Conference Session

Track: Collegiate - Technical Session 2

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Jessica R. Deters, Virginia Tech; Ashley R. Taylor, Virginia Tech; Teirra K. Holloman, Virginia Tech; Dustin M. Grote, Virginia Tech; David B. Knight, Virginia Tech

Tagged Topics

Collegiate, Diversity

sports with his wife, son, and dog.Dr. David B Knight, Virginia Tech David B. Knight is an Associate Professor and Assistant Department Head of Graduate Programs in the Department of Engineering Education at Virginia Tech. He is also Director of International Engagement in Engineering Education, directs the Rising Sophomore Abroad Program, and is affiliate faculty with the Higher Education Program. His research tends to be at the macro-scale, focused on a systems-level perspective of how engineering education can become more effective, efficient, and inclusive, tends to be data-driven by leveraging large-scale institutional, state, or national data sets, and considers the inter- section between policy and

Conference Session

Track: Collegiate Technical Session 12

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Michael Scott Sheppard Jr., Arizona State University; Nadia N. Kellam, Arizona State University; Samantha Ruth Brunhaver, Arizona State University

Tagged Topics

Collegiate, Diversity

Member.Dr. Samantha Ruth Brunhaver, Arizona State University Dr. Samantha R. Brunhaver is an Assistant Professor within The Polytechnic School, one of six schools in the Ira A. Fulton Schools of Engineering at Arizona State University. She is a mixed-methods researcher with focus on the preparation and pathways of engineering students. Her specific research interests include engineering student persistence and career decision-making, early career engineering practice, faculty pedagogical risk-taking, and entrepreneurial mindset. She completed her B.S. in Mechanical Engineering at Northeastern University and her M.S. and Ph.D. in Mechanical Engineering at Stanford University. Prior to ASU, she worked as an engineer at A

Conference Session

Track : Collegiate - Technical Session 7

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Janice Leshay Hall, Virginia Tech; Dina Verdin, Purdue University, West Lafayette; Walter C. Lee, Virginia Tech; David B. Knight, Virginia Tech; Allison Godwin, Purdue University, West Lafayette

Tagged Topics

Collegiate, Diversity

terms of providing career development support forstudents in STEM, the way the departments are combined (e.g., professional versus non-professional) could dictate the values of top-level administrators and influence how theyconstruct possible solutions/interventions and how final decisions are implemented. Theprofessional nature of the engineering field may have a sizable impact on the extent to whichcollege administrators decide to create an engineering-specific career fair to provide access tointernship opportunities in the same way a college of science may prioritize undergraduateresearch to prepare its students for graduate studies or other professional schooling.Exo (Institutional) LevelAt the exo (or institutional) level, the type of

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

• deliver relevant and challenging educational programs to attract an outstanding diverse student body • prepare graduates for rewarding careers in their chosen professions and encourage graduates to extend their level of knowledge through lifelong learning • conduct leading edge research advances engineering science and stimulate the intellectual development and creativity of both students and faculty, • extend exemplary engineering service and transfer knowledge that contributes to the well- being and betterment of society. In order to broaden participation in engineering, UNL COE will broaden the admission reviewprocess to deemphasize student test scores and 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

, and the pronouns correspond to the gender identified by the participant in thequalification survey.The analysis team included faculty members and graduate students in engineering and scienceeducation, as well as a multi-disciplinary team of undergraduate students divided into six-personsub-teams exploring themes related to academic influences, social influences, and familialinfluences. The focus of this paper is on data analyzed by the familial influences sub-team.Each transcript was unitized prior to distribution to the undergraduate analysis team, so that teammembers would be coding the same meaningful units of text [26]. Individual team members readthe interview transcripts and created open codes related to themes they found. The analysis

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

, increased awareness or any of the other analytics measured by the social media channels but in how many students applied, were accepted, and then ultimately enrolled in the Engineering Academies. To begin measuring the return on investment, the Engineering Academies team conducted a survey in December 2018. The survey was distributed to 374 students, all of whom enrolled in an Engineering Academy in fall 2017 or later. Of the 76 who responded, 51.3 percent were first introduced to the Engineering Academies by a Texas A&M or 2‐year institution staff or faculty member. This includes campus visits to Texas A&M or a partner 2‐year institution, college and career fairs across Texas, and individual high school visits.  Additional responses show