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“It is really isolating, to be honest”: A Case Study of a Transwoman in Engineering

Conference Session: Track 4: Technical Session 1: "It is really isolating, to be honest": A Case Study of a Transwoman in Engineering
Collection: 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
Authors: Brandon Bakka, University of Texas at Austin; Jill Castle, University of Texas at Austin
Tagged Topics: 2025 CoNECD Paper Submissions, Diversity

22References [1] E. J. Rand, Reclaiming Queer: Activist and Academic Rhetorics of Resistance. University of Alabama Press, 2014. [2] A. G. Darwin Holmes, “Researcher Positionality - A Consideration of Its Influence and Place in Qualitative Research - A New Researcher Guide,” Shanlax Int. J. Educ., vol. 8, no. 4, pp. 1–10, Sep. 2020, doi: 10.34293/education.v8i4.3232. [3] ASEE, “Profiles of Engineering and Engineering Technology, 2022,” American Society for Engineering Education, Washington, DC, 2023. [4] M. J. Lee, J. D. Collins, S. A. Harwood, R. Mendenhall, and M. B. Huntt, “‘If you aren’t White, Asian or Indian, you aren’t an engineer’: racial microaggressions in STEM education,” Int. J. STEM Educ., vol. 7, no. 1, p. 48, Sep. 2020, doi: 10.1186

Relevance Score: 0.80651736

Taking it One Step at a Time: The Growth of a Program to Support the Doctorates of Tomorrow

Conference Session: Track 7: Technical Session 2: Taking it One Step at a Time: The Growth of a Program to Support the Doctorates of Tomorrow
Collection: 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
Authors: Travis Chan; Tremayne O'Brian Waller, Virginia Polytechnic Institute and State University; Cynthia Hampton Ph.D., Virginia Polytechnic Institute and State University
Tagged Topics: 2025 CoNECD Paper Submissions, Diversity

opportunity to work with professionals in preparing for graduate school. Thepurpose of the exploratory study is to (a) provide a brief literature review on graduate educationfor underserved populations, (b) describe an overview of Virginia Tech’s A Step to the DoctorateInstitute and administrative efforts in identifying key program components, and (c) concludewith an assessment of program effectiveness in supporting student academic trajectories.IntroductionEstablished programs, such as the Ronald E. McNair Post-Baccalaureate Achievement Program(McNair Scholars Program), have demonstrated success in supporting underrepresented studentsin the form of program development: the McNair Scholars Program doing so by boosting self-efficacy in the areas of

Relevance Score: 0.80364716

Supporting Engineering Graduate Students to Create Inclusive Learning Environments: A Professional Development Program at a Hispanic-Serving Institution

Conference Session: Track 1: Technical Session 1: Supporting Engineering Graduate Students to Create Inclusive Learning Environments: A Professional Development Program at a Hispanic-Serving Institution
Collection: 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
Authors: Katherine R. McCance, The University of Texas at San Antonio
Tagged Topics: 2025 CoNECD Paper Submissions, Diversity

teaching practices,” in Proceedings of the Physics Education Research Conference, October 2020. pp. 272-277.[7] E. E. Schussler, Q. Read, G. Marbach-Ad, K. Miller, and M. Ferzli, “Preparing biology graduate teaching assistants for their roles as instructors: An assessment of institutional approaches,” CBE—Life Sciences Education, vol. 14, no. 3, 2015.[8] E. A. Canning, K. Muenks, D. J. Green, and M. C. Murphy, "STEM faculty who believe ability is fixed have larger racial achievement gaps and inspire less student motivation in their classes," Science Advances, vol. 5, no. 2, 2019. https://doi.org/10.1126/sciadv.aau4734[9] L. B. Wheeler, J. L. Maeng, J. L. Chiu, and R. L. Bell. "Do teaching assistants matter

Relevance Score: 0.8033949

Piloting A Personalized Learning Model for Chemical Engineering Graduate Education – Lessons Learned from Creating a Chemical Engineering Body of Knowledge

Conference Session: Track 2: Technical Session 3: Piloting A Personalized Learning Model for Chemical Engineering Graduate Education: Lessons Learned from Creating a Chemical Engineering Body of Knowledge
Collection: 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
Authors: April Dukes, University of Pittsburgh; Mary E. Besterfield-Sacre, University of Pittsburgh; Susan K Fullerton Shirey, University of Pittsburgh
Tagged Topics: 2025 CoNECD Paper Submissions, Diversity

