Conference Session

Undergraduate Track - Technical Session VI

Collection

2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference

Authors

Ashley R. Taylor, Virginia Tech; Karis Boyd-Sinkler, Virginia Tech; Susan Arnold-Christian, Virginia Tech; Walter C. Lee, Virginia Tech; Bevlee A. Watford, Virginia Tech; Christian Matheis, Virginia Tech; Kim Lester, Virginia Tech

Tagged Topics

Undergraduate Education

, skills) (Matheis & VTInterCom, 2015) 10Module 1: Communication and Conflict (Matheis & VTInterCom, 2015) 11Module 2: Identity and Culture (Matheis & VTInterCom, 2015) 12Module 3: Ethics and Diversity Thinking Believing Knowing The Null Three paradigms Cherry Picking Curriculum of diversity The principle of The Fallacy of (The Golden Rule, charity Confirming Right the Wrongs, Instances Value

Conference Session

Undergraduate Track - Technical Session III

Collection

2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference

Authors

Roberta Rincon, Society of Women Engineers

Tagged Topics

Diversity, Undergraduate Education

for disaggregatedstudent populations is limited, making the development of a baseline to measure progressdifficult.Community college students are often excluded from conversations surrounding broadeningparticipation in STEM – particularly in ECS fields, where they are significantlyunderrepresented. Community college is a particularly popular pathway for underrepresentedminority students. In 2012, approximately 56 percent of Hispanic undergraduates, 53 percent ofAmerican Indian/Alaskan Native undergraduates, and 49 percent of Black undergraduates wereenrolled in community colleges across the United States [1]. Among women, 44 percent ofundergraduate students were enrolled in community colleges in 2012 [2].Given that over 80 percent of first

Conference Session

Undergraduate Track - Technical Session IV

Collection

2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference

Authors

Woodrow Wilson Winchester III, Robert Morris University; Jameela Al-Jaroodi, Robert Morris University; Rika Wright Carlsen, Robert Morris University

Tagged Topics

Diversity, Undergraduate Education

recent challenges in the designand development of wearable technologies within the health and wellness space (i.e. connectedfitness technologies/devices), this paper presents a case study in engaging Afrofuturism inimagining more inclusive, equitable, and just future concepts. Moreover, thoughts are offered inhow this infusing of both the value and relevancy of diversity in thought and perspective inengineering could increase the participation of blacks/African-Americans in engineering.The case for inclusive engineering designAs engineers seek means by which to design, develop, and deploy technologies in meeting thegrand challenges for engineering in the 21st Century [1], it is important that engineers, think andact, specifically, imagine - more

Conference Session

Undergraduate Track - Technical Session VII

Collection

2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference

Authors

Laura E. Sullivan-Green, San Jose State University

Tagged Topics

Diversity, Undergraduate Education

-representedamongthestudentswhoreceivelowgradesinourtargetcourses.Thispresentationwilldiscusstheimpactofourcurricularchangesthusfar.Inaddition,wewillfocusonthesuccessratesoftheflippedclassroomapproachonstudentswithdifferentethnicities.Introduction SanJoséStateUniversity(SJSU),inpartnershipwithCaliforniaStateUniversity-LosAngeles(CSULA)andCaliforniaStatePolytechnicUniversity,Pomona(CPP),wasawardedaprestigiousFirstintheWorld(FITW)grant,fundedbytheDepartmentofEducation[1].GrantactivitieswereinspiredbySJSU’sFourPillarsofStudentSuccessinitiative[2]andrecognitionofthelowerratesofsuccessforunder-representedminoritygroupsamongSTEMstudentpopulations.Inparticular,thegrantfullysupportscollaborativedevelopmentacrossthecampusesofflippedclassroommaterialsforsevengatewaySTEMcoursesidentifiedtohavehighDFWrates(i.e.gradesofDorF,orwithdrawalfromthecourse

