Education, vol. 101, no. 3, pp. 439–468, Jul. 2012.[6] M. Ing and C. Victorino, “Differences in Classroom Engagement of Asian American Engineering Students: Classroom Engagement and Asian American Students,” J. Eng. Educ., vol. 105, no. 3, pp. 431–451, Jul. 2016.[7] R. Chang, “3. Why We Need a Critical Asian American Legal Studies,” in 3. Why We Need a Critical Asian American Legal Studies, New York University Press, 2000, pp. 48–60.[8] S. D. Museus and P. N. Kiang, “Deconstructing the model minority myth and how it contributes to the invisible minority reality in higher education research,” New Directions for Institutional Research, vol. 2009, no. 142, pp. 5–15, Mar. 2009.[9] B. H. Suzuki, “Education and the Socialization of Asian
; Exposition, Salt Lake City, Utah, 2018.[7] C. C. Samuelson and E. Litzler, "Community Cultural Wealth: An Assets-Based Approach to Persistence of Engineering Students of Color," Journal of Engineering Education, vol. 105, pp. 93-117, 2016.[8] B. R. Sandler, "The chilly classroom climate: A guide to improve the education of women," 1996.[9] R. M. Marra, K. A. Rodgers, D. Shen, and B. Bogue, "Leaving Engineering: A Multi-Year Single Institution Study," Journal of Engineering Education, vol. 101, pp. 6-27, 2012.[10] B. N. Geisinger and D. R. Raman, "Why they leave: Understanding student attrition from engineering majors," International Journal of Engineering Education, vol. 29, pp. 914- 925, 2013.[11] M
Program Chair for the ASEE Faculty Development Division, and the Vice Chair for the Research in Engineering Education Network (REEN). He holds degrees in Industrial Engineering (BS, MS) from the National Experimental University of T´achira, Master of Business Administration (MBA) from Temple University, and Engineering Education (PhD) from Virginia Tech.Dr. Jennifer Lyn Benning, Virginia Polytechnic Institute and State University Dr. Jennifer Benning is an Instructor in the Engineering Education Department at Virginia Tech.Donna Westfall-Rudd ©American Society for Engineering Education, 2023 P R E S E NT A T I ON B Y Q U A L L A J O K E T CH U MWALKING BETWEENTWO WORLDSCreating a Framework for
had a lot of group work. So [there were] all these guys and then us in our little three group. . . and the teacher just hated us. He just hated us. Personally, I feel like it was because we were, you know, all the girls that group together, we didn't branch off, we were our own group. Literally doing assignments, an [all-guy] group would do the exact same thing as us. Exact same thing, he would tell them the exact same thing, they got an A versus we got a B. So you could definitely tell that there was the bias. And we all saw it. And we all knew it in the way that he talked to us treated us. . . . I mean, you know, at the end of the day, we're all here to be engineering students. He made that
/awardsearch/showAward?AWD_ID=0811239&HistoricalAwards=fal se[5] Focus on Resources for Women's Advancement, Recruitment/Retention, and Development (FORWARD), North Dakota State University (NDSU), 2009-2019, [Online], Available: https://www.ndsu.edu/forward/[6] Advocates and Allies, North Dakota State University, 2008-present, [Online], Available: https://www.ndsu.edu/forward/advocates_and_allies/[7] L. Babcock, B. Peyser, L. Vesterlund, and L. Weingart, The No Club – Putting a Stop to Women’s Dead End Work, Simon & Shuster, 1st Edition, 2022.[8] S. Wiley and C. Dunne, “Comrades in the Struggle? Feminist Women Prefer Male Allies Who Offer Autonomy- not Dependency-Oriented Help,” Sex Roles, vol. 80, pp. 656
purpose, we analyzed a) written student responses from a workshop activity, b) datafrom semi-structured interviews that occurred after the workshop, and 3) responses to an exitsurvey administered at the conclusion of the five-week program. Combined, these data sourcesshed light on expectations students developed by the end of the program. We found that studentsemerged from the SBP with varying degrees of expectations regarding the alignment between theSBP experience and a college semester in engineering. We also found that students’ experiencesand observations led them to recognize that marginalization exists in engineering while they alsoviewed engineering as a level playing field. We uncovered that when asked how they wouldrespond to
; Networking a. Guide & support PEERs’ in the broader NSF INCLUDES Alliance. b. Expand access to a robust network of leaders in the engineering education landscape. 2. Data a. Deepen & extend PEERs’ knowledge & understanding of national engineering landscape. b. Expand PEERs’ use of data & tools that inform decision making at their own institutions. 3. Assessment a. Deepen & extend PEERs’ knowledge & understanding of national engineering landscape. b. Expand PEERs’ use of data & tools that inform decision making at their own institutions. 4. Research a. Deepen & extend PEERs’ knowledge of
