Displaying results 1 - 30 of 33 in total
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- Minorities in Engineering Division Technical Session 1
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- 2021 ASEE Virtual Annual Conference Content Access
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- Mayra S. Artiles Ph.D., Arizona State University; Juan M. Cruz, Rowan University; Sarah Anne Blackowski, Virginia Polytechnic Institute and State University; Holly M. Matusovich, Virginia Polytechnic Institute and State University; Stephanie G. Adams, University of Texas at Dallas; Gwen Lee-Thomas, Quality Measures LLC
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entering doctoral engineering programsand aims to provide a timely and preparatory experience for rising doctoral students inengineering to address issues related to transitioning into the Ph.D. The purpose of this paper isto describe the RDI intervention hosted in 2019, the research findings obtained from this pilot,and outline the RDI Dissemination Model we have developed and will be executing over thenext five years.Program Description The goals of the pilot RDI program were to 1) provide a timely orientation for risingdoctoral students about preparing themselves to start graduate school, 2) create a mentoringnetwork where minority graduate students at proposal and dissertation phases (DI participants)can mentor rising doctoral students
- Conference Session
- Minorities in Engineering Division Technical Session 1
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- 2021 ASEE Virtual Annual Conference Content Access
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- Danny Luecke; Robert V. Pieri, North Dakota State University; Austin James Allard, Turtle Mountain Community College ; Paula Comeau, North Dakota State College of Science; Michael Maloy Parker, Cankdeska Cikana Community College; Karl Haefner; Alexa D. Azure, United Tribes Technical College
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discussions of: 1) critical activities that may have influenced student reactionsand outcomes; 2) impact on instructors and learning objectives; 3) suggestions forfuture strategies will be presented and described.Dedication:As authors, we are a collection of Indigenous and non-Indigenous educators andresearchers ranging from decades of experience to a graduate student that have cometogether through a pre-engineering collaborative. We live and work on the Land of theOceti Sakowin (Dakota, Nakota, Lakota), Anishinaabe, Nueta, Hidatsa, and SahnishPeoples. We honor the land as sentient, alive before us and continuing after us.Introduction and Background: The nature of the SARS-COVID-2 pandemic has sent ripples across educationalsystems on a global scale
- Conference Session
- Minorities in Engineering Division Technical Session 1
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- 2021 ASEE Virtual Annual Conference Content Access
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- Daniel Knight, University of Colorado Boulder; Beverly Louie, University of Colorado Boulder; Janet Y. Tsai, University of Colorado Boulder
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required to meet thedemands of the future. A comprehensive examination from the national reports [1] of suchprograms summarized five themes over the past 40+ years that include: the approaches used,policies implemented, establishing institutional culture and climate, information and knowledgegenerated, and investments made. These key features demonstrate the increasing awareness andpurposeful actions needed to encourage increased and successful engagement from racial andethnic minorities, women, low income students and other non-majority identities. Engineeringcolleges began offering support services to students who were underrepresented in engineeringand responded by developing minority and/or women in engineering programs that featuredembedded
- Conference Session
- Minorities in Engineering Division Technical Session 1
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- 2021 ASEE Virtual Annual Conference Content Access
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- Arielle Marie Rainey, Colorado School of Mines; Dina Verdin, Arizona State University, Polytechnic campus; Jessica Mary Smith, Colorado School of Mines
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engineering educators and administrators who seek to improve the field’s retention ofminoritized and women students. Whereas efforts have been made to recruit minoritized studentsinto engineering, our study points to a clear and crucial role for faculty to play: they can supportminoritized students by fostering a sense of belonging in engineering classrooms. I. IntroductionStudents’ sense of belonging has been a recent focus of some engineering education research dueto the significant role it plays for student experience and success [1,2,3]. A student’s ability todevelop a sense of belonging within the higher education institution has been demonstrated to bea critical factor determining student retention [1]. A sense of belonging can also affect a