Conference Session

Undergraduate Track - Technical Session IV

Collection

2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference

Authors

Andrew Danowitz, California Polytechnic State University, San Luis Obispo; Kacey Beddoes, University of Massachusetts, Lowell

Tagged Topics

Diversity, Undergraduate Education

wereexcluded from further analysis. This left us with roughly 800 qualified participants, or 16% of the Cal Polyengineering student population. 13% of respondents reported having been previously diagnosed with amental health condition, and 11% reported that they were in active treatment for a mental healthcondition at the time of taking the survey. 96% of respondents are undergraduates, while the remaining4% are from Master’s programs.A demographic breakdown of respondents is shown in Tables 1-4. To avoid the possibility of singling outor stigmatizing any one population, a breakdown of mental health results by demographic is notincluded in this publication. Table 1. Respondent's year in program. Year in Program

Conference Session

Undergraduate Track - Technical Session V

Collection

2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference

Authors

J. Sonnenberg-Klein, Georgia Institute of Technology; Edward J. Coyle, Georgia Institute of Technology; Randal T. Abler, Georgia Institute of Technology

Tagged Topics

Diversity, Undergraduate Education

continued growth, serving every student is a realistic possibility.This paper examines student persistence in the VIP course sequence, and provides an overviewof the VIP Program, including common elements across VIP sites, prior research on studentinteractions within teams by race/ethnicity, and aspects of the Georgia Tech implementation ofVIP which may contribute to student diversity within the program. Findings indicate thatstudents of different races and ethnicities persist in the VIP course sequence at equal rates.IntroductionUndergraduate research is recognized as a high impact experience, which means it is correlatedwith higher graduation rates and greater gains in undergraduate learning [1]–[3]. While highimpact experiences benefit all

Conference Session

Undergraduate Track - Technical Session II

Collection

2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference

Authors

Asha Godbole, Oregon State University; Beverly Miller, University of Virginia; Michelle Kay Bothwell, Oregon State University; Devlin Montfort, Oregon State University; Susannah C. Davis, Oregon State University

Tagged Topics

Diversity, Undergraduate Education

and interacting set of studentperceptions arose from the data For example, a commonly expressed theme in the focus groupswas the relative sense of gender parity in our engineering programs, but participants across theboard consistently shared experiences of gendered microaggressions. The findings suggestavenues for future research, as well as provide insights for interventions to improve the climateand experiences of underrepresented students.IntroductionResearch on student choice of and persistence in engineering majors emphasizes the importanceof students’ identification with a major or career in motivating their persistence and success [1-3]. Despite durable myths that students leave engineering primarily due to the difficulty of

Conference Session

Undergraduate Track - Technical Session III

Collection

2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference

Authors

Elizabeth R. Kurban, University of Maryland, College Park; Paige E. Smith, University of Maryland, College Park

Tagged Topics

Diversity, Undergraduate Education

, and tools for interrupting implicit bias. In addition, the curriculum incorporates ethics in engineering and engineering social responsibility. The paper will describe our experiences, strategies, and challenges in developing and implementing diversity and inclusion curriculum within the engineering living and learning programs, and discuss ways to consider incorporating diversity and inclusion programs and practices in various engineering contexts. 1 The mission and vision of the Women in Engineering Program at the University ofMaryland College Park (UMD) is to cultivate inclusive and diverse

Conference Session

Undergraduate Track - Technical Session VII

Collection

2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference

Authors

Ana M. Dison, University of Texas, Austin

Tagged Topics

Diversity, Undergraduate Education

Communication Management SkillsTestimonials & DataTestimonials & Data Participants by Gender, Spring 2003-Spring 2018500450400350300250 434200150100 50 48 0 Female Male Participant Numbers Ethnicity by Gender 250 200 191 157 150 100 50 44 21 22 19 15 4 7 1 1