Paper ID #36485The College Experiences of Undergraduate Students with ADHD: A ScopingLiterature ReviewNolgie O. Oquendo-Col´on, University of Michigan Nolgie Oquendo-Col´on is an Engineering Education Research Ph.D. student at the University of Michi- gan. He holds a master’s and a bachelor’s degree in Industrial Engineering from the University of Puerto Rico at Mayaguez. Research interests include Diversity and Inclusion, neurodivergent students and engi- neering cognition.Dr. Cynthia J. Finelli, University of Michigan Dr. Cynthia Finelli is Professor of Electrical Engineering and Computer Science, Professor of Educa
would not believe what I have to go through to prove my intellectual value! Stereotype management among academically successful Black mathematics and engineering students”. American Educational Research Journal, 48(6), 1347-1389.[11] S. L. Gibson & M. M. Espino (2016). “Uncovering Black womanhood in engineering”. NASPA Journal About Women in Higher Education, 9(1), 56-73.[12] B. T. Kelly, P. J. Gardner, J. Stone, A. Hixson, & D. Dissassa (2019). “Hidden in plain sight: uncovering the emotional labor of Black women students at historically White colleges and universities”. Journal of Diversity in
. (2009). Document analysis as a qualitative research method. Qualitative ResearchBreznik, K., & Law, K. M. (2019). What do mission statements reveal about the values of top universities in the world?. International Journal of Organizational Analysis.Bushong, M. (2021, October 20). Diversity center goes live. George Mason University. Retrieved October 13, 2022, from https://www.gmu.edu/news/2021-10/diversity-center- goes-liveCarton, B. (2022). Black Lives Next Door: George Mason & Northern Virginia In an Age of Disparity & Opportunities . Home · black lives next door · legacies. Retrieved October 12, 2022, from https://silverbox.gmu.edu/legacy/s/blnd/page/homeCenters and labs. College of Engineering and
p ro je c tio nsAn a b b re via t e dREPORT CARDQu o t e s & Te s t im o n ia ls ○ MC2 Parent: “My daughter used to love math…. ○ MC2 Parent: “My child has so much fun in Math Circles that he asked me after todays session to PLEASE Sign him up [for summer]!” ○ Students: ■ “I like the new problems and puzzles I never knew math had.” ■ “They teach us things that we don’t often learn at school. It’s not normal math like equations, it’s word problems that involve different thinking.”04HP Su p p o rta n d Sh a re dVis io nHP’s Im p a c t ○ MC2 Growth ○ Free and Local ○ Experiments & IterationGu id in gQu e s t io nRe vis it e dGuiding Questions:What are the
the P-12 Education Workplace, co-editor of the book Leadership in turbulent times: Cultivating diversity and inclusion in the Higher Education Workplace, editor of the Journal of Education Human Resources, and the Director of the Talent Centered Education Leadership Initiative. Prior to his professorship, Tran served as an HR practitioner in both the private sector and in public education. He draws from both experiences in his research and teaching.Ms. Maria L Espino M.A, Iowa State University of Science and Technology Maria Luz Espino, M.A. is a doctoral candidate in the Higher Education Administration program at Iowa State University. She holds a Masters degree in Educational Policy and Leadership from Marquette Uni
Science 2 Fall 2020Student and faculty demographics are summarized in Table 3. Students were categorized as“B+H+N” which includes U.S. Citizen and permanent resident students who identified as Black,Hispanic, and Native American (includes American Indian, Native Hawaiian, Alaska Native orNative Pacific Islander) or multi-racial including one of these identities; “W+A,” which includesU.S. citizen/permanent resident students who identify as White or Asian; and International,without regard to ethnicity. Students from one department that was surveyed as part of Cohort 1were not asked for their citizenship status. Based on university data, those who provided anethnic identification were assigned to the most likely group. In
undergraduate HBCUexperience help to prepare Black engineering students to navigate the PWIs on the graduatelevel. A possible avenue to explore this could be to identify experiences that bolster Blackengineering identity in a way that persists through matriculation into a hostile environment, suchas a PWI.References[1] C. M. L. Phillips, J. S. London, W. C. Lee, A. S. Van Epps, and B. A. Watford, “Reflections on the messiness of initiating a systematic literature review on broadening participation in engineering and computer science,” Proc. - Front. Educ. Conf. FIE, vol. 2017-October, pp. 1–8, 2017, doi: 10.1109/FIE.2017.8190482.[2] J. Roy, A. Erdiaw-Kwasie, C. Stuppard, and T. King, Engineering & Engineering Technology By