- Conference Session
- Minorities in Engineering Division Technical Session 4
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- 2021 ASEE Virtual Annual Conference Content Access
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- Eleazar Marquez, Rice University; Samuel Garcia Jr., NASA EPDC
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three-dimensional blocks [6]. The dynamic support provided by the adults were designed to extend thechildren’s ability to assist them in completing the task [1]. As such, the intervention was a methodthat provided a certain level of assistance that helped the children develop the individual problem-solving abilities, knowledge, and skills [7].Though Bruner and his colleagues first coined the term, theoretical foundations of scaffolding canbe found in the seminal work conducted by Lev Vygotsky [5]. Vygotsky posited that learning isprimarily a social endeavor which are influenced by cultural factors and is greatly aided by theassistance of a more knowledgeable other or capable peer [5]. Davis and Miyake reported in 2004that the more knowledgeable
- Conference Session
- Minorities in Engineering Division Technical Session 4
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- 2021 ASEE Virtual Annual Conference Content Access
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- Nagash Antoine Clarke , University of Michigan; Joi-lynn Mondisa, University of Michigan; Kinnis Gosha, Morehouse College
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African American students’ e-mentoringexperiences in higher education. IntroductionMentoring has long been shown to be a process that can assist minoritized students in science,technology, engineering, and mathematics (STEM) fields (e.g., persons who identify as AfricanAmerican/Black, Hispanic/Latinx, American Indian/Alaska Native) [1, 2]. Yet today, a newform of mentoring, e-mentoring, has emerged as a viable mechanism with the ability to engagementors and mentees differently than traditional mentoring. Mentoring has been shown to beessential in supporting and empowering people during criticall personal and careerdevelopmental stages [3]. E-mentoring, which is also known as virtual mentoring, occurs
- Conference Session
- Minorities in Engineering Division Technical Session 4
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- 2021 ASEE Virtual Annual Conference Content Access
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- Sylvia L. Mendez, University of Colorado at Colorado Springs; Sarah Elizabeth Cooksey, University of Colorado Colorado Springs; Kathryn Elizabeth Starkey, University of Colorado at Colorado Springs; Valerie Martin Conley, University of Colorado at Colorado Springs; Clayton J. Clark II, Florida A&M University; Natalie Yolanda Arnett, FAMU-FSU College of Engineering; C. Fred Higgs III, Rice University; Illya V. Hicks, Rice University; Comas Lamar Haynes, Georgia Tech Research Institute; Tammy Michelle McCoy, Georgia Institute of Technology; Molly Stuhlsatz, BSCS Science Learning
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the same fourdomains but ties specific needs and activities to those of postdoctoral scholars endeavoring totransition into the professoriate (see Figure 1). Forging connections involves the ways in which amentor provides access and networking opportunities for a mentee, such as making connectionsfor them while on the tenure-track faculty job market. Activities in the domain of providingscholarly opportunities comprise promotion of the mentee’s research expertise and advice onpotential research collaborations. A hands-on approach identifies the support a mentor providesto a mentee in terms of critiquing a mentee’s scholarly products, such as grant proposals, andoffering strategic coaching on time management and priority identification that
- Conference Session
- Minorities in Engineering Division Technical Session 6
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- 2021 ASEE Virtual Annual Conference Content Access
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- Cynthia Howard-Reed, The Pennsylvania State University; Erin A Hostetler, Pennsylvania State University
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students willenroll in graduate school [1, 2, 3, 4]. Undergraduate research opportunities have beenparticularly successful for improving these metrics for underrepresented populations [5, 6, 7]. Asa result, several nationally-recognized programs have focused on increasing the number oftraditionally underrepresented groups in engineering to try research as undergraduate students.For example, the Meyerhoff Program at the University of Maryland, Baltimore County (UMBC)is a four-year undergraduate program that attracts top high school students and prepares them forgraduate school. Admission preference is given to students “who are interested in theadvancement of minorities” and those who already plan to pursue a PhD in STEM [8].Meyerhoff Scholars are
- Conference Session
- Minorities in Engineering Division Technical Session 4
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- 2021 ASEE Virtual Annual Conference Content Access