Duhem equation using Legendre transforms Thermo: Compute property changes on mixing using65 partial molar properties Thermo: Compute fluid properties from two and three66 parameter corresponding statesProposed Modularization - SafetyImplications and Takeaways• Most LO’s, especially the “important” ones, were sorted as Undergraduate Level Eun B. (2017). The zone of proximal development as an overarching concept: A framework for synthesizing Vygotsky’s theories. Educational Philosophy and Theory, 51(1), 18-30. https://doi.org/10.1080/00131857.2017.1421941• In our BOK, the graduate core curriculum indicated that the mastery of undergraduate learning is essential for CHE

Relevance Score: 0.7046791

Bridging Futures Takes a Village: A Pre-College Collaborative Education and Research Approach to Broaden Participation of Underrepresented Population in STEM Career Pathways

Conference Session: Track 2: Technical Session 2: Bridging Futures Takes a Village: A Pre-College Collaborative Education and Research Approach to Broaden Participation of Underrepresented Population in STEM Career Pathways
Collection: 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
Authors: Olgha Bassam Qaqish, North Carolina State University at Raleigh; Chloe Hincher, North Carolina State University at Raleigh; Veronica Mbaneme, North Carolina State University; Sarah Olivia Harris, North Carolina State University at Raleigh
Tagged Topics: 2025 CoNECD Paper Submissions, Diversity

. Accessed: Aug. 26, 2024. [Online]. Available: http://arxiv.org/abs/1708.09344[12]A. Carpi, D. M. Ronan, H. M. Falconer, and N. H. Lents, “Cultivating minority scientists: Undergraduate research increases self-efficacy and career ambitions for underrepresented students in STEM,” J. Res. Sci. Teach., vol. 54, no. 2, pp. 169–194, 2017, doi: 10.1002/tea.21341.[13]J. M. Holland, D. A. Major, and K. A. Orvis, “Understanding How Peer Mentoring and Capitalization Link STEM Students to Their Majors,” Career Dev. Q., vol. 60, pp. 343–354, Dec. 2012.[14]H. B. Carlone and A. Johnson, “Understanding the science experiences of successful women of color: Science identity as an analytic lens,” J. Res. Sci. Teach., vol. 44, no. 8, pp. 1187

Relevance Score: 0.7021199

A Descriptive Study on Biased and Non-Inclusive Language Use in the Engineering Education Research Community

Conference Session: Track 2: Technical Session 4: A Descriptive Study on Biased and Non-Inclusive Language Use in the Engineering Education Research Community
Collection: 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
Authors: Xingchen Xu, Arizona State University; Anjing Dai, Arizona State University, Polytechnic Campus; Li Tan, Arizona State University, Polytechnic Campus
Tagged Topics: 2025 CoNECD Paper Submissions, Diversity

, S. M., & Johnson, M. A. (2019). Advancing Women of Color in STEM: An Imperative for U.S. Global Competitiveness. Advances in Developing Human Resources, 21(1), 114–132. https://doi.org/10.1177/1523422318814551AlShebli, B. K., Rahwan, T., & Woon, W. L. (2018). Ethnic diversity increases scientific impact. ArXiv E-Prints.American Psychological Association. (2020a). Bias-free language. Https://apastyle.apa.org/style- grammar-guidelines/bias-free-language. (n.d.).American Psychological Association. (2020b). Inclusive Language Guidelines. Https://www.apa.org/about/apa/equity-diversity-inclusion/language-guidelines. (n.d.).Andrade, M. S. (2020). Cross-cutting skills: Strategies for teaching &

Relevance Score: 0.5737304

Engaging Two-Year Students in STEM: A Professional STEM Society’s Efforts to Support Community College Students

Conference Session: Track 3: Technical Session 4: Engaging Two-Year Students in STEM: A Professional STEM Society's Efforts to Support Community College Students
Collection: 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
Authors: Roberta Rincon, Society of Women Engineers; Beth C McGinnis-Cavanaugh, Springfield Technical Community College; Sohn Paul Cook, Society of Women Engineers
Tagged Topics: 2025 CoNECD Paper Submissions, Diversity

-2009. NationalCenter for Education Statistics.[7] National Student Clearinghouse Research Center. (2017). The role of community colleges inpostsecondary success: Community colleges outcomes report.[8] Shapiro, D., Dundar, A., Wakhungu, P.K, Yuan, X., & Harrell, A. (2015, July). Transfer andMobility: A National View of Student Movement in Postsecondary Institutions, Fall 2008 Cohort(Signature Report No. 9). Herndon, VA: National Student Clearinghouse Research Center.[9] Terenzini, P. T., Lattuca, L. R., Ro, H. K., & Knight, D. B. (2014). America’s OverlookedEngineers: Community Colleges and Diversity in Engineering Education. Retrieved fromhttps://deepblue.lib.umich.edu/handle/2027.42/107460.[10] Wang, X. (2012). Factors contributing to

