Conference Session

NEW SESSION Track : Learning Spaces, Pedagogy, & Curriculum Design Technical Session 8

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Gretchen Achenbach, University of Virginia

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

help us make sense of information. Schemas areuseful because they enable us to make quick, automatic judgements about things.Unfortunately, we often overlook things that don’t fit our schemas. That’sunconscious bias. 10You’re probably already aware that society is biased about gender and technology.The picture is from the Barbie book “I can be a Computer Engineer,” which was partof a series intended to expose girls a variety of careers.In this book, Barbie first downplays her role in her school computer project, thenmesses up her sister’s computer, then has to take the computer to the boys to get itfixed.S. Marenco, I can be an Actress/ I can be a Computer

Conference Session

Track: Learning Spaces, Pedagogy & Curriculum - Technical Session 11

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Catherine E. Brawner, Research Triangle Educational Consultants; Catherine Mobley, Clemson University; Rebecca Brent, Education Designs, Inc; Marisa K. Orr, Clemson University; Maya Rucks, Clemson University; Cindy Waters, Naval Surface Warfare Center

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

appointment in the Department of Mechanical Engineering at Clemson University. Her research interests include student persistence and pathways in engineering, gender equity, diversity, and academic policy. Dr. Orr is a recipient of the NSF CAREER Award for her research entitled, ”Empowering Students to be Adaptive Decision-Makers.”Maya Rucks, Clemson University Maya Rucks is an engineering education doctoral student at Clemson University. She received her bache- lor’s degree in mathematics from the University of Louisiana at Monroe and her master’s degree in indus- trial engineering from Louisiana Tech University. Her areas of interest include, minorities in engineering, K-12 engineering, and engineering curriculum

Conference Session

Track: Learning Spaces, Pedagogy, and Curriculum Design Technical Session 3

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Elizabeth Hane, Rochester Institute of Technology; Scott Franklin, Rochester Institute of Technology

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

Paper ID #24767Improving Inclusivity and Diversity in College STEM Programs through Metacog-nitive Classroom PracticesDr. Elizabeth Hane, Rochester Institute of Technology Dr. Elizabeth Hane is a forest ecologist, and an associate professor in the Gosnell School of Life Science at the Rochester Institute of Technology. She also serves as the Faculty Associate to the Provost for General Education, and advises RIT’s provost on issues surrounding general education curriculum and delivery. Her research focus has recently shifted from ecology to developing methods that support the retention of underrepresented students in

Conference Session

Track: Learning Spaces, Pedagogy, & Curriculum Design Technical Session 2

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Alisha L. Sarang-Sieminski, Franklin W. Olin College of Engineering; Adva Waranyuwat, Franklin W. Olin College of Engineering; Emily Ferrier, Franklin W. Olin College of Engineering; Alison Wood , Franklin W. Olin College of Engineering; Daniela Faas, Franklin W. Olin College of Engineering

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

sanitation, as well as sustainability solutions, through interdisciplinary approaches. Since joining the Olin College faculty she has also dived into the field of engineering education with an emphasis on integration of arts, humanities, and STEM. Her love of learning was first fostered by an unusual elementary school education that was deeply inter- disciplinary with a substantial arts curriculum. After graduating from Harvard University with a B.A. in Dramatic Literature, she worked professionally in theater and wrote and recorded two musical albums. She then returned to school to study engineering, earning a B.S. in Civil Engineering from Rutgers Uni- versity in 2011. While completing her degree at Rutgers, she wrote

Conference Session

Track: Learning Spaces, Pedagogy & Curriculum Design Technical Session 10

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Mary Ann E. Leung, Sustainable Horizons Instittute; Silvia Crivelli

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

developing and implementing novel and measurably impactful initiatives. At Sustainable Horizons, her combined experience base in science and education formulates the presence that is shaping STEM futures. As program manager for the Department of Energy (DOE) Computational Science Graduate Fellowship (CSGF) program, Dr. Leung evangelized the use of high performance computing by developing work- shops, arranging for large allocations coupled with training and mentoring, and increasing usage of DOE supercomputing resources. During her tenure, the program achieved an unprecedented level of recruit- ment and fellow and alumni engagement, represented by a strategic, multifaceted integration of online, regional

