Conference Session

Track 1: Technical Session 6: stEm PEER Academy: the Power of Human Capital

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Jennifer Ocif Love, Northeastern University; Claire Duggan, Northeastern University; Elizabeth H. Blume, Northeastern University Engineering PLUS Alliance

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CoNECD Paper Sessions, Diversity

Paper ID #40759stEm PEER Academy: the Power of Human CapitalDr. Jennifer Ocif Love, Northeastern University Dr. Jennifer Love is a full-time faculty member of Northeastern University’s College of Engineering, most recently in the First Year Engineering program. She is currently the Associate Director for the Center for STEM Education. She has a Bachelor of Science in Mechanical Engineering from Rensselaer Polytechnic Institute (1993), a Master of Science in Biomedical Engineering from The University of Iowa (1997) and a Doctorate in Education from Northeastern University (2022) where she recently completed her

Conference Session

Session 5 - Track 3: stEm PEER Academy

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

Jennifer Ocif Love, Northeastern University; Claire Jean Duggan, Northeastern University; Jacqueline A. Isaacs, Northeastern University; Johne' M Parker, University of Kentucky; Keisha Marie Norris, Miami University

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CoNECD Paper Sessions, Diversity

foundational research in student retention and other evidence-based practices that engage, enroll, and graduate their women and BIPOC engineers.5. Professional Learning a. Provide a toolbox of resources to guide collaboration and partnerships at their respective institutions, with partners, and with each other (broader impact/broadening participation, proposal development, writing research papers, etc.). b. Expand PEERs’ understanding of national funding opportunities aligned with their institutional goals (NSF grants, national education grants, industry grants, etc). 1017

Conference Session

Technical Session 12 - Paper 3: Increasing Minority Student Applications to STEM Graduate Programs: Lessons Learned and Outlook for a New Program

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Kingsley Nwosu Jr, Virginia Polytechnic Institute and State University; Tremayne O'Brian Waller, Virginia Polytechnic Institute and State University; Mandy J Wright, Fields Wright Consulting; Mike Ekoniak, Youngstown State University - Rayen School of Engineering

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CoNECD Paper Sessions, Diversity

do you plan to study? What kind ofresearch interests you?" And "Who are you? What is your story?" With peer review,revision plans, and ultimately pulling the writing together into a polished statement;with a day long closing institute in September. 20 Program Design 2021: Adapting and Changing Mid-Stream ▪ GRE scholarships ▪ GEM Grad Lab ▪ NSF GRFP workshop ▪ Graduate school research & personal statements workshops ▪ Monthly asynchronous group workshops ▪ By mid-summer, completely asynchronous, individual & small group ▪ Graduate school research, personal

Conference Session

Technical Session 11 - Paper 4: Living, Learning & Growing Together: Engineering Your World

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Ana M Dison, University of Texas at Austin

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CoNECD Paper Sessions, Diversity

create a partnership with the College of Natural Sciences to develop and deliver bias and inclusion workshops and training across the colleges for students, staff, and faculty. She continues to be active in service to the UT community working with peer and professional mentoring programs. She presents to numerous groups on a variety of leadership, inclusion, and career-focused topics. A member of the Women in Engineering ProActive Network (WEPAN) since 2006, Ana completed a three-year appointment to the WEPAN Board of Directors as Communications Director. Ana received the Eyes of Texas Award in 2011, the University’s Outstanding Staff Award in 2012, and the Cockrell School of Engineering Staff Excellence Award. After

Conference Session

Technical Session 7 - Paper 3: Forming and Fulfilling Expectations: Perspectives of Underrepresented Computer Science Doctoral Students

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Vidushi Ojha, University of Illinois at Urbana-Champaign; Raul Enrique Platero, University of Illinois at Urbana-Champaign; Beleicia B Bullock, Stanford University

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CoNECD Paper Sessions, Diversity