Relevance Score: 0.57251465

Fostering an Inclusive Community Among Electrical Engineering Students with Mixed-Reality Technologies at a Hispanic-Serving Institution

Conference Session: Track 5: Technical Session 4: Fostering an Inclusive Community Among Electrical Engineering Students with Mixed-Reality Technologies at a Hispanic-Serving Institution
Collection: 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
Authors: Preeti De Maurya, New Mexico State University; Hilda Cecilia Contreras Aguirre, New Mexico State University; Theoderic Thomas Platt, New Mexico State University; Cristina Miriam Esparza, New Mexico State University; REDWAN UL HAQ CHOYON, New Mexico State University; Bill Hamilton, New Mexico State University; Marshall Allen Taylor, New Mexico State University; Luis Rodolfo Garcia Carrillo, New Mexico State University
Tagged Topics: 2025 CoNECD Paper Submissions, Diversity

Paper ID #45181Fostering an Inclusive Community Among Electrical Engineering Studentswith Mixed-Reality Technologies at a Hispanic-Serving InstitutionPreeti De Maurya, New Mexico State UniversityHilda Cecilia Contreras Aguirre, New Mexico State University Hilda Cecilia Contreras Aguirre received an Ed.D. degree in Higher Education Leadership from Texas A&M University-Corpus Christi (TAMU-CC), and an M.Sc. from the University of Technology of Compi`egne, France. She is now a researcher at New Mexico State University (NMSU). She focuses her research on qualitative studies addressing minority and underrepresented student

Relevance Score: 0.57174164

Growing BPE Efforts: Lessons Learned from a College-Wide Seed Grant Program

Conference Session: Track 6: Techncal Session 7: Growing BPE Efforts: Lessons Learned from a College-Wide Seed Grant Program
Collection: 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
Authors: Gabriella Coloyan Fleming, Virginia Polytechnic Institute and State University; Christine Julien, Virginia Tech
Tagged Topics: 2025 CoNECD Paper Submissions, Diversity

will be the Principal Investigator (e.g., faculty member or research staff) for the Institutional Review Board (IRB) b. Please include a draft list of interview or survey questionsProposal Template: Budget Item Cost per Item Number of Items Total Item 1 $ $ Item 2 $ $ Insert more rows as $ $ needed TOTAL $sum of rows above ● The proposal template also included a template for the budget ● This enabled reviewers and staff to assess the feasibility of the

Relevance Score: 0.5715954

Exploring Gender Dynamics in Intercultural Competence Development through a Study Abroad Program

Conference Session: CANCELLED: Track 2: Technical Session 6: Exploring Gender Dynamics in Intercultural Competence Development through a Study Abroad Program
Collection: 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
Authors: Aparajita Jaiswal, Purdue University at West Lafayette (PPI); Sakhi Aggrawal, Purdue University at West Lafayette (PPI); Vidya Reddy Madana, Purdue University
Tagged Topics: 2025 CoNECD Paper Submissions, Diversity

. Her expertise extends to facilitating workshops and training sessions, catering to the needs of both staff and students within Purdue University.Sakhi Aggrawal, Purdue University at West Lafayette (PPI) Sakhi Aggrawal is a Graduate Research Fellow in Computer and Information Technology department at Purdue University. She completed her master’s degree in Business Analytics from Imperial College London and bachelor’s degree in Computer and Information Technology and Organizational Leadership from Purdue University. She worked in industry for several years with her latest jobs being as project manager at Google and Microsoft. Her current research focuses on integrating project management processes in undergraduate

Relevance Score: 0.5707719

A Strategic Program Overhaul: Increasing the Success of Women in Engineering Technology

Conference Session: Track 3: Technical Session 3: A Strategic Program Overhaul: Increasing the Success of Women in Engineering Technology
Collection: 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
Authors: Leah Mackin, Rochester Institute of Technology (CET)
Tagged Topics: 2025 CoNECD Paper Submissions, Diversity

students in CET - Invested in SWAG items (Total ~ $1000) Actions Taken 1. Targeting First-Year Students a. Recognizing the comments about the Accepted Student Overnight as a welcoming tradition, we wanted to ensure that we were making connection with incoming class of students to our College b. Creating a CampusGroups page - the online portal for Student Activities and Student Organization/Club management c. Participated in the New Student Orientation Move-in Days Resource Fair for new students and families 2. Sending emails to all women students in our College to join the new WIT CampusGroups page a. Previously a newsletter was

