Conference Session

Track: Collegiate - Technical Session 7

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Jennifer Blue, Miami University; Amy Summerville, Miami University; Brian P Kirkmeyer, Miami University

Tagged Topics

Collegiate, Diversity

Paper ID #24884Social Belonging Among Engineering Students in Early Required CoursesDr. Jennifer Blue, Miami University Jennifer Blue is an Associate Professor of Physics at Miami University. She works to give more people access to physics. Sometimes that’s reforming the curriculum for introductory classes, sometimes it’s working with K-12 science teachers, and sometimes it’s advocating for traditionally excluded populations, including women in STEM. Her website can be found here: http://www.users.miamioh.edu/bluejm/.Dr. Amy Summerville, Miami University Dr. Summerville is an Associate Professor in the Department of

Conference Session

Track: Collegiate - Technical Session 6

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Julian Viera Jr., University of Texas, El Paso; Elsa Q. Villa, University of Texas, El Paso; Christina Convertino; Erika Mein, University of Texas, El Paso; Sarah Hug, University of Colorado, Boulder

Tagged Topics

Collegiate, Diversity

for students from minoritybackgrounds [23]. While the range and type of learning communities may vary [24, 25], mostlearning communities embody several vital characteristics, including the use of smaller groupsamong faculty and students; the bringing together of faculty and students in more meaningfulways; curriculum integration; emphasis on the development of academic and social supportnetworks; and a focus on learning outcomes [26]. Learning communities help foster increasedstudent engagement, defined by Astin [27] as “the amount of physical and psychological energythat the student devotes to the academic experience” (p. 518).Description of InterventionThis project builds on a previous grant-funded project aimed at small cohorts of

Conference Session

Track : Collegiate - Technical Session 8

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Jon Carter Buchanan, Texas A&M University; Amy Suzan Klinkovsky, Texas A&M Engineering

Tagged Topics

Collegiate, Diversity

&M Engineering Academies, which is the first engineering transition program of its kind in the United States. This innovative program provides a pathway to students interested in pursuing an engineering degree at Texas A&M University. Students admitted to an Engineering Academy are Texas A&M engineering students co‐enrolled at Texas A&M University in the College of Engineering and at a participating 2‐year institution. They enroll in math, science and core curriculum courses through the 2‐year and have the unique opportunity to enroll in Texas A&M engineering courses taught by Texas A&M faculty on the 2‐year campus. Students can spend a minimum of one year up to a maximum of two years co‐enrolled before transitioning

Conference Session

Track: Collegiate - Technical Session 5

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Crystal M. Pee, Virginia Tech; Walter C. Lee, Virginia Tech; Jeremi S. London, Virginia Tech; Gilbert Jew, Arizona State University; Teirra K. Holloman, Virginia Tech; Chaneé D. Hawkins Ash , Virginia Tech; Bevlee Watford, Virginia Tech

Tagged Topics

Collegiate

development of engineering standards (e.g., Engineering for USAll) and the growing number of public, private, and charter schools with engineering subjectsspeaks to an increasing interest in integrating engineering in the K-12 curriculum. However,because such efforts are not yet widely implemented, monitoring K-12 efforts of broadeningparticipation at the national level is unlikely. The same can also be said for informal engineeringeducation (outreach programs, museums, toys, etc.), which is also a prominent form ofparticipation in engineering at the K-12 level.After compulsory education, those wishing to pursue engineering as a career then proceed tohigher education. Here, this can entail the completion of an associate's degree, bachelor’s degree

Conference Session

Track: Collegiate - Technical Session 1

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

David Jones, University of Nebraska, Lincoln; Sohrab Asgarpoor, University of Nebraska, Lincoln; Jen Skidmore, University of Nebraska, Lincoln; Lance C. Pérez, University of Nebraska, Lincoln; Trish Wonch Hill; Michael Loehring; Emily Griffin Overocker, University of Nebraska, Lincoln

Tagged Topics

Collegiate, Diversity

, handling stress, etc. Service and Civic Responsibility: Engineering is a service profession. Engineers are charged to use their talents and gifts to solve problems that impact others. The performance and practice of engineering is an act of service. Understanding of Engineering Ethics: Engineers are expected to exhibit the highest standards of honesty and integrity. Engineers are to hold paramount the safety, health, and welfare of the public. Those whom engineers serve deserve nothing less. As one example, the competencies are also used in the required first-year seminar course, wherestudents create action plans and write goals to

Conference Session

Track: Collegiate - Technical Session 11

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Julia Machele Brisbane, Clemson University; Eliza Gallagher, Clemson University; Abigail E. Hines, Clemson University; Joseph Murphy, Clemson University; lesteria Armoni Dunwoody, Clemson University; Khushi Patel, Clemson University; Aubrie Lynn Pfirman, Clemson University; Shannon Roberson; Anand K. Gramopadhye, Clemson University

Tagged Topics

Collegiate, Diversity

University Dr. Gallagher is an Assistant Professor of Engineering and Science Education at Clemson University, with joint appointments to Mathematical Sciences and Education & Human Development. Her research inter- ests include student cognition in mathematics, development of teacher identity among graduate teaching assistants, curricular reform to foster diversity and inclusion in STEM fields, and development of mathe- matical knowledge for teaching. She is co-PI on an NSF INCLUDES Design and Development Launch Pilot, ”Statewide Coalition: Supporting Underrepresented Populations in Precalculus through Organiza- tional Redesign Toward Engineering Diversity (SC:SUPPORTED),” Award #EEC-1744497.Abigail E Hines, Clemson

Conference Session

Track: Collegiate - Technical Session 13

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Beth A. Myers, University of Colorado, Boulder; Angela R. Bielefeldt, University of Colorado, Boulder; Jacquelyn F. Sullivan, University of Colorado Boulder

Tagged Topics

Collegiate, Diversity

names and scoring many times since then. It isalso a standardized test to assess students’ college aptitudes, however it has historically not beenaligned with high school curriculum or standards. In early offerings, test takers were commonlythose students who ended up applying to select, prestigious institutions. Over the years, thenumber and demographics of students taking the SAT has grown dramatically [6].Currently, SAT scores can range from 200 to 800 for each of two major sections: evidence-basedreading and writing and the math section. Possible total scores range from 400 to 1600, a sum oftest results from the two 800-point test sections. An additional essay score is also included. TheSAT Total score was historically maxed at 1600