Conference Session

Mentoring Graduate Students, Diversity, and Assessment

Collection

2011 ASEE Annual Conference & Exposition

Authors

Joy L. Colwell, Purdue University, Calumet; Jana Whittington, Purdue University, Calumet; Carl F. Jenks, Purdue University, Calumet

Tagged Divisions

Graduate Studies, Minorities in Engineering

research-based works. Thisproblem is also a result of student confusion on who the audience is for their writing—scholarlywriting is not addressed to the instructor but to their professional peers in the discipline.14 Mostfaculty will encourage the use of passive voice to address these issues. This avoids the firstperson problem that students fall into, and helps create the proper academic tone.Citation and Attribution of Sources and Academic HonestyThe concept of research ethics and academic honesty in regard to written submissions bygraduate students is of significant importance to all graduate faculty members. Unfortunately,many graduate students do not know or fully understand the concept of academic honesty orproper attribution of sources

Conference Session

Myths About Gender and Race

Collection

2011 ASEE Annual Conference & Exposition

Authors

Carroll Suzanne Seron, University of California, Irvine; Erin A. Cech, University of California, San Diego; Susan S. Silbey, Massachusetts Institute of Technology; Brian Rubineau, Cornell University

Tagged Divisions

Liberal Education/Engineering & Society, Minorities in Engineering, Women in Engineering

happy! (U37).Many of these young women also question whether engineering is a profession that will providethe space and time to find a balance between work and family. A woman at Smith asks, “Is anengineer allowed to be in love, be attracted to anyone, or better still, even have the time toengage in such wonderful human relationships?” (S03). Her counterpart at MIT echoes the Page 22.1719.9concerns of her peers when she writes, All my life, I‟ve been encouraged to not let being a female limit what I do; women like Sally Ride and Marie Curie were held up as role models and I was always told to pursue what I like and what I

Conference Session

Developing Young MINDS in Engineering, Part II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Heidi A. Taboada, University of Texas, El Paso; Jose F. Espiritu, University of Texas, El Paso; Emmanuel Gurrola

Tagged Divisions

Minorities in Engineering

minority students in STEM related fields. The proposed modelspans the educational engineering spectrum, impacting high school students and teachers,undergraduate and graduate students through structured education, research and mentoringactivities. The main components of the present model are: 1) Teaching Teachers to Teach Engineering (T3E) program 2) Peer Undergraduate Mentoring Program (PUMP) 3) Optimization Models for Engineering Research Class 4) Summer Research Experiences for Undergraduates in Engineering Optimization 5) Speaker Seminar Series & Graduate School SeminarFirst, through the participation of high school teachers in the Teaching Teachers to TeachEngineering (T3E) program, teachers benefit by having a tested set of standards

Conference Session

Innovative Methods to Teach Engineering to URMs

Collection

2011 ASEE Annual Conference & Exposition

Authors

Elizabeth A. Eschenbach, Humboldt State University; Mary E. Virnoche, Humboldt State University; Tyler J. Evans, Humboldt State University

Tagged Divisions

Minorities in Engineering

S-STEM funding has influenced educational practices in the ERE department.The lessons learned from SLS program have informed the ERE department Diversity andRetention Plan required by the new university accreditation process, whose purpose is to increaseretention of diverse students in all majors. One part of the plan that was informed by the SLSproject is the implementation of a peer mentoring program for first year engineering (ERE)students. The peer mentoring program was started due to the SLS project outcomes thatindicated the importance of peer mentoring. Assessment of the new peer mentoring program isnot yet complete. In addition, based on outcomes from the SLS project, the ERE department isencouraging the university to implement

Conference Session

Build Diversity in Engineering Graduate Programs

Collection

2011 ASEE Annual Conference & Exposition

Authors

Allison Kang, University of Washington; Lisa A. Peterson, University of Washington; Elena Maria Hernandez, University of Washington