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- Natalie Schaal, Loyola Marymount University; Spencer Edwin Chan, Loyola Marymount University; Julian K. Saint Clair, Loyola Marymount University
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Paper ID #33343Insights Gleaned from The GAIN Peer-Mentoring Program PilotDr. Natalie Schaal, Loyola Marymount University Natalie Schaal is an Assistant Professor of Mechanical Engineering at Loyola Marymount University (LMU), in Los Angeles, CA. After receiving her B.S. in Mechanical Engineering from the University of Portland, in Oregon, she spent a year in Germany as a Fulbright Scholar, conducting damage detection re- search at the University of Stuttgart. She received her Ph.D. from the California Institute of Technology in Mechanical Engineering. At LMU, her main research areas are divided along two avenues: (1
- Conference Session
- Minorities in Engineering Division Technical Session 2
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- 2021 ASEE Virtual Annual Conference Content Access
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- Alan S. Hoback, University of Detroit Mercy
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knowing whetherscholarships will be extended pressures students to drop out or select non-engineering majors.This same pressure affects other students but has a disproportionate effect on URM students.Besides URM students, other groups of diverse students are also more prone to stress and socould be similarly affected. Graduation data supports this as a factor. Scholarship renewalpolicies are compared for public and private four-year colleges, Historical Black Colleges andUniversities (HBCUs) and Hispanic Serving Institutions (HSIs).IntroductionThe names of various types of racism often get interchangeable use [1]. The definitions usedhere will be specified to be clear. Systemic racism and institutional racism are similar concepts.In both, it is
- Conference Session
- Minorities in Engineering Division Technical Session 7
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- 2021 ASEE Virtual Annual Conference Content Access
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- Angela R. Bielefeldt, University of Colorado Boulder
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thatengineering work helps others.IntroductionEngineering has the potential to help improve the quality of life for people living in underservedand marginalized communities. Increasing the diversity of engineers may increase the extent towhich the engineering profession is committed to fostering positive societal impacts. Forexample, the communal and helping goals of female science, technology, engineering, andmathematics (STEM) students has been found to be stronger than male students [1, 2]. There arealso limited data showing that students from racial/ethnic groups under-represented inengineering are motivated by helping others through their work to a greater extent than Whitestudents [2, 3]. However, race/ethnicity and culture are complex ideas that
- Conference Session
- Minorities in Engineering Division Technical Session 3
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- 2021 ASEE Virtual Annual Conference Content Access
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- Henriette D. Burns, Southern Illinois University Edwardsville
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direct contact with students. The curriculumrevisions (Figure 1.1) attempted to maintain the content focus of the original lessons. Revised Curriculum Biometrics 1. September 21: Fingerprinting, Part 1-video on-line September 24: Friday Live Chat on Biometrics 2. September 28: Fingerprinting, Part 2- video on-line October 1: Thursday Live Chat on Biometrics Health and Beauty: Biodiversity I 3. October 5: Estimating Biodiversity- video on-line October 8: Thursday
- Conference Session
- Minorities in Engineering Division Poster Session
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- 2021 ASEE Virtual Annual Conference Content Access
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- Amanda Melinda McLeroy, North Carolina Agricultural and Technical State University; Evelyn Sowells-Boone, North Carolina Agricultural and Technical State University
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our selection criteria, thirty-two articles were identified for this review. Four majorthemes were present throughout the literature related to academic socialization: interests inSTEM, self-efficacy, STEM identity formation, and academic performance. The selected articlesare summarized below as well as in the appendix on table 1 and figure 1 to 3.Academic Socialization and Interests in STEMResearch continues to emphasize the importance of parental involvement in increasing females'self-confidence, engagement, and interests within STEM-related fields19,20. Majority of thearticles identified in this literature review focused on the role parents play in fostering the STEMinterests of students during their high school and college
- Conference Session
- Minorities in Engineering Division Technical Session 7
