Displaying all 5 results
- Conference Session
- 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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- Minorities in Engineering
20 declines to participate, we will fill with a similar schoolthat meets the same selection criteria. Figure 2. Map of Institutions Targeted for RDI participation.The diversity of partner institutions – large land-grant universities, major private institutions,minority-serving institutions, all located across the USA - provides a broad range of uniqueperspectives and experiences that can be shared and modeled. In the fourth year, we will develop a network of institutions hosting RDI interventionsand ‘train-the-trainer’ sessions with the initial collaborating institutions. Throughout the first fouryears of the project, our team will research doctoral students’ transition into graduate schoolbased on the nationwide RDI
- Conference Session
- Minorities in Engineering Division Technical Session 5
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- 2021 ASEE Virtual Annual Conference Content Access
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- Jasmine Skye Batten, Florida International University; Monique S. Ross, Florida International University
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underrepresentation of minoritizedwomen, including African American or Black, Hispanic or Latina/Latinx, and Native Americanor American Indian women. Therefore, the computing education research community (CER)have explored pedagogies to improve computing students' learning outcomes based on existinglearning theories. Few studies have reviewed pedagogies in the context of social constructivism.Social constructivism is a learning theory defined as the collaborative co-construction ofknowledge. Social constructivist pedagogies have enhanced learning outcomes for minoritizedwomen in other STEM fields, but their effects have not been studied extensively in CER. Wereference intersectionality theory to guide our search around gender/race/ethnicity, critique
- 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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outstand- ing publication awards from the American Educational Research Association for her journal articles. All of Dr. Borrego’s degrees are in Materials Science and Engineering. Her M.S. and Ph.D. are from Stanford University, and her B.S. is from University of Wisconsin-Madison.Patricia Clayton, University of Texas at AustinGabriella P. Sugerman, University of Texas at Austin Gabriella Sugerman is a queer, white, female graduate student in biomedical engineering at The University of Texas at Austin. In addition to her research in biomechanics, she is focused on expanding participation in difficult dialogues around equity and inclusion within engineering higher education.Cassandra Prince, LGBTQ+ STEM Issues and Advocacy
- Conference Session
- Minorities in Engineering Division Technical Session 1
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- 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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students (which isvaluable), nor faculty-student relationships (which is also valuable), but also amongstfaculty as an essential component of post Covid education.In the past ten years, this single online, pre-engineering collaborative accounts for theequivalent of over 2% of Native American engineering students annually graduating witha bachelor’s degree in engineering [9], accomplished through building trust andcommunity. Throughout the program's tenure, student-student relationships, student-instructor relationships, and instructor-instructor relationships were all intentionallyfostered through the structure of the collaborative. The students are very capable andthe program supports their efforts through a culturally-appropriate emphasis
- Conference Session
- Minorities in Engineering Division Technical Session 2
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- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Lisa Trahan, University of California, San Diego; Gennie Miranda, UC San Diego; Olivia A. Graeve, University of California, San Diego
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divisions.1. IntroductionThe 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.IDEA is an acronym that stands for Inclusion, Diversity, Excellence, and Achievement. From itsinception, the IDEA Center aimed to focus on 1) outreach, 2) recruitment and yield, 3) academicsuccess and enrichment, and 4) retention and graduation for underrepresented minority (URM)students.The 2020-2021 academic year was pivotal for the IDEA Center for several reasons. First, it wasthe Center’s 10 year anniversary and the beginning of a strategic