol. 9, no. 2, pp. 127–143, Nov. 2018, doi: 10.1108/SGPE-D-17-00041.[7] R. C. Ziegelstein and D. C. Crews, “The Majority Subsidy,” Ann. Intern. Med., vol. 171, no. 11, pp. 845–846, Dec. 2019, doi

Conference Session

Technical Session 1 - Paper 5: Navigating the academy in the absence of graduate disability accommodation policies

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

D. C. Beardmore, University of Colorado Boulder

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CoNECD Paper Sessions, Diversity

disability. Under this model, disabilityis viewed as a deficit in a person’s innate capabilities or an impairment that must be “fixed” toconform with normative values [3], [6], [7]. The medical model is exemplified by the legaldefinition of disability in the United States. Section three of the Americans with Disabilities Actof 1990 (ADA), defined disability, with respect to an individual, as “(A) a physical or mentalimpairment that substantially limits one or more of the major life activities of such individual;(B) a record of such an impairment; or (C) being regarded as having such an impairment.” [8].The medical model of disability remains a dominant discourse in the United States, guidingpublic opinion and driving professional practice [3

Conference Session

Technical Session 4 - Paper 1: Valuable Professional Learning and Development Activities for Black STEM Postdoctoral Scholars

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Sylvia L. Mendez, University of Colorado at Colorado Springs; Valerie Martin Conley, University of Colorado at Colorado Springs; Canek Moises Luna Phillips, Rice University; Tammy Michelle McCoy, Georgia Institute of Technology; Comas Lamar Haynes, Georgia Tech Research Institute; Kathryn Joan Watson, University of Colorado Colorado Springs; Sarah Elizabeth Cooksey, University of Colorado Colorado Springs; Kathryn Elizabeth Starkey, University of Colorado at Colorado Springs

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CoNECD Paper Sessions, Diversity

to the STEM identity of women can potentiallyimprove their sense of belonging in STEM, enhance their academic outcomes, and expand theengineering workforce—which must be the goal for all students. 16 KEY REFERENCES • Bensimon, E. M., Dowd, A. C., Stanton‐Salazar, R., & Davila, B. A. (2019). The role of institutional agents in  providing institutional support to Latinx students in STEM. The Review of Higher Education, 42(4), 1689– 1721.  • Carlone, H. B., & Johnson, A. (2007). Understanding the science experiences of women of color: Science  identity as an analytic lens. Journal of Research in Science Teaching

Conference Session

Track 6: Technical Session 6: Stewardship of the Stories: Learning from Black Engineering Students' Lived Experiences

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Tanya D Ennis, University of Colorado Boulder; Donna Auguste Ph.D., Auguste Research Group, LLC; Cynthia Hampton Ph.D., Virginia Polytechnic Institute and State University

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CoNECD Paper Sessions, Diversity

. She also earned her PhD in Education - Learning Sciences and Human Development from the University of Colorado Boulder.Donna Auguste Ph.D., Auguste Research Group, LLC Dr. Donna Auguste is an electrical engineer, computer scientist, and data scientist. She is the founder and CEO of Auguste Research Group, LLC, based in Oceanside, California, USA. She currently works with sensor technology and drones, including teaching STEM concepts through coastal drone piloting and aerial/geospatial data analytics.Cynthia Hampton Ph.D., Virginia Polytechnic Institute and State University Cynthia Hampton (she/her) is a postdoctoral research fellow with the Center for the Enhancement of Engi- neering Diversity (CEED) at Virginia

Conference Session

Track 2: Technical Session 6: Minoritized Student Audio Narratives to Influence Faculty's Empathic Understanding: Learning from Sophie and Enola

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Stephen Secules, Florida International University; Maimuna Begum Kali, Florida International University; Cassandra J McCall, Utah State University; Gabriel Van Dyke, Utah State University