Relevance Score: 0.57029396

Latine STEM Doctoral Students’ Perceptions Regarding Doctoral Mentoring Relationships - A Qualitative Study

Conference Session: Track 7: Technical Session 3: Latine STEM Doctoral Students' Perceptions Regarding Doctoral Mentoring Relationships - A Qualitative Study
Collection: 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
Authors: Dilara Yaya-Bryson Ph.D., University of North Carolina at Charlotte; Lisa R Merriweather, University of North Carolina at Charlotte
Tagged Topics: 2025 CoNECD Paper Submissions, Diversity

this inquiry could be expanded beyond STEM fields, capturing Latine students and otherracially minoritized student populations from different fields to enhance the literature. AcknowledgmentsThis material is based upon work supported by the National Science Foundation under Grant Nos.1820536, 1820538, and 1820582. Any opinions, findings, conclusions, or recommendations expressed inthis material are those of the authors and do not necessarily reflect the views of the National ScienceFoundation. References[1] A. Bandura, “Social cognitive theory in cultural context,” Applied Psychology, 51(2), 269-290, 2002.[2] B. M. Morgan and L. F. Alcocer, “Descriptive

Relevance Score: 0.5698223

The role of undergraduate engineering students’ different support networks in promoting emotional well-being: A narrative study

Conference Session: Track 6: Technical Session 3: The role of undergraduate engineering students' different support networks in promoting emotional well-being: A narrative study
Collection: 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
Authors: Sowmya Panuganti, Purdue Engineering Education; Narjes Khorsandi Koujel, Rowan University; Justin Charles Major, Rowan University
Tagged Topics: 2025 CoNECD Paper Submissions, Diversity

Paper ID #45172The role of undergraduate engineering students’ different support networksin promoting emotional well-being: A narrative studySowmya Panuganti, Purdue Engineering Education Sowmya Panuganti is a graduate student at Purdue University in the Engineering Education department. She is passionate about understanding engineering culture and the effects it has on engineers’ mental health and well-being.Narjes Khorsandi Koujel, Rowan University Narjes is a Ph.D. student in Engineering Education at Rowan University. She earned a bachelor’s degree in industrial engineering in Iran and subsequently worked as an industrial

Relevance Score: 0.56962156

Enhancing Inclusion for First-Generation Students: A First Year Seminar Course Approach

Conference Session: Track 5: Technical Session 3: Enhancing Diversity and Inclusion for First-Generation Students: A First Year Seminar Course Approach
Collection: 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
Authors: Alandra Kahl, Pennsylvania State University, Greater Allegheny
Tagged Topics: 2025 CoNECD Paper Submissions, Diversity

. 2. Engle, J., & Tinto, V. (2008). Moving Beyond Access: College Success for Low-Income, First-Generation Students. Pell Institute for the Study of Opportunity in Higher Education. 3. Felder, R. M., Brent, R., & Prince, M. J. (2014). Engineering education: Designing for student success. Journal of Engineering Education, 103(1), 1-15. 4. Kuh, G. D., Kinzie, J., Buckley, J. A., Bridges, B. K., & Hayek, J. C. (2005). What matters to student success: A review of the literature. National Postsecondary Education Cooperative. 5. Pascarella, E. T., Pierson, C. T., Wolniak, G. C., & Terenzini, P. T. (2004). First- generation college students: Additional evidence on college experiences and outcomes

Relevance Score: 0.56957006

An examination of the gender gap among Middle Eastern students in Engineering: A systematized review

Conference Session: Track 1: Technical Session 4: "An examination of the gender gap among Middle Eastern students in Engineering: A systematized review"
Collection: 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
Authors: Narjes Khorsandi Koujel, Rowan University; Justin Charles Major, Rowan University
Tagged Topics: 2025 CoNECD Paper Submissions, Diversity

. McDaniel, “Gender Inequalities in Education,” Annu. Rev. Sociol., vol. 34, no. 1, pp. 319–337, Aug. 2008, doi: 10.1146/annurev.soc.34.040507.134719.[7] D. N. Beede, T. A. Julian, D. Langdon, G. McKittrick, B. Khan, and M. E. Doms, “Women in STEM: A Gender Gap to Innovation,” SSRN Journal, 2011, doi: 10.2139/ssrn.1964782.[8] UNESCO, Cracking the code girls’ and women’s education in science, technology, engineering and mathematics (STEM). UNESCO, 2017. doi: 10.54675/QYHK2407.[9] L. Patterson, D. S. Varadarajan, and B. Saji Salim, “Women in STEM/SET: gender gap research review of the United Arab Emirates (UAE) – a meta-analysis,” GM, vol. 36, no. 8, pp. 881–911, Oct. 2021, doi: 10.1108/GM-11-2019-0201.[10] M. J. Davidson and R