Conference Session

Undergraduate Track - Technical Session III

Collection

2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference

Authors

Corinna Marie Fleischmann P.E., U.S. Coast Guard Academy; Richelle Leone Johnson

Tagged Topics

Diversity, Undergraduate Education

approximately 1000 cadets (students) withfour engineering majors; approximately 40% of the Cadet Corps (student body) graduateswith an engineering degree. The CGA educational experience emphasizes leadership,physical fitness and professional development. Our cadets go directly into positions ofleadership in service of others in the Coast Guard. For this reason, leadership is a focalpoint in cadet development. The CGA works to ensure our leaders are developed in aninclusive and supportive environment. This environment is cultivated through sevendiversity councils made up of members of the Cadet Corps. These councils (1) promote aculture of respect that values a broad spectrum of skills and perspectives while ensuringsupportive and rewarding learning

Conference Session

Undergraduate Track - Technical Session II

Collection

2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference

Authors

Adam Stark Masters, Virginia Tech

Tagged Topics

Undergraduate Education

, the Maker Movement offers open-sourced technicalinstruction and creative, supportive spaces for people to apply and advance their understandingof practical STEM knowledge. Its goals were/are to increase access to STEM fields by engagingpeople from all backgrounds in making. This literature review investigates the promises thatwere made about making’s potential as an ‘equalizer’ or force to help broaden participation andsupport diversity, and explores documentation of the actual impact the Maker Movement has hadon diversity and inclusion of underrepresented and minority participants in engineering.IntroductionThis literature review explores the following questions: (1) Historically, what goals were set orpromises made about the Maker

Conference Session

Undergraduate Track - Session V

Collection

2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference

Authors

Patricia R. Backer, San Jose State University; Joseph Green, WestEd; Bryan Matlen, WestEd; Cindy Kato, San Jose State University

Tagged Topics

Undergraduate Education

terms of ethnic diversityamong colleges and universities conferring bachelor's and master's degrees [1]. Table 1summarizes SJSU's undergraduate student ethnicity for the College of Engineering (CoE) andSJSU overall. Persistence in STEM majors is a problem nationwide as well as at SJSU [2] asmany students abandon STEM majors at SJSU during their undergraduate years [3].Table 1. Fall 2017 SJSU Undergraduate Student Ethnicity Engineering SJSU Overall Headcount % Total Headcount % TotalAfrican American 106 2.09% 942 3.4%American Indian 4 0.08% 30 0.11%Asian

Conference Session

Undergraduate Track - Technical Session VII

Collection

2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference

Authors

James Burton Dorsey, University of Washington

Tagged Topics

Undergraduate Education

MESA, where he fostered new and enhanced partnerships with Hewlett Packard, AT&T, Google, Amazon, and other companies, and helped triple the number of MESA’s community college transfer cen- ters in California as well as replicated the community college model nationally. c American Society for Engineering Education, 2018 1 MESA in the Community College:Increasing STEM Transfer Among Underrepresented Groups MAY 2, 2018James Dorsey email: jbdorsey@uw.edu www.WashingtonMESA.orgMESA USA States 2

Conference Session

Undergraduate Track - Technical Session II

Collection

2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference

Authors

Donald Winiecki Ph.D., Boise State University; Noah Salzman, Boise State University; Timothy Andersen, Boise State University; Amit Jain, Boise State University; Dianxiang Xu, Boise State University

Tagged Topics

Diversity, Undergraduate Education

interests include parallel computing. He has worked with ten different departments and several private companies with research funding from several agencies. He has also served as the Chief Scientist for Balihoo, a Boise software company. He holds a PhD in Computer Science from the University of Central Florida and a B.Tech. in Computer Science & Engineering from the Indian Institute of Technology, New Delhi.Dianxiang Xu, Boise State University c American Society for Engineering Education, 2018 CoNECD ASEE Conference April 29-May 1, 2018 The Computer Science Professionals’ Hatchery at Boise State University: Incorporating