Tagged Topics

CoNECD Paper Sessions, Diversity

Designs to Promote Change Towards Equity and Inclusion. Studies in Engineering Education, 4(1), pp. 26–45.[4] R. H. Macdonald et al., “Accelerating change: The power of faculty change agents to promote diversity and inclusive teaching practices,” Journal of Geoscience Education, vol. 67, no. 4. pp. 330–339, 2019, doi: 10.1080/10899995.2019.1624679.[5] C. M. Vogt, “Faculty as a critical juncture in student retention and performance in engineering programs,” J. Eng. Educ., vol. 97, no. 1, pp. 27–36, 2008, doi: 10.1002/j.2168- 9830.2008.tb00951.x.[6] Secules, S. & Kali, M. B. (2023). Merging Faculty Development and Critical Research to Foster Equity in STEM Classrooms. Handbook of STEM Faculty

Conference Session

Track 6: Technical Session 5: Exploring Gender Representation Issues In Computing by Writing Interactive Fiction

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

John K. Estell, Ohio Northern University; Stephany Coffman-Wolph, Ohio Northern University

Tagged Topics

CoNECD Paper Sessions, Diversity

approach toward the term project became unsustainable. The term project was repeated in 2023 with Dr. Coffman-Wolph and a visiting professor serving as the instructors.• Dr. Estell jointly taught Interactive Fiction in Spring 2023 with Dr. Robeson from English, with separate English and CS classes being offered in the same place at the same time. 16 PROGRAMMING 2 TERM PROJECT PA R T A : PA R T B : MINIMUM VIABLE PRODUCT FULL IMPL EMENTATION Implement multi-day travel: Add: – Basic consumables – Loading the wagon – Health (humans and animals

Conference Session

Track 1: Technical Session 2: Tailoring DEIA Programming through Current Field Analysis: Promoting Allyship in STEM of University Graduate Students

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Mia Leigh Renna, University of Maryland College Park; Emily Lawson-Bulten, University of Illinois at Urbana-Champaign

Tagged Topics

CoNECD Paper Sessions, Diversity

Paper ID #40793Tailoring DEIA Programming through Current Field Analysis: PromotingAllyship in STEM of University Graduate StudentsMia Leigh Renna, University of Maryland College Park Mia Leigh Renna is a PhD Civil Engineering student at the University of Maryland College Park, spe- cializing in disaster mitigation engineering policy with a focus on equitable decision-making. She was formerly among the Allies in STEM leadership team at University of Illinois Urbana-Champaign while a graduate student there. Since 2020, Renna has volunteered as a policy advisor for Minority Veterans of America and other veteran grassroot

Conference Session

Session 8 - Track 3: Framing Cultural Bridges For Relational Mentorship

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

SYLVANUS N. WOSU, University of Pittsburgh

Tagged Topics

CoNECD Paper Sessions, Diversity

in Graduate Education Sylvanus N. Wosu University of Pittsburgh Swanson School of Engineering, Pittsburgh, PAAbstract Effective mentorship is a key factor for driving success in completing a doctoralprogram or achieving tenure in the professoriate. The effectiveness of a mentor-leader inengaging and empowering mentees depends on the mentor’s ability to influence desiredattitudinal or performance character changes. This takes place through relational connections forinteraction of values, attitudes, behaviors, and principles that are nurtured, constructed, andpracticed, building and supporting a mentee-mentor cultural bridge to achieve the desired goal.The mentor and mentee

Conference Session

Technical Session 13 - Paper 5: Creating and Sustaining Inclusive Learning Communities in Engineering

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Melissa M. Bilec, University of Pittsburgh; Jessica Moriah Vaden, University of Pittsburgh; April Dukes, University of Pittsburgh; Amy Hermundstad Nave, Colorado School of Mines

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CoNECD Paper Sessions, Diversity

* § ¥ +* Ford, Shirley M. (2008) Evolution of the Professional learning Community. Journal of Staff Development, v29 n3 p10-13§ Speer, Paul and Mcmillan, David W. (2008) Validation of a Brief Sense of Community Scale: Confirmation of the Principal Theory of Sense of Community. Journal ofCommunity Psychology, 36(1): 61-73.¥ Graham, P., & Ferriter, B. (2008). One Step at a Time: Many Professional Learning Teams Pass Through These 7 Stages. Journal of Staff Development 29(3), 38. 15+ Cox, Milton D. (2004) Introduction to Faculty Learning Communities. New Directions for Teaching and Learning, n97 p5-23Placeholder for Possible Preliminary Results 16 What do we hope to achieve?• Collect practices that are peer-tested