-structured interviews allowed us to gather student perspectives on a variety of issues that theyconsidered to be relevant. In this paper, we present the analysis of the interviews. Our analysisfinds that students had three primary sources from which they deduce what they are expected todo, and how to do it: research experience prior to beginning their program, their PhD advisor, andtheir peers. Each of these sources helps students understand different kinds of expectations, withadvisors providing primarily high-level guidance on what tasks to accomplish, and peers helpingeach other with lower-level tasks. Many students began the program anticipating more hands-onsupport from their advisor, and instead found themselves relying more on their labmates

Conference Session

Technical Session 2 - Paper 3: Increasing Academic Success for Underrepresented Minority PhD Graduate STEM Students Through Self-Advocacy Education

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Carmen M Lilley, The University of Illinois at Chicago; Gregory V Larnell, University of Illinois at Chicago

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CoNECD Paper Sessions, Diversity

health disordersand decreased physiological health is well known [1-3], evidence-based practices of supportsystems specifically for minoritized graduate students to reduce the effects of climates ofintimidation are not common. Indeed, researchers have found that minoritized students “wouldbenefit if colleges and universities attempted to deconstruct climates of intimidation [4].” In a comprehensive study of Latinx graduate students in STEM at a Hispanic Servinginstitution found that “Faculty mentors played a greater role in their success compared to theirnon-Latino peers. In addition, Latinos/as were also more likely to use support services on campusthan their non-Latino/a peers” [5]. The same researchers also found that it was of

Conference Session

Track 7: Technical Session 2: Lessons Learned from Development of an Elective Undergraduate Course on DEI in STEM

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Leigh S McCue, George Mason University; Christopher Alexander Carr, George Mason University; Kevin William Kuck, George Mason University; Dhiambi Otete; Violet Veronika Reges

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CoNECD Paper Sessions, Diversity

artificial intelligence titled ”Generative Artificial Intelligence: A Double- Edged Sword,” which was given at the World Engineering Education Forum & Global Engineering Dean’s Council in October 2023. His work demonstrates his keen interest in cutting-edge technology, engineering solutions, and a passion for DEI topics. In addition to his academic pursuits, Kevin has gained valuable experience through various internships and work roles. He served as a Mechanical Engineering Intern at Jacobs, where he contributed to HVAC and MEP design projects, created energy models using HAP, and performed essential calculations for mechanical equipment selection. His involvement in report writing summarizing ultrasonic pipe testing

Conference Session

Technical Session 10 - Paper 2: Lived Experiences and Literature Reviews: Leveraging Experiential Knowledge in STEM Education Doctoral Studies

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Sharetta M. Bufford M.Ed., Clemson University; Stephanie A Damas, Clemson University; Matthew Voigt, Clemson University; Eliza Gallagher, Clemson University

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CoNECD Paper Sessions, Diversity

are multiple factors thataffect the experience of graduate students as they transition from their previous identities to therole of researcher and scholar. Our review of the literature paired with our personal experiencessuggest that there are several factors that affect these three aspects of graduate student identitydevelopment. First, students are more likely to develop a stronger graduate student identity when theyfeel more competent in their disciplinary and writing skills (Burt, 2014). In a study thatinvestigated the impact writing had on graduate student identity, graduate students shared thatthey often feel ashamed of their work and compare themselves to their peers (Del Toro, 2017).Students were afraid to share their work in

Conference Session

Track 2: Technical Session 1: An ecological belonging intervention for equity: Impacts to date and promising directions

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Allison Godwin, Cornell University; Linda DeAngelo, University of Pittsburgh; Eric Trevor McChesney, University of Pittsburgh; Erica McGreevy, University of Pittsburgh; Gerard Dorvè-Lewis, University of Pittsburgh; Anne-Ketura Elie, University of Pittsburgh; Kevin Jay Kaufman-Ortiz, Purdue University at West Lafayette (COE); Jacqueline Ann Rohde, Georgia Institute of Technology; Heather Lee Perkins, Purdue University at West Lafayette (PPI); Charlie Díaz, University of Pittsburgh; Kevin R. Binning