Conference Session

Undergraduate Education Track - Technical Session I

Collection

2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference

Authors

Ann F. McKenna, Arizona State University; Medha Dalal, Arizona State University; Ieshya Anderson, Arizona State University; Thien Ngoc Y Ta, Arizona State University

Tagged Topics

Diversity, Undergraduate Education

and Technology in Vietnam in 2009. She has taught at Cao Thang technical college since 2009. c American Society for Engineering Education, 2018 Insights on Diversity and Inclusion from Reflective Experiences of Distinct Pathways to and through Engineering EducationAbstractThe topic of diversity and inclusion has been a longstanding topic of exploration within theengineering education community. There are several well-known issues such as 1) thepercentage of female students remains low and unchanged for decades despite the desire toinfluence a change, 2) the typical demographics of engineering students, and by effect futureengineering professionals, also do not reflect the demographics of

Conference Session

Undergraduate Track - Technical Session V

Collection

2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference

Authors

Monica Evette Allen, University of North Carolina, Charlotte; Sandra Loree Dika, University of North Carolina, Charlotte; Brett Tempest, University of North Carolina, Charlotte; Miguel A. Pando, University of North Carolina, Charlotte

Tagged Topics

Diversity, Undergraduate Education

the persistence and retention of underrepresented minority students in engineering (NSF-RIGEE). For the past three years, he has co-led the ”Engineering for Development Workers” summer study abroad course at UNCC, focused on undertaking Civil Engineering projects in rural communities in Andean Peru. c American Society for Engineering Education, 2018 Interactions with Faculty and Engineering Self-Efficacy Among Underrepresented Engineering Persisters Monica E. Allen1, Sandra L. Dika2, Miguel A. Pando3, & Brett Q. Tempest3 1 Seidman College of Business, Grand Valley State University, Grand Valley

Conference Session

Undergraduate Education Track - Technical Session I

Collection

2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference

Authors

Stephen Secules, University of Georgia; Nicola W. Sochacka, University of Georgia; Joachim Walther, University of Georgia

Tagged Topics

Diversity, Undergraduate Education

Support from the Theories of Liberatory Pedagogy and IntersectionalityI. IntroductionWithin conversations on broadening participation in engineering, there is a longstandingrecognition of the need for and importance of institutional support for students fromunderrepresented demographic groups [1]. This support comes from many sources, such asinstitutional offices, programmatic initiatives, and informal mentoring by faculty and peers. Keyinstitutional programmatic interventions include bridge programs, recruitment incentives,scholarship support, and safe space communities for marginalized and underrepresented identitygroups. These initiatives act as a front line for addressing diversity and equity in engineering.Their importance has been

Conference Session

Undergraduate Track - Technical Session VI

Collection

2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference

Authors

Bruk T. Berhane, University of Maryland, College Park

Tagged Topics

Undergraduate Education

” 2Introduction In recent years, community college student success has garnered increased emphasis atthe national level. During the first Obama administration, the President set an ambitious goal ofproducing five million new community college graduates. To incentivize efforts to this effect,the federal government at that time allocated greater levels of funding in order to supportstronger relationships between community colleges and business leaders (The White House,2009). The Obama administration’s goal around that time seemed to be matched by a substantialincrease in community college enrollment across several two-year colleges.1 For example, MesaCommunity College (Arizona) grew from 680 to 1,695 freshmen (a 149% increase) from 2007 to2008

Conference Session

Undergraduate Track - Technical Session VII

Collection

2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference

Authors

Nancy Mariano, Seattle University; Agnieszka Miguel, Seattle University; Mara Rempe, Seattle University; J. McLean Sloughter, Seattle University