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- 2021 ASEE Virtual Annual Conference Content Access
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- Brandon Bakka, University of Texas at Austin; Vivian Xian-wei Chou, University of Texas at Austin; Maura J. Borrego, University of Texas at Austin; Patricia Clayton, Wake Forest University ; Gabriella P. Sugerman, University of Texas at Austin; Cassandra Prince, LGBTQ+ STEM Issues and Advocacy; Jeffrey Marchioni, The University of Texas at Austin; Ria Upreti
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-Sep Trans* Student Experiences (Marine & Nicolazzo, 2014)16-Sep Active Learning & Group Work (Cooper & Brownell, 2016)23-Sep Social Justice in Engineering (Riley, 2013)30-Sep Queering Higher Education (Renn, 2010) 7-Oct Student Resistance (Part 1) (Revelo & Baber, 2018)14-Oct Student Resistance (Part 2) (Renn & Ozaki, 2010)21-Oct The intersection of race and LGBTQIA+ (Alimahomed, 2010) identity28-Oct The intersection of ability and LGBTQIA+ (Miller, 2018) identity 4-Nov Engineering and Masculinity (Miller et
- Conference Session
- Minorities in Engineering Division Technical Session 2
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- 2021 ASEE Virtual Annual Conference Content Access
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- Lisa Trahan, University of California, San Diego; Gennie Miranda, UC San Diego; Olivia A. Graeve, University of California, San Diego
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, 2021 Reflecting on 10 years of centralized engineering student diversity initiatives (Experience)0. AbstractThe IDEA Engineering Student Center at the University of California San Diego’s Jacobs Schoolof Engineering was established in 2010 to focus on engineering student diversity and inclusioninitiatives following a series of racially charged incidents affecting our campus’ Black students.From its inception, the IDEA Center aimed to focus on 1) outreach, 2) recruitment and yield, 3)academic success and enrichment, and 4) retention and graduation for underrepresented minority(URM) students. Through the lens of nonprofit organizational lifecycles, the IDEA Centertransitioned from Idea to Start-up to Growth
- Conference Session
- Minorities in Engineering Division Technical Session 3
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- 2021 ASEE Virtual Annual Conference Content Access
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- Allison Quiroga P.E., University of Oklahoma; Christopher Dalton, University of Oklahoma; Lisa Morales, University of Oklahoma; Christopher Jeffries
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-mandatory, synchronous math tutoring was offered for an additional 4 hours eachevening Sunday through Thursday during the program duration. Short mandatory weekly “floormeetings” were held on Sunday evenings in conjunction with study hall to frame the upcomingweek’s schedule and activities; however, in practice these events were perceived as low-valuemeetings and poorly attended by program participants. Figure 1 shows the general weeklyprogram schedule. Figure 1: Example Weekly Program ScheduleAdditional Specifics of Program ExecutionThe following section pertains to some of the miscellanea around general execution of the virtualprogram not covered within the previous section on planning of larger program
- Conference Session
- Minorities in Engineering Division Technical Session 7
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- 2021 ASEE Virtual Annual Conference Content Access
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- Elizabeth Turochy, Auburn University; Michael Alexander Perez, Auburn University; Cristina Poleacovschi, Iowa State; Erin Doran, Iowa State University of Science and Technology
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identified the main themesacross all interviews. These themes were then turned into a set of analytical codes, which thencreated a coding matrix that was used to analyze all interview transcriptions in NVivo.Through analyzing the interview transcriptions, nine stereotype themes and nine stereotype threatthemes were identified. During the data analysis process, stereotypes based on both race andgender were considered. The institution that the student attended as well as their year in schoolwere also taken into consideration.ResultsTable 1 shows the nine primary stereotype themes that were identified based on the collecteddata with their accompanying definitions. Table 1 – Stereotype Themes and Definitions
- Conference Session
- Minorities in Engineering Division Technical Session 3
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- 2021 ASEE Virtual Annual Conference Content Access
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- Stephen Secules, Florida International University; Bruk T. Berhane, Florida International University; Haiying Long, University of Kansas; Anna Teresa Caringella; Andrea Pinto