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CoNECD Paper Sessions, Diversity

outcomes.“I think there's less than a 1,000 Black students on campus and I think in my class, like my year inchemical engineering, there's maybe five or six other Black students that at least I've seen or talked to inany way…I have never felt any malicious intent towards me at this institution purely because I amBlack, but I have had experiences where I’ve had to deal with ignorance from my white peers. And Iknow that it happened just because they have never met a Black person before. So, there's always thisfeeling that just knowing that the way I've maybe talked to someone in my family, I can't talk to a peerabout like a complex engineering process. I can't necessarily just talk how I would to anyone about that,like in the same way that I’d talk

Conference Session

Session 6 - Track 1: Intersectionality: Professional identity formation and the success of women of color in higher education STEM disciplines

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

Saundra Johnson Austin, University of South Florida; Michelle Bradham-Cousar, Florida International University; Kemesha Gabbidon, University of South Florida

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CoNECD Paper Sessions, Diversity

consider, which was the ArchivalPublication Authors, a National Science Foundation sponsored workshop hosted by theAmerican Association for Engineering Education. 2“The aim of the APA1 is to facilitate growth in manuscript writing skills and anunderstanding of the review process, leading to the development and refinement of newmanuscripts that are intended to be submitted for publication in a peer-reviewed journal.The APA will include instructor-led sessions and panels and interactive breakout sessionswith writing teams and mentors. Specifically, the workshop was designed to:1.Use ASEE journal solicitations to contextualize content;2.Challenge teams to draft

Conference Session

Track 5: Technical Session 8: Interactive Session: Exploring Scripts of Whiteness in Engineering

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

R. Jamaal Downey; Joel Alejandro Mejia, The University of Texas at San Antonio; Diana A. Chen, University of San Diego; Gordon D Hoople, University of San Diego; Susan M Lord, University of San Diego

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CoNECD Paper Sessions, Diversity

? 12● Ask for people’s definition of Whiteness. Write answers on whiteboard. Then provide some/all of the definition below: ○ Whiteness: A false ideal, historical mechanism of power, and privileged social position that benefits white people (DuBois, 1999); a social concept that has “historically stratified and partitioned the world according to skin color” (Leonardo, 2002, p. 32); a (dominating) worldview and discourse; a racial category and socially constructed identity supported by hegemonic and flexible material practices and institutions (Leonardo, 2004); an epistemology (DuBois, 1999; hooks, 1992; Mills,1997; Leonardo, 2009) characterized by

Conference Session

Track 8: Technical Session 1: Logic Models: How this tool can help you make the case for your DEI programs

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Elizabeth Litzler, University of Washington; Erin Carll, University of Washington; Emily Knaphus-Soran, University of Washington

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CoNECD Paper Sessions, Diversity

preparation for engineering courseworkand help them to develop a community of peers that can support each otherboth socially and academically in their transition to college. You might also have afurther layer of DEI-focused intention built into your program. Because there’sfrequently a strong correlation between race and first gen status, it could be thatyou’re also intending to improve diversity in engineering by providing a strongstart for students from racially/ethnically minoritized groups. If that’s the case,racial equity in the effect of the program might also be identified as an importantoutcome. A logic model provides a quick reference for charting theseconnections between a program’s activities and its intended outcomes

Conference Session

Session 9 - Track 1: Weaving Students into Engineering, not Weeding Them Out

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

Jenna P. Carpenter, Campbell University

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CoNECD Paper Sessions, Diversity

Engineering Societies Education Pathways Roundtable Task Force on ways to partner• Engineering Research Visioning Alliance-sponsored Listening Session in October to hear the voices of engineering students• NSF-funded NAE-ASEE Conference in October to develop a framework of initiatives to support student success in recruiting/admissions, onboarding, skills development• Pursuit of additional funding to roll out the framework and engage engineering programs and organizations to implement nationally4 Brainstorming Sessions• Approximately 50 engineering education experts from around the country, nominated by their peers• Diverse range of institutions, roles, and areas of expertise represented• Participants provided feedback on the overview