Tagged Topics

Diversity, Undergraduate Education

retain female and URM students to engineering disciplines,their numbers are still very low. In 2016, only 20.8% of recipients of Bachelor’s degrees in engineeringidentified as female, and 18.2% identified as an under-represented minority [1].Table 1 presents demographic information from the 2000 U.S. Census for individuals between the agesof 20 and 24 (age groups just above or below this age range show similar results). 48.9% of individualsbetween 20 and 24 identify as female [2]. 26.8% identify as an under-represented minority (URM) [3],which we define to include Hispanic or Latino, American Indian or Alaska Native, Black or AfricanAmerican, Native Hawaiian or Pacific Islander.Table 1. U.S. Census demographics age 20-24. Female- Identifying

Conference Session

Undergraduate Track - Technical Session III

Collection

2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference

Authors

Beth A. Myers, University of Colorado, Boulder; Emily Knaphus-Soran, University of Washington; Donna C. Llewellyn, Boise State University; Ann Delaney, Boise State University; Sonya Cunningham, University of Washington; Pamela Cosman, University of California, San Diego; Tanya D. Ennis, University of Colorado, Boulder; Katherine Christine Tetrick, Washington State University; Eve A. Riskin, University of Washington; Janet Callahan, Boise State University; Kevin Pitts, University of Illinois, Urbana-Champaign

Tagged Topics

Diversity, Undergraduate Education

for college-wide diversity that includes having representatives from the Office ofAdmission involved, the two-week Summer Bridge experience, and GoldShirt curriculum.Components of the Summer Bridge program include fall course placement, orientation tocollege life, learning technical skills, creating shared core values, interdependent learning andcreating close friendships. The academic performance of the first cohort of EngineeringGoldShirt students was very good with a median grade point average of 3.44 at the end of theirfirst year. Student feedback was also gathered and presented as related to three goals: (1)increasing engineering student interest and knowledge of an engineering career; (2) building asense of community among GoldShirt

Conference Session

Undergraduate Track - Technical Session VII

Collection

2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference

Authors

Carlotta A. Berry, Rose-Hulman Institute of Technology; Janice Fenn, Rose-Hulman Institute of Technology

Tagged Topics

Diversity, Undergraduate Education

the results of the study in context, the authors conducted a literature review of related workon the study of women and URM students in STEM programs. The primary focus was on thechallenges and the causes for success and failure. Allen-Ramdial & Campbell [1] state thatisolation is one of the biggest challenges faced by URM students in STEM fields. One way tosolve this challenge and promote diversity in education is to achieve a critical mass. Unfortunately,this may not be quickly remedied in most environments, thus other intermediary options must beembraced. Isolation may diminish self-efficacy and re-affirm the negative stereotype of the lackof suitability of URM students for STEM study. The presence of peers has been shown to have

Conference Session

Undergraduate Track - Technical Session VI

Collection

2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference

Authors

Najmah Thomas, University of South Carolina, Beaufort; Ronald Erdei, University of South Carolina, Beaufort

Tagged Topics

Diversity, Undergraduate Education

and math (STEM) fields have increased inoverall importance from a variety of perspectives during the past few decades. In terms ofindividual employment opportunities and overall quality of life, STEM occupations have higherthan average job growth projections and higher than average wage rates [1] . STEM occupationsare also closely linked to high prestige and economic prosperity from a national standpoint [2] .In terms of practical application, STEM fields are responsible for identification of solutions tomyriad challenges in multiple business sectors, government, entertainment, and everyday life.It is widely acknowledged that the United States must increase its production of individualsskilled in various STEM fields in order to maintain and

Conference Session

Undergraduate Track - Technical Session II

Collection

2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference

Authors

Kelly Mack, Association of American Colleges and Universities; Kate Winter, Kate Winter Evaluation, LLC

Tagged Topics

Diversity, Undergraduate Education

& Practice. She received her PhD in Educational Leadership and Policy Studies from the University of Washington. c American Society for Engineering Education, 2018CONFERENCE TITLE: CONECDPRESENTATION: TEACHING TO INCREASE DIVERSITY AND EQUITY IN STEMPRESENTERS: KELLY MACK, KATE WINTERINTRODUCTIONWhile the US economy is expected to create over 120,000 new jobs requiring at least abachelor’s degree in computer science, only approximately 48,000 computer sciencebaccalaureates are produced each year [1]. This dilemma is further complicated by the systemicmarginalization of the “new majority” of undergraduates [2] who represent rich sources ofuntapped talent and the diverse worldviews that are essential for