Conference Session

Track 4: Technical Session 4: The Pink Paradox: Tensions in How STEM Toys are Marketed Toward Girls

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Theresa Green, Purdue University; Artre Reginald Turner, Purdue University at West Lafayette; Ruth Wertz P.E., Purdue University at West Lafayette (COE)

Tagged Topics

CoNECD Paper Sessions, Diversity

disabilities in science and engineering,” 2021. Accessed: Nov. 28, 2022. [Online]. Available: https://ncses.nsf.gov/pubs/nsf21321/report[3] B. M. Capobianco, B. F. French, and H. A. Diefes-Dux, “Engineering identity development among pre-adolescent learners,” Journal of Engineering Education, vol. 101, no. 4, pp. 698–716, 2012, doi: 10.1002/j.2168-9830.2012.tb01125.x.[4] B. M. Capobianco, “Undergraduate women engineering their professional identities,” J Women Minor Sci Eng, vol. 12, no. 2–3, pp. 95–117, 2006, doi: 10.1615/JWomenMinorScienEng.v12.i2-3.10.[5] A. Sandberg and T. Vuorinen, “Dimensions of childhood play and toys,” Asia-Pacific Journal of Teacher Education, vol. 36, no. 2, pp. 135–146

Conference Session

Session 4 - Track 3: Exploration of the role and needs of high school counselors in supporting broader participation within engineering fields

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

Jeanette Chipps, Johns Hopkins University; Medha Dalal, Arizona State University; Adam R Carberry, Arizona State University; Jennifer Kouo, Institute for Innovation in Development, Engagement, and Learning Systems (IDEALS)

Tagged Topics

CoNECD Paper Sessions, Diversity

Paper ID #36425Exploration of the role and needs of high school counselors insupporting broader participation within engineering fieldsDr. Jeanette Chipps, Johns Hopkins University Jeannie Chipps is a research assistant at the IDEALS institute at Johns Hopkins University. She received her EdD in Mind, Brain, and Teaching from Johns Hopkins and has an interest in supporting STEM teachers as they work to create inclusive environments for diverse learners.Dr. Medha Dalal, Arizona State University Dr. Medha Dalal is an associate director of scholarly initiatives and an assistant research professor in the Fulton Schools of

Conference Session

Track 5: Technical Session 4: Safe Space Warm Embrace: Building Blocks to Support Black & Brown STEM Scholars

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

DeAnna Katey, Virginia Polytechnic Institute and State University; Terrance I Harris, Drexel University

Tagged Topics

CoNECD Paper Sessions, Diversity

Drexel’s Office of Equality and Diversity to ensure the planning and implementation of relevant DEI training and educational opportunities for college faculty and staff, as well as with HR and the college leadership on initiatives to improve the recruitment and retention of diverse faculty and staff. Harris also coordinates with affinity student organizations and programs across the college including, NSBE, SHPE, and SWE to name a few, acting as secondary advisor as well as primary college contact for external affinity-based organizations. Prior to joining Drexel Engineering, Harris served six years as the Director of the Lonnie B. Harris Black Cultural Center at Oregon State University. As Director of the BCC, Harris

Conference Session

Technical Session 2 - Paper 5: Need for Change: How Interview Preparation and the Hiring Process in Computing Can Be Made More Equitable

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Stephanie Jill Lunn, Georgia Institute of Technology ; Ellen Zerbe, Pennsylvania State University; Monique S Ross, Florida International University

Tagged Topics

CoNECD Paper Sessions, Diversity

Paper ID #35549Need for Change: How Interview Preparation and the Hiring Process inComputing Can Be Made More EquitableDr. Stephanie Jill Lunn, Georgia Institute of Technology Stephanie Lunn is presently a postdoctoral fellow in the Wallace H. Coulter Department of Biomedical Engineering at Georgia Institute of Technology and Emory University. She recently completed her Ph.D. from the Knight Foundation School of Computing and Information Sciences at Florida International Uni- versity (FIU). Her research interests span the fields of Computing and Engineering Education, Human Computer Interaction, Data Science, and Machine