various levels of theEST framework, most of the bars (i.e., “A, B, D, and E”) exist in the microsystem. We believethis is because although this student is in her junior year as a computer engineering student, sheis still building her network. The microsystem represents systems that are close to the individual,therefore, a junior computer engineering student might have many forms of capital that are closeto her and that allow her to succeed in her major. However, this student is likely still building herexternal networks that would exist in the mesosystem, exosystem, macrosystem, orchronosystem. The mesosystem would require her to have at least two systems with whom sheinteracts, such as when an advisor advocates for her to one of her professors
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
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
: 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
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
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
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
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
. 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
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
Paper ID #36431Community College Computing Programs’ Unique Contexts for PromotingGender EquityDr. Erin Carll, University of Washington Erin Carll is an evaluator and researcher at the University of Washington Center for Evaluation and Re- search for STEM Equity. She earned a PhD and MA in Sociology as well as a certificate in demographic methods and a concentration in social statistics from UW. She also earned an MA in Russian, East Eu- ropean, and Eurasian Studies from Columbia University, a BA in Political Science and Russian Studies from Central Connecticut State University, and an AA in Liberal Arts and Sciences from
Paper ID #36477Get Outside and Learn (GOAL) Engineering KitsJennifer Bishop, University of Maryland College Park Jen Bishop is the Assistant Director - Outreach and Recruitment for the Women in Engineering Program at the University of Maryland, A. James Clark School of Engineering, where she draws upon her 10+ years of STEM and Maker education experience to inspire future engineers. Jen has a Bachelor’s degree in Anthropology from the University of Texas at Austin and a Master of Library and Information Science degree from the University of Maryland.Dr. Vincent Nguyen, University of Maryland College Park Vincent P
Paper ID #36459IBM Pathways Program - Empowering technical talent to grow and succeedMr. Callistus Ndemo, IBMMs. Laura Casale, IBM Laura is a Learning Consultant working on contract for IBM. She is representing the IBM Pathways Program, as well as the Program Owner and Leader, Lisa Gable. Laura has a long career with IBM, serving in many HR functions including Talent Management, Talent Development, Learning and Leadership Development. She has extensive experience designing, imple- menting, and scaling learning solutions that drive individual and organizational growth. Besides IBM, Laura also worked in the Financial
Paper ID #36414Discovering our ”We”: Marginalization as Connection betweenInternational STEM Faculty and their Black and Brown Doctoral MenteesDr. Lisa Merriweather, University of North Carolina at Charlotte Lisa R. Merriweather is a professor at the University of North Carolina at Charlotte. She received her PhD in Adult Education with a graduate certificate in Qualitative Inquiry from the University of Georgia in 2004. Her research focuses on issues of equity and social justice within adult education, informal edu- cation, and doctoral education. She explores the critical philosophy and sociology of race and anti-Black
the Pre-Collegiate, Collegiate and Professional demographics. She is also responsible for the Society’s spon- sored programs and research efforts. Prior to joining NSBE, Dr. Rochelle served as Project Director and Co-Principal Investigator for the ADVANCE Resource Coordination (ARC) Network with the Associa- tion for Women in Science (AWIS) and Research Scientist in the Office for Academic Affairs at Prairie View A&M University. In 2016, Rochelle was selected as a Christine Mirzayan Science and Technology Policy Fellow with the National Academies of Science, Engineering, and Medicine in Washington, DC. As a fellow, she supported the Committee on Women in Science, Engineering, and Medicine on the initial
Paper ID #36421External review letters for promotion and tenure decisions atresearch-intensive institutions: An analysis of the content of templateletters for bias and recommendations for inclusive languageProf. Cinzia Cervato, Iowa State University Cinzia Cervato is the lead PI of the NSF-funded ADVANCE Midwest Partnership project and Morrill Professor of Geological and Atmospheric Sciences. She has served as a faculty fellow for early career and term faculty in the Office of the Provost and faculty fellow for strategic planning in the College of Liberal Arts & Sciences. She earned a doctor of geology degree from the