Conference Session

Track 5: Technical Session 5: Successful mentoring practices for women undergraduate STEM students

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Suzanne Zurn-Birkhimer, Purdue University at West Lafayette (COE); Elizabeth Hart, University of Dayton

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CoNECD Paper Sessions, Diversity

at Dayton and WiE at Purdue have developed a collaborative relationship wherethey have shared tips and strategies to develop mentoring programs as they standtoday.We will start with a brief description of our programs and then talk about ourcollaboration and transferability of mentoring components.Research shows that mentoring works. In particular, longitudinal research is beingconducted by the Purdue team through and initial results indicate that students in thementoring program graduate at higher rates than their peers not in the program.Reviewer 1 stated: “Oftentimes, in academia especially, mentorship programs are usedas a superficial band-aid for systemic inequities and toxic cultural norms.”We acknowledge that there are systemic

Conference Session

Track 6: Technical Session 8: Title: Real life experiences in recruiting, retaining, and supporting LGBTQIA+ engineering students

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Amy Rachel Betz, Kansas State University; Craig Wanklyn P.E., Kansas State University; Rachel Levitt, Kansas State University

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CoNECD Paper Sessions, Diversity

identity that includes or supports both their engineering and LGBTQIA+ identity?• Group 3 - What student support and training/professional development do you have to minimize the devaluation and marginalization of LGBTQIA+ students?• Group 4 - How does your campus ensure equitable access to health and wellness resources? What about your classroom? Policy or advocacy work? 10Depending on early feedback (and the set up of the room) we may use differentmodels for working together and sharing out the responses. This may includedworking at each table or having large notepad across the room that people can get upand write on

Conference Session

Track 8: Technical Session 9: On the Importance of Spatiality and Intersectionality: Transgender and Gender Nonconforming Undergraduate Engineering Experiences Through Critical Collaborative Ethnographic Site Visits

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Finn Johnson M.A., Oregon State University; Michelle Kay Bothwell, Oregon State University

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CoNECD Paper Sessions, Diversity

addresses theseresearch gaps. We used critical collaborative ethnographic site visits to center TGNCpositionality and community-centered research ethics. The four-day site visits presented hereinvolved two mechanical engineering students at a prestigious private university on the EastCoast of the United States. Activities included formal semi-structured interviews as well as lessformal interactions with each participant, such as attending classes, visiting important campusand community spaces, and hanging out with the participants’ friend/peer groups. The visitingresearcher also explored the college campus and the broader community on his own to moredeeply understand the politics and context of the local environment. As predicted by

Conference Session

Session 6 - Track 2: Illuminating the APIDA Experience in Engineering Education: A Scoping Review

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

Michelle Choi Ausman, Virginia Polytechnic Institute and State University; Qin Zhu, Virginia Tech

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CoNECD Paper Sessions, Diversity

higher education, have explicitlyshown how Asian American students differ from their peers, engineering education researchshould continue to follow this trend. When Asian Americans are disaggregated by subgroups, wesee differences in outcomes of classroom engagement [6], which could help educators addresscultural differences in the classroom. Future research should continue to include and highlightdifferences between various ethnic groups in engineering rather than assume Asian American asa singular group which most of the articles we found do.The vast majority of the 138 papers that appeared in the initial search results did not meet at leasttwo of the inclusion/exclusion criteria, despite the term “Asian American students” in eithertheir

Conference Session

Track 4: Technical Session 3: Considerations for assessment, evaluation, and continuous improvement of a pre-college STEM summer program for promising Black high school students

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

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

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CoNECD Paper Sessions, Diversity