Tagged Divisions

Minorities in Engineering

. Page 22.1659.10The summer ALVA students receive intensive training in keeping an accurate laboratorynotebook, reading scientific papers, and writing their own research papers. Science literacyrequires strong communication skills, both in interpreting others‟ work, and explaining andjustifying one‟s own. To become skilled scientists, students need to learn how to communicatein this world in which the language and structure may be new to them. With the advent of theInternet, the definition of valid information sources has become fuzzy. Students often do theirresearch online, but do not have the skills or knowledge to determine whether their sources arevalid67. Many documents are posted on the web without going through the peer review process68

Conference Session

Attracting Young Minds: Part I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Tanya D. Ennis, University of Colorado Boulder; Jana B. Milford, University of Colorado at Boulder; Jacquelyn F. Sullivan, University of Colorado, Boulder; Beth A. Myers, University of Colorado Boulder; Daniel Knight, University of Colorado, Boulder

Tagged Divisions

Minorities in Engineering

key courses (math,science, engineering, humanities and writing), sense of community within the program andcollege, and their intention to graduate and pursue a future in engineering.Ennis et al.1 described the motivation for the GoldShirt Program and key elements of its design,and also reviewed performance and assessment results for the first year. This paper furtherdelves into the strengths and weaknesses of the GoldShirt Program by examining how thestudents performed academically both in the GoldShirt year and beyond into the first year of theregular engineering curriculum. The paper provides a brief overview of the program, followed byan examination of the key challenges and outcomes in selected program elements, including

Conference Session

Innovative Methods to Teach Engineering to URMs

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ram V. Mohan, North Carolina A&T State University; Ajit D. Kelkar, North Carolina A&T State University; Keith A. Schimmel, North Carolina A&T State University; Vinaya Kelkar

Tagged Divisions

Minorities in Engineering

AC 2011-2360: INSTRUCT INTEGRATING NASA SCIENCE, TECHNOL-OGY, AND RESEARCH IN UNDERGRADUATE CURRICULUM AND TRAIN-INGRam V. Mohan, North Carolina A&T State University (Eng) Dr. Ram Mohan is currently an Associate Professor with the interdisciplinary graduate program in com- putational science and engineering (CSE). He serves as the module content director for the INSTRUCT project. Dr. Mohan currently has more than 90 peer reviewed journal articles, book chapters and con- ference proceedings to his credit. He plays an active role in American Society for Mechanical Engineers (ASME) and serves as the chair of the ASME materials processing technical committee and a member of the ASME Nanoengineering Council Steering

Conference Session

Myths About Gender and Race

Collection

2011 ASEE Annual Conference & Exposition

Authors

Amy E. Slaton, Drexel University

Tagged Divisions

Liberal Education/Engineering & Society, Minorities in Engineering, Women in Engineering

projects include the blog STEMequity.com, and a study, with sociologist Mary Ebeling, of economic equity in nanotechnology training and employment. She is also writing on distributions of blame between workers and materials for failures in contemporary building technologies, as economies of scale and automation continue their long incursion on the labor of commercial construction. Page 22.1061.1 c American Society for Engineering Education, 2011 Metrics of Marginality: How Studies of Minority Self-Efficacy Hide Structural InequitiesAbstractIn ongoing

Conference Session

Build Diversity in Engineering Graduate Programs

Collection

2011 ASEE Annual Conference & Exposition

Authors

Carmen G. Villa, Texas A&M University; Felecia M. Nave, Prairie View A&M University; Sherri S. Frizell, Prairie View A&M University; Mary V. Alfred, Texas A&M University; Fred Arthur Bonner II, Texas A&M University

Tagged Divisions

Minorities in Engineering

method12.The dataobtained from faculty interviews and student focus groups were treated as independent groups.Therefore, for each institution, the faculty interviews were analyzed as one unit and the studentfocus groups were analyzed as a separate unit of data.The research team met as a group to analyze the data from the first two institutions. The teamfollowed this procedure to identify strong categories for the initial themes and to utilize peer Page 22.1499.3debriefing concurrently. The interviews for these particular institutions were transcribed andindividual units of data were placed on note cards. The note cards, particularly for the