Relevance Score: 0.56951815

Development of a measure of intersectional socioeconomic inequality that extends beyond income

Conference Session: Track 6: Technical Session 5: Development of a measure of intersectional socioeconomic inequality that extends beyond income
Collection: 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
Authors: Justin Charles Major, Rowan University; Allison Godwin, Cornell University
Tagged Topics: 2025 CoNECD Paper Submissions, Diversity

uses are not in linewith our original intentions. Use of the model in this way is both unfair and inequitable.Exploratory Factor AnalysisThe initial EFA (Appendix B), confirmed the potential for three latent factors, Parent Involvement,Home Resources, and School Hindrances, which explained 54.8% of the total variance. Threefactors remained explaining 68.7% of the variance amongst the final model (Appendix C).Structural Equation ModelingOf the initial n=125 variables pursued, a total of n=24 remained in the final socioeconomic modelshown (Figure 2; Appendix D). The three latent variables; School Hindrances, HouseholdEducational Resources, and Parent Educational Involvement, were made up of n=15 of thesevariables The remaining nine variables

Relevance Score: 0.5689358

A narrative study of food insecure students in engineering and computing

Conference Session: Track 4: Technical Session 3: A narrative study of food insecure students in engineering and computing
Collection: 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
Authors: Justin Charles Major, Rowan University
Tagged Topics: 2025 CoNECD Paper Submissions, Diversity

://primo.rowan.edu/permalink/01ROWU_INST/ttegd8/cdi_proquest_journals_2227783183Hope Center for College, Community, and Justice at Temple University, "2020 #realcollege Survey School Report" (2021). ASUM RenterCenter Publications. 6. https://scholarworks.umt.edu/renter_center_pubs/6McKibben, B., Wu, J., & Abelson, S. (2023). New Federal Data Confirm that College Students Face Significant - and Unacceptable - BasicNeeds Insecurity. https://hope.temple.edu/npsas.Sackey, J. D., Pike, K., Rothpletz-Puglia, P., Brody, R., & Touger-Decker, R. (2021). Food Insecurity Among Health Sciences GraduateStudents at a Large Northeastern University. Journal of nutrition education and behavior, 53(5), 428–433.https://doi.org/10.1016/j.jneb.2020.11.003Ibarra, Melanie

Relevance Score: 0.56859785

Impact of Generative AI Technologies on Blind and Visually Impaired Students: A Case Study

Conference Session: Track 4: Technical Session 5: Impact of Generative AI Technologies on Blind and Visually Impaired Students: A Case Study
Collection: 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
Authors: Lance Leon Allen White, Texas A&M University; Sara Amani, Texas A&M University; Trini Sofia Balart, Texas A&M University; Amanda Kate Lacy; Gene Sung-Ho Kim, Stanford University; Gibin Raju, Texas A&M University; Karan Watson P.E., Texas A&M University; Kristi J. Shryock, Texas A&M University
Tagged Topics: 2025 CoNECD Paper Submissions, Diversity

impaired students," ACM Inroads, vol. 10, no. 2, pp. 50-57, 2019.[11] J. P. Bigham, M. B. Aller, J. T. Brudvik, J. O. Leung, L. A. Yazzolino, and R. E. Ladner, "Inspiring blind high school students to pursue computer science with instant messaging chatbots," in Proceedings of the 39th SIGCSE technical symposium on Computer science education, 2008, pp. 449-453.[12] S. M. Kelly, "Access technology for blind and low vision accessibility," ed: SAGE Publications Sage CA: Los Angeles, CA, 2020.[13] "DRAFTSMAN Tactile Drawing Board." APH. https://www.aph.org/product/draftsman-tactile-drawing-board/ (accessed.[14] M. Paris. "Introducing: Be

Relevance Score: 0.568086

Use of a multi-level self-study to engage campus stakeholders and improve STEM student learning outcomes

Conference Session: Track 1: Technical Session 6: "Use of a multi-level self-study to engage campus stakeholders and improve STEM student learning outcomes "
Collection: 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
Authors: Jennifer Speed, Texas State University; Don Pair, University of Dayton
Tagged Topics: 2025 CoNECD Paper Submissions, Diversity