Conference Session

Technical Session 11 - Paper 3: Engineering Faculty Perspectives: The Conceptualization of and Promotion of STEM Identity among Undergraduate Women in the Classroom

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Sylvia L. Mendez, University of Colorado at Colorado Springs; Emily Kulakowski, University of Colorado Colorado Springs ; Elizabeth Peterson, University of Colorado at Colorado Springs

Tagged Topics

CoNECD Paper Sessions, Diversity

., Stanton‐Salazar, R., & Davila, B. A. (2019). The role of institutional agents in  providing institutional support to Latinx students in STEM. The Review of Higher Education, 42(4), 1689– 1721.  • Carlone, H. B., & Johnson, A. (2007). Understanding the science experiences of women of color: Science  identity as an analytic lens. Journal of Research in Science Teaching, 44(8), 1187–1218.  • Cheryan, S., Master, A., & Meltzoff, A. N. (2015). Cultural stereotypes as gatekeepers: Increasing girls’  interest in computer science and engineering by diversifying stereotypes. Frontiers in Psychology, 6(49),  1–8.  • Collins, K. H. (2018). Confronting color‐blind STEM talent development: Toward a contextual model for

Conference Session

Session 11 - Track 1: "Emotions can hinder Professional Experiences:" Emotional states of first-generation engineering students when introduced to hidden curriculum

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

R. Jamaal Downey, University of Florida; Idalis Villanueva Alarcón, University of Florida; Victoria Beth Sellers

Tagged Topics

CoNECD Paper Sessions, Diversity

. Nieusma, “The Hidden Curriculum and the Professional Formation of Responsible Engineers: A Review of Relevant Literature” ASEE Conference Proceedings Paper, 2021. [Online]. Available: https://peer.asee.org/3786612. V. B. Sellers, & I. Villanueva Alarcón, What Strategies do Diverse Women in Engineering Use to Cope with Situational Hidden Curriculum?. ASEE Conference proceedings paper, 2021. [Online]. Available at: https://strategy.asee.org/3805113. J. Lönngren, A. Bellocchi, P. Bøgelund, I. Direito, I., J. Huff, K. Mohd-Yusof, H. Murzi, R. Tormey, (2021). “Emotions in Engineering Education: Preliminary Results from a Scoping Review.” In Proceedings of Research in Engineering Education Symposium & Australasien

Conference Session

Track 3: Technical Session 1: An Ecosystem of Support Initiatives for BIPOC, Women, and Domestic Graduate Students in STEM

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Andrew Edmunds, Clemson University; Melissa Smith, Clemson University

Tagged Topics

CoNECD Paper Sessions, Diversity

17 7 7 6 5 -year total 99 29 27 17 2024 TBD TBD TBD TBDPresenters will share qualitative and quantitative assessments of the programssuccess. The table will be updated in January after the 2024 event. Personalnarratives of two of the students featured in this photo will also be shared asqualitative programmatic data. Presenters will discuss the evolution of the program,clarify that not all participants are eligible to apply to graduate school (we includeJuniors and 1st year MS students). The effective yield rates since 2021 can beaccounted for by several factors: a) fully in-person events, b) additional funding toenhance

Conference Session

Session 8 - Track 2: Resistance to advocacy around hidden curriculum in engineering

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

Victoria Beth Sellers, University of Florida; R. Jamaal Downey; Idalis Villanueva Alarcón, University of Florida

Tagged Topics

CoNECD Paper Sessions, Diversity

Paper ID #36470Resistance to advocacy around hidden curriculum in engineeringDr. Victoria Beth Sellers, University of Florida Dr. Victoria Sellers is a postdoctoral research associate in the Department of Engineering Education at the University of Florida. Her current research is focused on determining how engineering students respond to hidden curriculum. Victoria has previouslDr. R. Jamaal DowneyIdalis Villanueva Alarc´on, University of Florida Dr. Villanueva Alarc´on is an Associate Professor in the Engineering Education Department at the Uni- versity of Florida. Her multiple roles as an engineer, engineering