Conference Session

Track Learning Spaces, Pedagogy & Curriculum Design Technical Session 8

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Ken S. Ball P.E., George Mason University; Oscar Barton, Jr. P.E., George Mason University; Sharon A. Caraballo, George Mason University; Liza Wilson Durant, George Mason University; Michelle Marks, George Mason University; Angelina Jarrouj, George Mason University; Robin Rose Parker

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

Tech from 2004-2012, and was Temple Foundation Endowed Faculty Fellow in Engineering and Professor of Mechanical Engineering at The University of Texas at Austin from 1989- 2004. Ken has been an active member of ASEE since 1992. He is currently the Campus Representative Coor- dinator for the Southeastern Section of ASEE, and has also served on the ASEE Constitution and Bylaws Committee. Ken is a member of the ASEE Engineering Deans Council Executive Board and its Public Policy Committee. Ken is a registered professional engineer in the State of Texas and a member of NSPE. He is also active in the Virginia Society of Professional Engineers, and is involved in legislative initiatives and public policy issues at

Conference Session

Track : Learning Spaces, Pedagogy, & Curriculum Design Technical Session 7

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Mahauganee Dawn Bonds, Georgia Institute of Technology; Veronica van Montfrans, Georgia Institute of Technology; Joseph M. LeDoux, Georgia Institute of Technology; Wendy C. Newstetter, Georgia Institute of Technology

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

Technology Dr Wendy C. Newstetter is the Assistant Dean of Educational Research and Innovation in the College of Engineering at Georgia Tech. c American Society for Engineering Education, 2019Identifying a “Starting Point” for Diversity and Inclusion Initiatives: An ExecutiveSummary from Findings in a Problem-Based Learning Team-Centric CourseAbstract: Teamwork in educational settings can improve learning and prepares students forwhat they will encounter in the workplace, especially within engineering positions. Teamdiversity can strongly influence its success, sometimes for better, sometimes for worse: diversitycan improve the quality and creativity of a team’s outcomes but can also increase the chances

Conference Session

Track: Learning Spaces, Pedagogy, and Curriculum Design Technical Session 4

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Benjamin David Lutz, California Polytechnic State University, San Luis Obispo; Michelle Kay Bothwell, Oregon State University; Nick AuYeung, Oregon State University; Trevor Kenneth Carlisle, Oregon State University; Natasha Mallette P.E., Oregon State University; Susannah C. Davis, Oregon State University

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

. (2011). What is the best way to achieve broader reach of improved practices in higher education? Innovative Higher Education, 36(4), 235–247.Kezar, A., & Eckel, P. (2002). Examining the institutional transformation process: The importance of sensemaking, interrelated strategies, and balance. Research in Higher Education, 43(3), 295–328.Mallette, N. D., Bothwell, M., & Kelly, C. (2018). Developing an Integrated Curriculum-wide Teamwork Instructional Strategy. In American Society for Engineering Education Annual Conference. Salt Lake City, UT.Matos, S. M., Riley, D., & Akera, A. (2017). WannABET? Historical and Organizational Perspectives on Governance in Engineering Education. In ASEE Annual Conference &

Conference Session

Track: Learning Spaces, Pedagogy & Curriculum Design Technical Session 13

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Kyle F. Trenshaw, University of Rochester; Elif Miskioglu, Bucknell University; Philip Asare, Bucknell University; Nir Aish

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

Paper ID #24982Leaders Like MeDr. Kyle F Trenshaw, University of Rochester Kyle Trenshaw is currently the Educational Development Specialist at the University of Rochester’s Cen- ter for Excellence in Teaching and Learning. He received his B.S. in chemical engineering from the University of Missouri in 2009, and his M.S. (2011) and Ph.D. (2014) in chemical engineering from the University of Illinois, Urbana-Champaign. His research interests include science, technology, engineer- ing, and mathematics (STEM) education; supporting diversity in STEM fields with an emphasis on les- bian, gay, bisexual, transgender, queer