," International Journal of STEM Education vol. 10, no. 1, pp. 1-11, 2023.[5] M. Babeş-Vroman, T. N. Nguyen, and T.D. Nguyen, "Gender Diversity in Computer Scienceat a Large Public R1 Research University: Reporting on a Self-study," ACM Transactions onComputing Education (TOCE) 22, no. 2, pp. 1-31, 2021.[6] E.M. Bensimon, "The misbegotten URM as a data point," Los Angeles, CA: Center for UrbanEducation, Rossier School of Education, University of Southern California, 2016.[7] H.A. Bhatti, "Toward “inclusifying” the underrepresented minority in STEM educationresearch," Journal of Microbiology & Biology Education, vol. 22, no. 3, e00202-21, 2021.[8] D.J. Asai, "Race matters," Cell, vol. 181, no. 4, pp. 754-757, 2020.[9] A.G. Enriquez, C.B. Lipe, and B

Relevance Score: 0.5675742

WIP: Factors Influencing Faculty Pedagogical Decisions around Diversity, Equity, Inclusion, and Justice (DEIJ) in Engineering: A Comparative Case Study

Conference Session: Track 6: Technical Session 6: WIP: Factors Influencing Faculty Pedagogical Decisions around Diversity, Equity, Inclusion, and Justice (DEIJ) in Engineering: A Comparative Case Study
Collection: 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
Authors: Avis Carrero, Tufts University
Tagged Topics: 2025 CoNECD Paper Submissions, Diversity

asked to participate inthree components: a) an Electronic Survey, (b) an Interview (up to 75 minutes), and (c) anOptional member-checking interview (i.e., upcoming following the data analysis phase).Recruitment activities were dynamic and responsive as the study progressed and included (a)leveraging personal and professional networks, (b) obtaining faculty participant referrals, (c)electronic advertising in various venues (i.e., ASEE division listservs, faculty developmentconsulting groups), and (d) direct outreach to individual departments and faculty members.These activities resulted in a final sample of 36 faculty representing a range of contextual factors,including coming from 15 states, representing 18 institutions, various institutional

Relevance Score: 0.5040741

Learning and Adopting Principles of Diversity, Equity, Inclusion and Justice through the Development of a Sustainability Mindset Among First Year Engineering Students

Conference Session: CANCELLED: Track 3: Technical Session 2: Learning and Adopting Principles of Diversity, Equity, Inclusion and Justice through the Development of a Sustainability Mindset Among First Year Engineering Students
Collection: 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
Authors: Krystal Colón-Rivera, University of Puerto Rico, Mayaguez Campus; Nayda G. Santiago P.E., University of Puerto Rico, Mayaguez Campus; Aidsa I. Santiago-Roman, University of Puerto Rico, Mayaguez Campus; Christopher Papadopoulos, University of Puerto Rico, Mayaguez Campus; Sandra Loree Dika, University of North Carolina at Charlotte
Tagged Topics: 2025 CoNECD Paper Submissions, Diversity

students expressed thatindicate their development of understanding JEDI principles: (a) Diversity and Inclusion: Integration of DiversePerspectives; (b) Equity, Justice, and Accessibility; and (c) Community-Centric Approach, although the evidencealso suggests that not all students fluently apply these ideas in a problem-solving context. Overall, the resultssuggest that the 1-credit seminar is effective to build essential literacy of JEDI, which will be instrumental in futurework in sustainability engineering and design.1. IntroductionJustice, Equity, Diversity, and Inclusion (JEDI) are recognized as core components of educationin sustainability. JEDI are essential principles of the UN Sustainable Development Goals(SDG’s) (United Nations 2015) and

Relevance Score: 0.5040741

Report of a Survey of Early Career Latinx Engineers: Trends across 3 Years in Perceptions of the Workplace, Social Cognitions, Job Satisfaction, and Turnover Intentions

Conference Session: Track 4: Technical Session 1: Report of a Survey of Early Career Latinx Engineers: Trends across 3 Years in Perceptions of the Workplace, Social Cognitions, Job Satisfaction, and Turnover Intentions
Collection: 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
Authors: Lisa Y Flores, University of Missouri - Columbia; Rachel L Navarro, University of North Dakota; Jinkoo Lee, University of Missouri - Columbia; Bo Hyun Lee, The Ohio State University; Han Na Suh, Georgia State University - Perimeter College; Sarah Lynn Orton P.E., University of Missouri - Columbia; Pat Garriott
Tagged Topics: 2025 CoNECD Paper Submissions, Diversity

. 6 Method search Participants Year 1 (2022) Year 2 (2023) Year 3 (2024) N = 518 N = 253 N = 214 A B C Ø College of Engineering Alumni Offices sent emails to engineering graduates from their institution in 2014 or later Ø Snowball sampling Ø

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Hiring Practices to Build a Diverse Team at Wakr Forest Engineering: Transforming Engineering Education and Broadening Participation in Engineering is Possible!