STEM enthusiasts, particularly those who may not traditionally have had access to such opportunities.Ms. Cynthia Hampton Ph.D., Virginia Polytechnic Institute and State University Cynthia Hampton (she/her) is a postdoctoral research fellow with the Center for the Enhancement of Engi- neering Diversity (CEED) at Virginia Tech. She has done work as a transformational change postdoctoral research associate with the University of Colorado at Boulder. Her research and practice spans student intervention programs, faculty agency, evaluation, grant-writing, and facilitation of change initiatives.Dr. Kim Lester, Virginia Polytechnic Institute and State University Dr.Lester serves as the Coordinator of Pre-College Programs at

Conference Session

Technical Session 4 - Paper 4: Developing a Strategy to Include Financially Disadvantaged Undergraduate Students into Graduate Engineering Programs

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Sanjivan Manoharan, Grand Valley State University; Shabbir Choudhuri, Grand Valley State University; Brian Krug, Grand Valley State University; Paul D. Plotkowski, Grand Valley State University

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CoNECD Paper Sessions, Diversity

a student encountering other students with diverse backgrounds, it does notguarantee a high-quality interaction. Gurin et al. [1] discuss two other forms of diversity:informal interaction diversity and classroom diversity. The former involves interaction withdiverse students outside of the classroom, and this is where most meaningful interaction happens,while the latter involves learning about diverse people and interacting with such peers in theclassroom. Informal interaction diversity and classroom diversity generate the impact oneducational outcomes, but structural diversity is required for the other two to exist.Piaget [3] states that encountering diverse students results in differing perspectives and equalityin relationships, and both

Conference Session

Track 4: Technical Session 6: Building Bridges to Success: A Thriving Program

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Labrisha Nicole Mabry, Mississippi State University ; Mahnas Jean Mohammadi-Aragh, Mississippi State University; Lorena Andrea Benavides Riano, Mississippi State University

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CoNECD Paper Sessions, Diversity

(asphalt) - Technical -Lunch & Learn Activities Programming - High Voltage Lab Communication - International Paper - Bridge Recharge - Study Hall - Flight Research Lab - Practice Industry Tour - City tour - Supplemental -Center for Advanced Presentations - Student Spotlight - Service Training Instruction Vehicular Systems - Closing Ceremony - Group Presentation - Peer mentoring -Excel Workshop - Digital Media Center

Conference Session

Session 6 - Track 3: The only difference is now it counts: Exploring the Role of a Summer Bridge Program in Shaping Student Expectations of Engineering

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

Taylor Y. Johnson, Virginia Polytechnic Institute and State University; Malini Josiam, Virginia Tech; Walter C. Lee, Virginia Polytechnic Institute and State University

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CoNECD Paper Sessions, Diversity

engineering discipline [3]. This critical transition has gained particular attention in engineering education as aneffort to promote student success and retention in the discipline [4], [5]. Engineering studentsupport centers offer engagement opportunities for students that range from mentorship programsand seminars courses to living learning communities, all of which typically begin during the firstsemester of the academic year [5]–[7]. An overarching goal for these programs is to get studentsinvolved early and help them create social and academic connections with peers, upperclassmen, 1faculty, and staff at the university in an effort to improve

Conference Session

Session 7 - Track 2: IBM Pathways Program - Empowering technical talent to grow and succeed

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

Callistus Ndemo, IBM; Laura Casale, IBM

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CoNECD Paper Sessions, Diversity

founded in 1911 and headquartered in Armonk, NY. • We have over 280,000 employees globally. • Throughout IBM’s history they have been at the forefront of diversity. Starting in 1911, when founded, the company included Black and Female employees. Hired the first person with disability in 1914. In 1935 was the first to write an equal opportunity policy, and many more historic moments. • Our business strategy is focused on helping clients leverage the power of hybrid cloud and Artificial Intelligence (AI). See the IBM 2021 Annual Report. • Our purpose is “to be the catalyst that makes the world work better.”In the highly competitive technical market, IBM

Conference Session

Session 9 - Track 2: The Unheard Voices of Administrators who are Non-traditional Graduate Students in Engineering and Computing Education

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

Morgan Haley McKie, Florida International University; Mais Kayyali, Florida International University; Alexandra Coso Strong, Florida International University