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(2017) notes that these traditional students “receive the vast majority of attention and resourcesfrom colleges and universities” (p. 1). There is some irony here since “the majority of students inundergraduate programs can be classified as nontraditional, suggesting that the traditional student…is nowactually the exception rather than the norm” (Chen, 2017, p. 1). For this reason, nontraditional students aswe describe them here are now often referred to as post-traditional learners, a term acknowledging thatnontraditional student populations are now often the “norm.” Moreover, Kim et al. (2010) suggest that usingpredefined labels to define nontraditional students may be less useful than allowing this population to self-identify based on
- Conference Session
- Minorities in Engineering Division Technical Session 6
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- 2021 ASEE Virtual Annual Conference Content Access
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- Hua Li, Texas A&M University - Kingsville; Kai Jin, Texas A&M University - Kingsville; Ricardo Miguel Garcia Pineda, Texas A&M University - Kingsville; Jaya S. Goswami, Texas A&M University - Kingsville
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a TexasA&M University-Kingsville (TAMUK), a Minority Serving Institution (MSI). Few STEMstudents get the opportunity to experience an authentic work environment before being thrustinto the workforce after graduation. Exposing college students to research projects early in theiracademic careers has demonstrated strong evidence of improved student-persistence [1]. TheNational Academy of Sciences, Medicine, and Engineering states that students should developtheir own project-based learning opportunities that are part of a team project effort [2].To help STEM students increase their preparedness and readiness for their future careers,TAMUK offers a three-week summer research internship (SRI) program to TAMUK sophomoreand junior students
- Conference Session
- Minorities in Engineering Division Technical Session 3
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- 2021 ASEE Virtual Annual Conference Content Access
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- Zaniyah Victoria Sealey, University of Georgia; Racheida S. Lewis, University of Georgia; Trina L. Fletcher, Florida International University
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- Diversity
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- Minorities in Engineering
teaching and transition tovirtual instruction. In addition to the change of instructional modes, the forced closures ofinstitutions also impacted other sectors of the university such as faculty and staff layoffs and lossof revenue from on-campus dining and housing [1]. Furthermore, it has become increasinglydifficult to support students in the virtual learning environment, particularly those in STEMprograms that rely heavily on specialized software, hardware, and lab spaces for coursework [2]. Inengineering education there have been strong efforts to improve diversity, equity, and inclusion(DE&I) of underrepresented minorities (URMs) [3]. Preliminary research on the effects thepandemic has had on engineering students are finding that many of
- Conference Session
- Minorities in Engineering Division Poster Session
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- 2021 ASEE Virtual Annual Conference Content Access
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- Jameka Wiggins, University of Maryland, Baltimore County; Jamie R. Gurganus, University of Maryland, Baltimore County
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- Diversity
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- Minorities in Engineering
first year of engineering.This research was supported by the UMBC’s Ronald E. McNair Research Institute.Introduction In the United States, there continues to be a “persistent underrepresentation of low-income, first-generation, and underrepresented minority students among those who complete anundergraduate degree in STEM (science, technology, engineering, and mathematics)” [1].Research studies have shown that students who participate in STEM intervention programs aremore likely than students with similar academic backgrounds to maintain an interest in STEM,earn good grades, complete their degrees, and attend graduate school [1]. In 2018, Black studentsobtained only 4.2 percent of the bachelor’s degrees awarded in STEM fields [2
- Conference Session
- Minorities in Engineering Division Technical Session 4
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- 2021 ASEE Virtual Annual Conference Content Access
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- Sonia M. Bartolomei-Suarez, University of Puerto Rico, Mayaguez Campus; Carla Lopez Del Puerto, University of Puerto Rico, Mayaguez Campus; Pedro O. Quintero, University of Puerto Rico, Mayaguez Campus; Luisa Guillemard, University of Puerto Rico, Mayaguez Campus; Aidsa I. Santiago-Roman, University of Puerto Rico, Mayaguez Campus; Manuel Rodriguez-Martinez, University of Puerto Rico, Mayaguez; Manuel A. Jimenez, University of Puerto Rico Mayaguez; Nayda G. Santiago, University of Puerto Rico, Mayaguez Campus; Nelson Cardona-Martinez, University of Puerto Rico, Mayaguez Campus; Oscar Marcelo Suarez, University of Puerto Rico, Mayaguez Campus