Conference Session: CANCELLED: Track 5: Technical Session 5: Hiring Practices to Build a Diverse Team at Wakr Forest Engineering: Transforming Engineering Education and Broadening Participation in Engineering is Possible!
Collection: 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
Authors: Olga Pierrakos, Wake Forest University
Tagged Topics: 2025 CoNECD Paper Submissions, Diversity

Divisions (CED, WIED, DEED, MIND, ERM, LEES, etc.), Society of WomenEngineers (SWE), National Society for Black Engineers (NSBE), National Society forProfessional Engineers (NSPE), Professional Engineers societies, etc.Figure 2 shows an actual Wake Forest Engineering faculty ad from fall 2018. The content ofthis faculty ad shows vision, values, and inclusion. The ad has some elements that one would nottypically see in a faculty ad, including (a) departmental values upfront and visibly clear, (b) asection describing our uniqueness and a vision of the kind of engineering program we arelaunching, (c) a section describing a vision of who we want. The ask for the candidates alsodemonstrate inclusion and an invitation to align with the vision and values

Relevance Score: 0.5007305

Evaluating the five pillars of a Summer Bridge Program and their influence on participants' intentions to complete an engineering degree.

Conference Session: Track 5: Technical Session 1: Evaluating the five pillars of a Summer Bridge Program and their influence on participants' intentions to complete an engineering degree
Collection: 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
Authors: Lorena Benavides-Riano, Mississippi State University; Mahnas Jean Mohammadi-Aragh, Mississippi State University
Tagged Topics: 2025 CoNECD Paper Submissions, Diversity

expectations about career paths and future roles in engineering aftercollege graduation.Purpose of the Study Given the necessity to have effective intervention programs such as Summer Bridge thatpromote URM participation in the STEM field, the study addresses the following researchquestion: 1) Does participation in the summer bridge program significantly increase a) self-efficacy, b) math outcome expectations, c) goal orientation, d) feeling of inclusion, e) knowledge of MSU and the engineering industry, and f) career success expectations among students? The current study hypothesized that participation in the SBP will positively influencestudents' self-efficacy levels, math outcome expectations, goal orientation, feeling of

Relevance Score: 0.49752313

Bridging Educational Equity Gaps: A Systematic Review of AI-Driven and New Technologies for Students Living with Disabilities in STEM Education

Conference Session: Track 3: Technical Session 1: Bridging Educational Equity Gaps: A Systematic Review of AI-Driven Tools for Students Living with Disabilities in Engineering and STEM Education
Collection: 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
Authors: Kevin Zhongyang Shao, University of Washington; Denise Wilson, University of Washington; Eric Kyeong-Min Cho, University of Washington; Sophia Tang, University of Washington; Hanlin Ma, University of Washington; Sep Makhsous, University of Washington
Tagged Topics: 2025 CoNECD Paper Submissions, Diversity

Paper ID #45288Bridging Educational Equity Gaps: A Systematic Review of AI-Driven andNew Technologies for Students Living with Disabilities in STEM EducationKevin Zhongyang Shao, University of Washington Zhongyang (Kevin) Shao is currently a first-year Ph.D. student in Electrical and Computer Engineering (ECE) at the University of Washington, Seattle (UW). His research focuses on human-computer interaction and STEM education, particularly in developing user-centered, inclusive, and responsible AI technologies to enhance the accessibility and personalize learning for post-secondary STEM students. His current work

Relevance Score: 0.49649948

Revisiting Assessment Tools Used to Measure the Impact of Summer Program Interventions on Perceptions and Interest in Engineering Among Underrepresented Pre-College Students – A Work in Progress

Conference Session: Track 5: Technical Session 2: Revisiting Assessment Tools Used to Measure the Impact of Summer Program Interventions on Perceptions and Interest in Engineering Among Underrepresented Pre-College Students – A Work in Progress
Collection: 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
Authors: Zeynep Ambarkutuk, Virginia Polytechnic Institute and State University; Jesika Monet McDaniel, Virginia Tech Department of Engineering Education; Cynthia Hampton Ph.D., Virginia Polytechnic Institute and State University; Kim Lester, Virginia Polytechnic Institute and State University
Tagged Topics: 2025 CoNECD Paper Submissions, Diversity

changes in their short-term and long-term goals. The schedule ofsurveys for UPSILON specifically is included in Appendix B at the end of this work in progresspaper.Considerations Throughout the Evaluation ProcessThe considerations represented in this work in progress were the first time in multiple years thatthe scale, types, and coordination of assessment has been revisited in a more intentional way –especially post-shutdowns of 2020-2022. In revisiting the evaluation of the summer campsseveral key considerations were central to ensuring the effectiveness and accuracy of theassessments. We present the below categories that were essential in exploring: What changes andconsiderations are needed for documentation, data, and collection to capture

Relevance Score: 0.4335112

A Student-Centered, Theory-Informed, Integrated Model to Academic and Career Advising to Educate the Whole Engineer: Transforming Engineering Education and Broadening Participation in Engineering is Possible!