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CoNECD Paper Sessions, Diversity

population that ought to be explored (Gardner & Gopaul, 2012). Of the research on part-time doctoral students, these students have been shown to be lessengaged in their studies, less satisfied with their Ph.D. experiences and viewed as less motivatedthan their full-time student peers (Gardner & Gopaul, 2012). Studies have found factors that limitthe participation of these part-time students include socialization barriers, structural constraints,negative encounters, feelings of otherness, feelings of being treated less favorably thantraditional students, longer completion time, and beliefs of not having the same opportunities astheir peers (Graham & Massyn, 2019, p.192). Furthermore, part-time students are less likely tobe

Conference Session

Session 1 - Track 3 : Exploring Experiences of Black Engineering Students Transitioning into Predominately White Institutions for Graduate Studies

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

Michael Lorenzo Greene, Arizona State University, Polytechnic campus; Brooke Charae Coley, Arizona State University, Polytechnic Campus

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CoNECD Paper Sessions, Diversity

shared thestudy with their own professional networks and peers. The initial inclusion criteria forparticipants to be interviewed were as follows: (1) they had to identify as Black, and (2) be agraduate student currently enrolled in a doctoral program in engineering at a predominatelywhite institution in the United States, and (3) have engaged in either NSBE and/or BGLOs as anundergraduate student. A total of 37 interviews were collected from Black graduate students across the nation.Interviews were initiated with a prompt asking participants to share their experiences navigatingengineering through undergraduate and graduate school. Participants were encouraged to reflecton how perceived facets of their identity and engagement with

Conference Session

Session 4 - Track 2: Inclusive Innovation: Reframing STEM Research in COVID-19

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

Tamara N. Hamilton, Syracuse University ; Claudine-Lonje A Williams, Syracuse University; Chelsea Bouldin

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CoNECD Paper Sessions, Diversity

Department of Education (NYCDOE) in partnership with the Department of Labor (DOL) on the Youth CareerConnect Mentoring Initiative (YCC).Chelsea Bouldin, I am a Black woman PhD fellow who delights in co-creating worlds that embrace expansive processes of being. ”How do us Black women, girls, and femmes know ourselves?” is my most persistent query. Flavorful food, Black sci-fi books, bound-less writing, impromptu exploration, and laughing endlessly fill my dreamiest days. ©American Society for Engineering Education, 2023 Inclusive Innovation: Reframing STEM Research in COVID-19 Over the past several years, there has been a consistent increase in the number of scienceand engineering (S

Conference Session

Track 3: Technical Session 6: Organizational Transformation for Graduate Education: Intentionally Engaging Graduate Students as Partners in Equity Work

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Julia Machele Brisbane, Virginia Polytechnic Institute and State University; Teirra K Holloman, Virginia Tech Department of Engineering Education; Natali Huggins, Virginia Tech ; Walter C. Lee, Virginia Polytechnic Institute and State University

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CoNECD Paper Sessions, Diversity

by not only my Black peers, but myself included. This led me topivot to pursuing Engineering Education for my PhD, in hopes that it would be a betterexperience and I could make a change in the field.Immediately coming into graduate school, I soon realized that graduate engineering educationcan be incredibly isolating as a Black woman and full of multifaceted challenges, which can be abarrier for students who want to make changes in higher education. In my first year, I wasinvolved in writing a white paper that led to the restructuring of my department’s Equity andInclusion committee, and served as a graduate representative for the subsequent year. Afterserving on the Equity and Inclusion committee, I became involved in other roles that

Conference Session

Track 6: Technical Session 6: Stewardship of the Stories: Learning from Black Engineering Students' Lived Experiences

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Tanya D Ennis, University of Colorado Boulder; Donna Auguste Ph.D., Auguste Research Group, LLC; Cynthia Hampton Ph.D., Virginia Polytechnic Institute and State University

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CoNECD Paper Sessions, Diversity