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academic success and on-timegraduation. We show how the IDPs, paired with a faculty mentoring component are able toproduce a powerful mechanism to boost LIATS actions, propelling them to become highlycompetitive engineering students.IntroductionLow-income students have been found to traditionally fall among groups with marked attrition,longest time to graduate, and reduced persistence indexes in many higher education institutions[1], [2]. Although many non-academic factors have been linked to this trend and numerousapproaches reported to address the problem, its incidence continues to create a success gapbetween this group and the general student population.This reality has not been an exception in the Engineering School of the University of
- Conference Session
- Minorities in Engineering Division Technical Session 5
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- 2021 ASEE Virtual Annual Conference Content Access
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- Aroba Saleem, University of Florida; Sindia M. Rivera-Jiménez, University of Florida; Idalis Villanueva Alarcón, University of Florida
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- Diversity
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. American c Society for Engineering Education, 2021 Work in Progress: Early Exploration of Engineering Students' Perspectives about Diversity, Equity, and Inclusion in an Introductory Materials Science and Engineering Course Aroba Saleem1,2, Sindia Rivera-Jimenez1, Idalis Villanueva1 1 Department of Engineering Education, University of Florida 2 Department of Materials Science and Engineering, University of FloridaAbstractDespite numerous efforts made by the engineering community, maintaining a diverse, equitable, andinclusive education environment still seems a distant goal. Persistently, nationwide
- Conference Session
- Minorities in Engineering Division Technical Session 5
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- 2021 ASEE Virtual Annual Conference Content Access
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- Kristen Moore, University at Buffalo, The State University of New York; Monica Farmer Cox, The Ohio State University
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- Minorities in Engineering
actively engages with powersystems and dialogue, honoring lived experiences and committing to an ethic of care andaccountability. This provocation provides a sample case for understanding accomplicerelationships and suggests heuristic for potential accomplices to use in establishing enduringcoalitions between Black and white women.IntroductionIn 1979, Audre Lorde [1] published a letter she’d written to Mary Daly, author of Gyn/Ecology.In it, Lorde, a Black queer woman poet and theorist, praised Daly for her work and yet shared thereality facing Lorde as she read it: To imply, however, that all women suffer the same oppression simply because we are women is to lose sight of the many varied tools of the patriarchy. It is to ignore
- Conference Session
- Minorities in Engineering Division Technical Session 2
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- 2021 ASEE Virtual Annual Conference Content Access
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- Carlotta A. Berry, Rose-Hulman Institute of Technology; Audrey Bowden, Vanderbilt University; Monica Farmer Cox, The Ohio State University; Tahira N. Reid, Purdue University at West Lafayette (COE); Leroy L. Long III, Embry-Riddle Aeronautical University - Daytona Beach
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Summits in North Carolina andCalifornia for Women of Color (WoC) STEM faculty. Since 2004, NIFE has offered workshopsand academic resources for women and minorities in STEM [1], [2]. Many of these initiativeswere funded by NSF Advance grants. In 2012, the Academic Research Leadership Network (ARLN) was founded by Drs.Samuel Graham, Baratunde Cola, and Raheem Behah to create an online community of Blackengineering faculty and meet in an annual symposium co-located and co-facilitated with theannual National Society of Black Engineers (NSBE) conference. The Academic ResearchLeadership Symposium (ARLS) serves as a yearly meeting of largely Black faculty to enhancethe professional development of postdocs and early to mid-career faculty. The
- Conference Session
- Minorities in Engineering Division Technical Session 2
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- 2021 ASEE Virtual Annual Conference Content Access
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- Sarah Hug, Colorado Evaluation & Research Consulting; Christina Convertino; Heather Thiry