Conference Session: CANCELLED: Track 6: Technical Session 1: A Student-Centered, Theory-Informed, Integrated Model to Academic and Career Advising to Educate the Whole Engineer: Transforming Engineering Education and Broadening Participation in Engineering is Possible!
Collection: 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
Authors: Olga Pierrakos, Wake Forest University; Melissa C Kenny, Wake Forest University
Tagged Topics: 2025 CoNECD Paper Submissions, Diversity

, goals, and student needs. Some ofthe advising models documented in the literature include the following: (a) learning-centeredadvising approach (focused on connecting purpose of education with curriculum and degree),(b) engagement approach (focused on relationship building between student and advisor), (c)developmental advising approach (focused on student development and growth), (d)prescriptive academic advising approach (focused on checklists towards degree completion), (e)proactive advising approach (focused on students initiating advising meetings and advisorstacking those identified as at academic risk), (f) appreciative advising approach (focused oncreating positive interactions to support growth and academic planning), (g) flipped

Relevance Score: 0.42985165

Building a Future in STEM: The Girl Scouts and a University Partnership

Conference Session: Track 4: Technical Session 6: Building a Future in STEM: The Girl Scouts and a University Partnership
Collection: 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
Authors: Elizabeth Hart, University of Dayton
Tagged Topics: 2025 CoNECD Paper Submissions

Building a Future in STEM:The Girl Scouts and aUniversity PartnershipBETH HART, UNIVERSITY OF DAYTONMEGAN RAMSEY, GIRL SCOUTS OF WESTERN OHIOOverview of the gender disparity inengineering and STEM fields ❑ Women earning close to half of all STEM bachelor's degrees in the United States ❑ Women earned two-thirds of bachelor’s degrees in life sciences, psychology, and social sciences ❑ Women are underrepresented in more math-intensive fields: 39% in geoscience, 22% in engineering, 42% in mathematics, 19

Relevance Score: 0.39916402

The Cocreation of a Safe Space that Centers Women of Color Academics

Conference Session: Track 1: Technical Session 6: The Cocreation of a Safe Space that Centers Women of Color Academics
Collection: 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
Authors: Jameka Wiggins, The Ohio State University; Monica Farmer Cox, The Ohio State University; Monique S. Ross, The Ohio State University; Shawanee' Patrick, The Ohio State University
Tagged Topics: 2025 CoNECD Paper Submissions, Diversity

Paper ID #45267The Cocreation of a Safe Space that Centers Women of Color AcademicsMs. Jameka Wiggins, The Ohio State University Jameka Wiggins is a Ph.D. Candidate in Engineering Education, specializing in Organizational Change in Higher Education and Industry at The Ohio State University. Concurrently, she is pursuing a Master’s in Engineering Management. Jameka’s current research explores how engineering faculties’ positionality and lived experiences shape their critical consciousness development. As a scholar and advocate, she seeks to amplify the voices of underrepresented groups in engineering by exploring their

Relevance Score: 0.2822516

Using Strategic Planning Processes to Promote Success for Undergraduate CS Students at a Systemic Level

Conference Session: Track 4: Technical Session 2: Using Strategic Planning Processes to Promote Success for Undergraduate CS Students at a Systemic Level
Collection: 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
Authors: Jamie Huber Ward, NCWIT; S. Kiersten Ferguson; Sherri L Sanders
Tagged Topics: 2025 CoNECD Paper Submissions, Diversity

Paper ID #45139Using Strategic Planning Processes to Promote Success for UndergraduateCS Students at a Systemic LevelDr. Jamie Huber Ward, NCWIT Jamie Huber Ward is a social scientist and Associate Director of Higher Ed for NCWIT at the University of Colorado Boulder. Her research focuses on organizational change in higher education; collaborative pedagogy; curriculum reform; post-secondary student experiences; and the experiences of faculty and staff in academic computing workplaces. Jamie’s work includes implementing and analyzing research projects designed to enhance all students’ success and sense of belonging post