Displaying all 14 results
- 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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- Minorities in Engineering
keep your integrity? Do youcopy and cheat on homework assignments just to get through the end of the semester? Doyou fail a course and retake over the next semester/summer? Not everyone has the money,mental health, nor the support to adapt to these changes in such a short timeframe. Yethere we are as students contemplating the value of an honest education. I know I certainlydidn't pay nearly $22,000 for this semester only to be taught by a pre-recorded lecture andpowerpoints, so why should I be perfectly honest? The system is flawed currently and Icannot blame our staff for the nature of their emergency plans, after all this was veryunexpected. What we should be discussing is how we can better teach and reinforcelearning, rather than enforcing
- 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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of professional development workshops for industry and academia using blended instructional tools.Idalis Villanueva, University of Florida Dr. Villanueva is an Associate Professor in the Engineering Education Department at the University of Florida. Her multiple roles as an engineer, engineering educator, engineering educational researcher, and professional development mentor for underrepresented populations has aided her in the design and integration of educational and physiological technologies to research ’best practices’ for student profes- sional development and training. In addition, she is developing methodologies around hidden curriculum, academic emotions and physiology, and engineering makerspaces
- 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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- ally established cybersecurity professionals rather than under-shortage of nearly three million cybersecurity professionals represented minorities [8]. Other barriers to underrepresentedand staff [1]. Nearly 60 % of organizations report that they minority participation in CTF competitions include:are at an extreme or moderate cyber risk due to the highstaff shortage [1]. The ISC2 Cybersecurity Workforce Study • Students have limited knowledge or exposure to cyberreport notes that 17 % of the cybersecurity workforce who concepts in the undergraduate curriculum. Of the 300identified as being a minority were female, and 9 percent colleges and universities that are designated as
- Conference Session
- Minorities in Engineering Division Poster Session
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- 2021 ASEE Virtual Annual Conference Content Access
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- Peter Golding, University of Texas at El Paso; Diane Elisa Golding, University of Texas at El Paso; Carla Ann Judith Navar, University of Texas at El Paso
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Teaching of Institutional Core CurriculaAbstract We have been teaching Institutional core curricula courses at The University of Texas atEl Paso (UTEP) since 1996. The course curricula, sources, and most relevant, the innovations inteaching each course have impacted STEM student success and learning. The Texas Core Curriculum (TCC) is defined by the Texas Education Code (TEC)Section 61.821 as: ... "the curriculum in liberal arts, humanities, and sciences and political,social, and cultural history that all undergraduate students of an institution of higher educationare required to complete before receiving an academic undergraduate degree." Texas Senate Bill(SB) 148, passed by the 75th Texas Legislature in
- 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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.” - Denis WaitleyIntroduction This research is a work in progress, an offshoot of an exploratory integration study ofSTEM + computational thinking (STEM+C) for minority girls. The larger study is a joint effortamongst a community center, an educational research institute and a STEM center at auniversity. These partners designed, tested and implemented the integration of newcomputational thinking (CT) practices into a research-based STEM program. The study islongitudinal, spanning two school years, in 10-week, twice weekly, 90-minute program. One ofthe goals of the program is to learn how to inspire, motivate and bolster minority girls STEM andCT abilities and perceptions. The purpose of this work in progress is to study how anintervention
- 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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: Planning and Implementation (Experience)AbstractThis paper discusses the transition of an established residential Summer Bridge Program to avirtual learning experience due to the COVID-19 restrictions of summer 2020. The program aimsto increase retention of first-year engineering students through a curriculum focused on academicreadiness in math and chemistry, professional development, familiarity with campus andavailable resources, and a broad-based knowledge of engineering fields and the engineeringdesign process. Outside of the curriculum, participants build community and a sense ofbelonging with social, professional development, and philanthropic programming. With theconstraints of remote instruction, math readiness and community building were
- 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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Paper ID #34970Creating a Diverse Next Generation of Technically- and Community-MindedSTEM Professionals (Experience)Dr. Denise M. Driscoll, Purdue University at West Lafayette (PPI) Dr. Denise M. Driscoll, Purdue University Dr. Driscoll is an experimental social psychologist with ex- pertise in stereotyping and prejudice, attitude and persuasion, diversity and inclusion, and managerial and intercultural business communication. Her experiences as an academic, diversity consultant, and admin- istrator over the last 30 years have helped her integrate broadening participation and inclusion practices across research
