Collection

2024 South East Section Meeting

Authors

Brian Aufderheide, Hampton University; LaNika M. Barnes, Albemarle County Public Schools (Charlottesville, Virginia); Otsebele E Nare, Hampton University; Garrick E. Louis, University of Virginia; Daniel Webster Fairley II, 100 Black Men of Central Virginia

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Diversity

Paper ID #40935Ethics Case Study Project: Broadening STEM Participation by NormalizingImmersion of Diverse Groups in Peer to Near Peer CollaborationsDr. Brian Aufderheide, Hampton University Dr. Brian Aufderheide is Associate Professor in Chemical Engineering at Hampton University. He com- pleted his PhD in Chemical Engineering at Rensselaer Polytechnic Institute. His areas of expertise are in advanced control, design, and modeling of biomedical, chemical and biological processes.LaNika M. Barnes, Albemarle County Public Schools (Charlottesville, Virginia) LaNika Barnes, a certified High School Science and Equity Resource

Collection

2024 South East Section Meeting

Authors

John W. Brocato, University of Georgia

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Diversity

continues the conversation begun in the first meeting and introduces the course’smajor writing assignment, the Individual Professional Development Plan (IPDP). Thisassignment requires students to craft a specific plan for their college careers and beyond, a planthat in its final form may be a written paper, a narrated presentation (PowerPoint, etc.), or amultimedia work of some sort. Students also submit multiple drafts and participate in a guidedpeer review of each other’s work. The third engineering-communication class meeting reviewsprevious strategies and guidelines along with some of the common issues arising out of the firstdrafts and peer reviews, after which students have one more week before submitting their finaldrafts. Although the

Collection

2024 South East Section Meeting

Authors

Showkat J. Chowdhury, Alabama A&M University; Xiang Zhao, Alabama A&M University; Tamara Chowdhury, Alabama A&M University

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Diversity

rate, and graduation time needed are significantly better compared totheir peers. This study shows that, the scholarships and various academic supports provided tothe talented but financially needy minority students had significant impact on student success,retention, and graduation.1. IntroductionIn an increasingly competitive and technology driven global economy, the future prosperity ofU.S. to succeed depends in a large measure on a STEM educated workforce. During the nextdecade, U.S. demand for scientists and engineers is expected to increase four times compared toother occupations [1],[2]. Yet, only 32% of undergraduates in the U.S. receive their degrees inSTEM while the corresponding figures for Japan, China, and Germany are 55%, 59

Collection

2024 South East Section Meeting

Authors

Arezou Shafaghat, Kennesaw State University; Mohammad Jonaidi; Hoseoen Lee; Craig A Chin, Kennesaw State University; Ali Keyvanfar, Kennesaw State University

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Diversity

Engagers: Show hesitation or uncertainty, need additional support to engage moreactively.'Z' (Assessment Wants) explored are: - Direct Submission Assessment: For submission assignments that involve submitting workdirectly, such as assignments, projects, or exams. - Indirect Submission Assessment: For submission assignments that involve feedback orevaluation from others, like peer reviews or self-evaluations. - Qualitative Submission Assessment: For submission assignments that involve non-numericalevaluation, focusing on quality of writing, understanding, or creativity. - Quantitative Submission Assessment: For submission assignments that involve numericalevaluation, such as grades or scores. - Direct Formative Assessment: Assignments

Collection

2024 South East Section Meeting

Authors

Sarah K. Bauer, Mercer University; Adaline M. Buerck, Mercer University; Hannah Nabi; Bremen Vance, Mercer University

Tagged Topics

Diversity

learning in the classroom with real-world experiences in thecommunity. Studying abroad provides students with opportunities to learn how to navigatedifferent cultures, work with diverse peers, and gain new perspectives and global awareness. TheMercer on Mission (MOM) program at Mercer University in Macon, GA bridges service-learning with short-term, faculty-led study abroad opportunities to provide transformativeexperiences for students through academic instruction, cultural immersion, applied research,meaningful service, and personal reflection. In this study, the MOM program was evaluated forits impact on student participants. Program evaluation included a holistic assessment of theprogram. Research goals included evaluation of effectiveness in