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guiding thiscase study is that organizational change toward sustainability of student success practices must:(1) be centered in the department; (2) focus on four departmental practices (incentives andrewards, financial resources, policies, and human resources); and (3) also engage the Universityof Texas at El Paso and discipline. Throughout the case study, we draw out the theme ofcontinuous improvement as an approach to organizational change.Scholars of STEM organizational change found that multiple and sometimes competing forcesinfluence how faculty respond to and implement proposed initiatives. In their empirical workstudying multi-University of Texas at El Pasoal STEM reform initiatives, Kezar, Gehrke, andElrod (2015) and Kezar and Bernstein
- Conference Session
- Minorities in Engineering Division Technical Session 6
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- 2021 ASEE Virtual Annual Conference Content Access
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- Denise M. Driscoll, Purdue University at West Lafayette (PPI); Maeve Drummond Oakes, CISTAR, Purdue University
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- Diversity
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- Minorities in Engineering
, attracting a diverse, technically- and community-mindedgroup of engineers from backgrounds currently underrepresented in engineering.How do we design programs that inspire these technically- and community-minded individuals?Although the number of program participants was small—hence the experience versus researchcategorization of this paper—initial survey evidence and observations from professionals inengineering education and diversity overseeing the program suggest the following consistent-with-research, built-in design elements contributed to its success:1. The program was designed to deepen the understanding of the connection between theory, research, and application, making the participants better researchers, teachers, and professionals.2
- Conference Session
- Minorities in Engineering Division Technical Session 2
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- 2021 ASEE Virtual Annual Conference Content Access
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- Johnny C. Woods Jr., Virginia Polytechnic Institute and State University; Homero Murzi, Virginia Polytechnic Institute and State University; Andrea L. Schuman, Virginia Polytechnic Institute and State University
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- Diversity
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- Minorities in Engineering
or society will share similar characteristics,worldviews, and perceptions [1], [2]. Hence, understanding cultural aspects shared by studentscan provide a better understanding of how to create classrooms that consider those culturalsimilarities and differences to have a positive impact on learning.Hofstede 1980 [1], developed one of the most widely recognized theories to understand culturaldifferences [3]–[5]. His work proposed four cultural dimensions to understand a differentcultural context. These include individualism-collectivism, power distance, masculinity-femininity, and uncertainty avoidance. In this study, we are focused on two of the dimensions(power distance and uncertainty avoidance) because we consider these to be the ones that
- Conference Session
- Minorities in Engineering Division Technical Session 6
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- 2021 ASEE Virtual Annual Conference Content Access
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- Lei Miao, Middle Tennessee State Univ.; Cen Li, Middle Tennessee State University
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- Diversity
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- Minorities in Engineering
and underrepresented studentsand requires institutional efforts to help the students adjust in the sophomore year. In this paper,we present a research project funded by a Student Engagement, Retention, and Success (SERS)grant from the Tennessee Board of Regents. The goal of the project is to improve the GPA andretention rate of underrepresented and minority students by engaging them in a summer researchand enrichment program. The project was carried out in Summer 2020. Compared with similaractivities in the literature, our program has the following unique features: (1) Low floor, widewalls, and high ceiling; (2) Collaborative learning in a cross-disciplinary setting; (3) Hands-onand real-world oriented; and (4) It was offered online instead
- Conference Session
- Minorities in Engineering Division Technical Session 7
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- 2021 ASEE Virtual Annual Conference Content Access
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- Michel A. Kornegay, Morgan State University; Md Tanvir Arafin, Morgan State University; Kevin Kornegay, Morgan State University
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- Minorities in Engineering
Engineering Education, 2021AMERICAN SOCIETY FOR ENGINEERING EDUCATION, JULY 2021 1 Engaging Underrepresented Students in Cybersecurity using Capture-the-Flag(CTF) Competitions (Experience) Michel Kornegay, Md Tanvir Arafin, Kevin Kornegay Cybersecurity Assurance & Policy Center Morgan State University, Baltimore, Maryland Abstract—To increase the participation of minority students, years, it becomes increasingly important to identify effectiveparticularly African Americans, in cyber fields, STEM engi