- 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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ElectronicAccess (Experience)AbstractThis paper will focus and comment on the operational variability introduced to a long-standing collaborative aimed at an underrepresented population of Native Americanengineering students in North Dakota. The focus of this paper will center on a decade-long distance-based education collaborative’s resilience to the rapid change incurred bythe adjustments forced upon education by the 2020 pandemic. The most notable of thechanges was the shift from having the majority of the student curriculum taught face toface (outside of the distance-based pre-engineering program) to suddenly the entirety ofthe learning experience moved online. For this particular program, this included the two-week Summer Camp experience at North
- 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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- Minorities in Engineering
and ideas and help promote interpersonal skills. Twoparticipants acknowledged an increase in awareness of the complex, dynamic nature of researchgroups: “Through this research group, I have learned the dynamics of working in a team with engineering peers. This has included learning to compromise and combine ideas that other members may have, as well as reaching out to them for more information or specific requests when necessary.” “From working with others, I have learned that not everyone approaches the same problem in the same manner, and there are multiple effective ways to solve a problem.”These responses shed light on the importance of integrating a scaffolding technique to promote thetechnical, communication, and
- 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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- Diversity
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- Minorities in Engineering
inclusion at each institution has also been an ongoingconsortium research focus and theme [6].As Redshirt programs represent an alternative access pathway to and through engineering fornon-traditional engineering students, research efforts were initially focused on the programcomponents first encountered by Redshirt students - namely the first-year academic curriculum,community-building including pre-matriculation summer bridge programs, providingscholarships via the NSF S-STEM grant, and establishing a culture of high-touch academicadvising and support services from the first year onwards [9]. This paper continues the focus oninvestigating diverse student success in Redshirt programs, but extends the analysis beyond theexperience of first-year
- Conference Session
- Minorities in Engineering Division Technical Session 7
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- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- 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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- Diversity
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- Minorities in Engineering
queer engineering reading group comprised of undergraduate andgraduate students and faculty members. Studies over the last decade have shown that LGBTQIA+engineering students have continuously felt excluded and devalued in STEM spaces. A key factorin this chilly climate is the social-technical dualism that is often strictly enforced in engineeringcurriculum. Professors and students alike see discussing politics and social issues as irrelevant tothe highly technical curriculum. As a result, queer identities are erased from engineering andstudents are never able to formally connect engineering with their queer (or other) identity in anymeaningful way. In an effort to combat this, we have implemented a LGBTQIA+ reading groupthat challenges 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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- Diversity
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- Minorities in Engineering
) grant was designed to ignite and measure change in an engineeringdepartment to support inclusivity, diversity, and excellence. Literature indicates thatorganizational change hinges upon multiple factors. In particular, the ways in which incentivesand reward structures are used to support the change sought, the ways in which financialpriorities shape practices in an organization, human resource allocation and training, and policiesthat shape practice are critical components in change.Using a continuous improvement mindset to consider change, which assumes integral changerather than drastic shifts to practice, we frame a mixed methods case study of the University ofTexas at El Paso computer science department, a recipient of a 2016 RED grant
- Conference Session
- Minorities in Engineering Division Technical Session 1
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- 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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, Quality Measures LLC Dr. Gwen Lee-Thomas is the CEO of Quality Measures, LLC, a Virginia-based consulting firm special- izing in program and project evaluation, accreditation preparation, and capacity building. With over 22 years of experience in project evaluation and implementation of educational activities for over $100M in federal and state funded projects, Gwen consistently works collaboratively with her clients to maximize evaluation outcomes. As an external evaluator, Gwen has conducted over 70 evaluations in various areas with an emphasis in STEM-H related curriculum experiences at various colleges and universities across the U.S. Gwen’s work with NSF, USDOE, DOE, DOD, HRSA, and DOJ helps in providing the
- 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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Paper ID #33251Understanding Non-Traditional Students in Engineering and Computing(Work in Progress)Dr. Stephen Secules, Florida International University Stephen is an Assistant Professor of Engineering and Computing Education at Florida International Uni- versity. He has a prior academic and professional background in engineering, having worked profession- ally as an acoustical engineer. He has taught a number of courses on engineering and education, including courses on engineering design, systems in society, and learning theories. Stephen’s research interests include equity, culture, and the sociocultural dimensions of