Tech. She has done work as a transformational change postdoctoral research associate with the University of Colorado at Boulder. Her research and practice spans student intervention programs, faculty agency, evaluation, grant-writing, and facilitation of change initiatives. ©American Society for Engineering Education, 2024Stewardship of the Stories: Learning from Black Engineering Students’ Lived ExperiencesAbstractIn 2019 - 2021, during a research study involving 24 Black engineering student participants whowere currently or formerly enrolled at a predominantly White university in the United States,some participants answered interview questions, based on their lived experiences, in astorytelling manner

Conference Session

Session 3 - Track 1: Advocates and Allies Across Multiple Institutions: A Discussion of Best-Practices to Support Gender Equity

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

Cristinel Ababei, Marquette University; John Borg P.E., Marquette University; Lisa Borello, University of Dayton; Dennis Brylow, Marquette University; David Daleke; Alan Richard Denton, North Dakota State University; Nathan Ensmenger, Indiana University; H. Richard Friman, Marquette University; Roger A. Green, North Dakota State University; John Grych, Marquette University; Thomas W James, James; Donald F. Johnson; Gary Krenz, Marquette University; Jonathan T Macy, Indiana University Bloomington; Robert W Peoples, Dept of Biomedical Sciences, Marquette University; Joshua E. Perry, Indiana University, Kelley School of Business Bloomington; Chris M Ray; Martin R St. Maurice, Marquette University; Patrick W Thomas; Matthew D Zink

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CoNECD Paper Sessions, Diversity

strive to be an advocate for gender equity.Dr. Lisa Borello, University of Dayton Dr. Lisa J. Borello serves as the Executive Director of the Women’s Center at the University of Dayton. In this role, Dr. Borello advances gender equity on campus via educational programming, research, and policy development; the Women’s Center, established in 2003, serves all faculty, staff and students. She also serves as Research Professor of Applied Sociology in the Department of Sociology, Anthropology and Social Work at UD. Dr. Borello has spent more than 20 years working in higher education in diverse roles ranging from strategic communications to grant writing to managing a research lab. She conducts research on women’s

Conference Session

Technical Session 9 - Paper 2: Course Interventions to Promote Diversity, Equity, and Inclusion in Engineering Curricula

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Richard Blackmon, Elon University; Sirena C. Hargrove-Leak, Elon University

Tagged Topics

CoNECD Paper Sessions, Diversity

revision focused on devisingdifferent ways to scaffold the introduction to the project. In the revision, students are introducedto the project with the TED talk “The Danger of a Single Story” by novelist Chimamanda NgoziAdichie. In the talk, Ms. Adichie explains that single stories about individuals most often lead tomisrepresentation. Next, students are asked to conduct a quick content analysis of their textbookby flipping through the pages of their textbooks while considering who is and is not representedin the images. Finally, students are asked to write their own Statics problem that reflects theiridentity. The example presented in the assignment was updated to a photo containing anexample of Statics in real life and a handwritten solution to

Conference Session

Technical Session 13 - Paper 3:Uncomfortable Conversations with Faculty and Students in Zoom: Experiences with diversity and inclusion spurred by police brutality and racial injustice in the U.S.

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Lance Leon Allen White, Texas A&M University; Tracy Anne Hammond, Texas A&M University; Samantha Ray, Texas A&M University; Donna Jaison, Texas A&M University; Christine A Stanley, Texas A&M University

Tagged Topics

CoNECD Paper Sessions, Diversity

biases, white privilege, cultural appropriation, stereotypes(i.e., the “angry Black man”), racial slurs (particularly the n-word), systemic racism, the mythof reverse racism, the criminal justice system, the struggles faced by black families, interracialfamilies, ally-ship, and anti-racism [2].Faculty and students at Texas A&M University felt compelled and committed to set aside the timeto meet and discuss Emmanuel Acho’s book and the societal events that led up to the writing ofthe work. A total of sixty of these faculty and students chose to use the video conferencing clientZoom to form a book club and conduct these discussions due to the looming COVID-19 pandemic.A diverse group of facilitators in science, technology, engineering, and