Conference Session

Innovative Methods to Teach Engineering to URMs

Collection

2011 ASEE Annual Conference & Exposition

Authors

Jean Kampe, Michigan Technological University; Douglas E. Oppliger, Michigan Technological University

Tagged Divisions

Minorities in Engineering

offers frequent networkingopportunities among the teachers (peer support) and a regularly scheduled direct link touniversity program managers (programmatic support). Most instances of HSE function asafterschool programs, and teacher-coaches are paid for their coaching and mentorship just asthose who direct afterschool athletics. Students on HSE teams work on projects that are selected Page 22.539.2by the coach and team and that have local significance for the students and their community.These projects can continue from one academic year to the next. In the course of their HSEexperience, the students write business plans, solve real-world

Conference Session

New Research & Trends for Minorities in Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Yvette Pearson Weatherton, University of Texas, Arlington; Stephanie Lynn Daza, University of Texas at Arlington; Vu V. Pham, University of Texas, Arlington

Tagged Divisions

Minorities in Engineering

the federally recognized categories of impairment (hearing, visual, and mobility), surveys allowedparticipants to write-in other disabilities; these are denoted by an asterisk.Using a five-point Likert scale (―strongly disagree‖ to ―strongly agree‖), high school studentparticipants responded to statements about STEM courses, such as ―It seems like Science,Technology, Math and Engineering classes are geared more for boys than girls.‖ High schoolteachers helped develop appropriate language for the student surveys. These questions shed lighton students‘ perceptions of courses versus fields by gender, race, and (dis)ability.Likert scales, while limited in various ways, are useful because ―they build in a degree ofsensitivity and differentiation

Conference Session

Broadening Participation of Minority Students in and with K-12 Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Catherine A Broom, University of British Columbia, Okanagan; Wendy Lynn Klassen, University of British Columbia, Okanagan ; Carolyn Labun, Ph.D., University of British Columbia

Tagged Divisions

K-12 & Pre-College Engineering, Minorities in Engineering

relatives. At the second school, students were in a French Immersion program(B). Many had professional parents.The research project involved three classroom visits conducted in January 2011. In the first brief Page 22.685.2visit of approximately 15 minutes, researchers conducted pre-assessments of students’conceptions of engineers by having the students write and draw pictures of how they understoodfour careers (teacher, doctor, accountant and engineer) and then match a series of descriptors(including words such as caring, works with others etc.) to each career.Discussion of Pre-assessments: Stereotypes about CareersThe pre-assessment activity

Conference Session

New Research & Trends for Minorities in Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Adrienne R. Minerick, Michigan Technological University; Rebecca K. Toghiani, Mississippi State University; Christopher Dawson, Mississippi State University

Tagged Divisions

Minorities in Engineering

outlined in thispaper that involve everyone in promoting diversity will help promote visibility of your minoritystudents. In addition, encourage these students to run for leadership positions and to apply forawards and scholarships. Offer to write letters of recommendation and give feedback onresumes, personal statements, etc.Seminars to help students learn to market themselves are extremely valuable. Consider invitingin a career counselor from the career center to talk to your minority student organizationseparately from their interactions with the student body. As mentioned before, backgrounds andcircumstances can be different for minority students. Within a large room, some students willnot want to speak up with questions, thinking that others

Conference Session

New Research & Trends for Minorities in Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Maria M. Larrondo-Petrie, Florida Atlantic University; Ivan E. Esparragoza, Pennsylvania State University, Media

Tagged Divisions

Minorities in Engineering

publishing an Explore series especially for 9-12 year old readers, thefirst What Do You Want To Be? Explore Space Sciences includes 12 biographies ofcontemporary women scientist describing what she does, how she got there, and why she enjoysit. The next two books will focus on Earth Science and Health Sciences. The Sally Ride ScienceFestivals20 held in different locations, bring together more than 1,000 middle school girls, parentsand teachers.Education Unlimited21 offers a variety of summer programs for students in grades 4-12. TheirA+ Summer Programs22 held at Stanford University builds proficiency in logic, critical thinkingand writing skills, dividing students into two sessions: a 12 day camp for 11th and 12th graders23,and a 9 day camp for 9th