Conference Session

Undergraduate Track - Technical Session II

Collection

2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference

Authors

Karen E. Rambo-Hernandez, West Virginia University; Abhik Roy, West Virginia University; Melissa Lynn Morris, West Virginia University; Robin A. M. Hensel, West Virginia University; Jeremy Clinton Schwartz, West Virginia University; Rebecca A. Atadero, Colorado State University; Christina Paguyo, University of Denver

Tagged Topics

Diversity, Undergraduate Education

student actors and faculty/staff on the script. The upfrontcost of the training was expensive but would make the long-term cost of incorporating theatresketches into the curriculum much more sustainable after the grant funding has expired.The goal of this study was to determine whether the students and faculty/staff who were trainedby the theatre troupe were effective in influencing engineering students understanding of whydiversity is important to engineering and how effective engineering teams work. Answers tothree specific questions were sought to answer the larger question: 1) How do students enrolled in classes receiving the intervention describe their experiences when compared to peers in comparison courses? 2) How do

Conference Session

Undergraduate Track - Technical Session VII

Collection

2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference

Authors

Kasi Kiehlbaugh, University of Arizona; Paul Blowers, University of Arizona

Tagged Topics

Diversity, Undergraduate Education

engineering courses are still transitioning from supportive high school environments in whichthey were personally known by their teachers and peers into the sink-or-swim world of highereducation. To address this, our approach has been to reverse-engineer classroom interventions thathave led to a dramatic increase in student retention in our own chemical engineering program.Nationally, retention in engineering through graduation is approximately 30-55% [1], [2]; the averageUniversity of Arizona College of Engineering retention rate through graduation over the past 5 years is46%. Through the deployment of a variety of classroom-based interventions throughout oursophomore-year courses over the past 2.5 years, we have increased the retention through

Conference Session

Undergraduate Track - Session V

Collection

2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference

Authors

Ni Li, California State University, Los Angeles; Gustavo B. Menezes, California State University, Los Angeles; Emily L. Allen, California State University, Los Angeles; Paul S. Nerenberg, California State University, Los Angeles

Tagged Topics

Diversity, Undergraduate Education

studentachievement.BackgroundThe California State University is the largest four-year public university system in the U.S. and graduatesabout half of the bachelor’s degrees in California. The Los Angeles Campus (Cal State LA) service areaextends to a large part of LA county, including some areas of South LA, Pasadena, much of the San GabrielValley and the neighborhoods around East Los Angeles. The service area has the census tracts with (i) thelargest percentage of population under 18 living under poverty, ranging from 40-100% (Figure 1); (ii) thelowest level of education attainment for population 18 years and older (<9% with college degrees,compared to 18% and 20% in California and the US respectively) (Figure 2); and (iii) the highestconcentration of Hispanics (>

Conference Session

Undergraduate Track - Technical Session II

Collection

2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference

Authors

Elisabeth (Lisa) Stoddard, Worcester Polytechnic Institute; Geoff Pfeifer, Worcester Polytechnic Institute

Tagged Topics

Diversity, Undergraduate Education

to perform (Meadows et al, 2015).Women and students of color can be stereotyped as less intelligent, less competent, or asunderperformers (Meadows et al, 2015; Wolfe et al, 2016). It is often assumed that these studentshave not been accepted to a STEM program based on merit, but based on policies that favorhistorically underrepresented students (Meadows et al, 2015). In a published writing piece, astudent at Worcester Polytechnic Institute explains: When the other girl gets accepted to RPI and WPI and Cal Tech and MIT, and the acceptance letters pile up….I watch the boys whisper in her ear: ‘They’re just meeting 1 their