Conference Session

Diversity Redefined: Nontraditional Views in Traditional Environments

Collection

2014 ASEE Annual Conference & Exposition

Authors

Richard R Harris, Northeastern University; Lauren Machunis, Northeastern University; William Tiga Tita, D'Amore-McKim Business School, Northeastern University

Tagged Divisions

Minorities in Engineering

process, an emphasis that distinguishes ELT from other learning theories.1According to Kolb, students must complete four learning stages in order for learning to takeplace. Learners, if they are to be effective, need four different kinds of abilities- concreteexperience abilities (CE), reflective observation abilities (RO), abstract conceptualizationabilities (AC), and active experimentation (AE) abilities. That is they must be able to involvethemselves fully, openly, and without bias in new experiences (CE). They must be able to reflecton and observe their experiences from many perspectives (RO). They must be able to createconcepts that integrate their observations into logically sound theories (AC), and they must beable to use these theories to

Conference Session

Diversity Redefined: Nontraditional Views in Traditional Environments

Collection

2014 ASEE Annual Conference & Exposition

Authors

Chrissy Hobson Foster, Arizona State University; Shawn S. Jordan, Arizona State University, Polytechnic campus

Tagged Divisions

Minorities in Engineering

: nitsáhákees - thinking, nahat'á -planning, iiná – living or implementing, and sihasin – reflecting and assuring12.All of the stages should be performed when drawing upon knowledge from each of the fourcardinal directions and should build on one another. This begins with knowledge becoming apart of the person’s thought, then becoming a committed part of the person’s thought schema andactions, then graduating to becoming the way to manage life in a meaningful way, and, finally,the knowledge, skills, and discipline will come together through contentment and be apparent inthe person’s prayers, songs, and teachings. To this day, this four-stage model of knowledgeinternalization is present at the Navajo tribal colleges (Diné College and Navajo

Conference Session

Focus on African-American and Hispanic Engineering Students’ Professional and Academic Development

Collection

2014 ASEE Annual Conference & Exposition

Authors

Noemi V. Mendoza Diaz, University Corporation for the Development of Internet-Mexico

Tagged Divisions

Minorities in Engineering

trends in Science and Engineering do not reflect this segment of the population.Latinos constitute 3% of employed doctoral scientists, and 2.8% doctoral engineers. TheAmerican Dilemma is “this nation’s failure to educate and develop a growing proportion of itspotential talent base –African Americans, Latinos, and American Indians- as its need for peoplewith skills in science and engineering is escalating.” Engineering education literature is very scant of studies addressing, in depth, themisrepresentation of Hispanics in engineering. This study reviews existing literature in this andother related areas (e.g., diversity in higher education, STEM studies) and sheds light into thecauses that hinder the growth of Hispanics in the engineering

Conference Session

Beyond Students: Issues of Underrepresentation among Parents and Professionals

Collection

2014 ASEE Annual Conference & Exposition

Authors

Monica Farmer Cox, Purdue University, West Lafayette; Paul Carrick Brunson, Paul Carrick Brunson Agency ; Nikitha Sambamurthy, Purdue University, West Lafayette; Sara E. Branch, Purdue University, West Lafayette; Catherine G.P. Berdanier, Purdue University, West Lafayette

Tagged Divisions

Minorities in Engineering

% Google+ 30% LinkedIn 20% 10% 0% Teaching Research Service Do Not UseFigure 9- Social Use by URM faculty for Teaching, Research, and Service Page 24.1277.10 Overall, results of the study suggest that underrepresented faculty members arenot actively utilizing social media in a professional context. When social media is utilized,various platforms are employed at different rates for teaching, research, and service.These differences may reflect the nature of the platform, the target audience, and thecapabilities of the platform.Potential Barriers to Social

Conference Session

Summer and Cohort Programs for Minorities: Student Success

Collection

2014 ASEE Annual Conference & Exposition

Authors

Tonya Lynette Smith-Jackson, NC A&T State University; Brianna Shani Benedict, Industrial & Systems Engineering; Garner Ted Stewart II, Department of Industrial & Systems Engineering; Elaine Smith Vinson, North Carolina A&T State University

Tagged Divisions

Minorities in Engineering

initiative is to engage the students in peer-centered support structuressuch as ambassador programs. Ambassador programs help students develop professional skills,especially in the areas of communication and interpersonal relations2. Ambassador programs alsofacilitate student engagement. Student engagement is now highly relevant to most universities,given the new Carnegie Classification emphasis on the constructs reflecting student engagementin higher education3. However, activities to engage students are often discussed by non-students.Likewise, the roles and effectiveness of ambassadors are often discussed and evaluated from anexternal perspective, namely that of faculty and administrators. More explorations are needed tocapture a student-centered

Conference Session

Diversity Redefined: Nontraditional Views in Traditional Environments

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kendra Woodberry Brinkley, Virginia Commonwealth University; Falcon Rankins, Virginia Commonwealth University; Stevara Clinton, Virginia Commonwealth University Department of Chemistry; Rosalyn Hobson Hargraves, Virginia Commonwealth University

Tagged Divisions

Minorities in Engineering

Page 24.5.3students.(15) Our research focuses on this university’s journey to transform the on-campusprogram to a totally virtual experience. Students who participated in both the online program andon-campus programs were interviewed. The 30 minute interviews were recorded and latertranscribed to evaluate if there are any reoccurring themes between the two groups of students.Students who participated in the online summer bridge program are currently freshman studentsenrolled in STEM fields, while those who participated in the on-campus program are upperclassmen and are reflecting on their freshman experience at the university. Researchers alsocompared the students’ academic achievement in their freshman math and chemistry courses.Finally

Conference Session

Mentoring Minorities: Effective Programs, Practices, and Perspectives

Collection

2014 ASEE Annual Conference & Exposition

Authors

Robert G. Ryan, California State University, Northridge; Nathan Durdella, California State University, Northridge; Teodoro Navarro

Tagged Divisions

Minorities in Engineering

Engineering Education, 2014 A Case Study of Success: Mentoring and Supporting Under-Represented Transfer Students in a Mechanical Engineering ProgramAbstractCalifornia State University, Northridge (CSUN), like many large urban institutions, has a verydiverse student body. This diversity is not only reflected in ethnic and racial differences, but alsoin the students’ educational backgrounds. Our institution enrolls a large number of transferstudents, mostly from community colleges in California. These students face a number ofchallenges, including the adjustment to a new learning environment, issues related to transfercredits, and the necessity of taking additional courses to complete lower

Conference Session

Mentoring Minorities: Effective Programs, Practices, and Perspectives

Collection

2014 ASEE Annual Conference & Exposition

Authors

Lesia L. Crumpton-Young, The Center for Advancing Faculty Excellence; Anna V. Elde, The Center for Advancing Faculty Excellence; Kate Ambrose, University of Central Florida

Tagged Divisions

Minorities in Engineering

Landscape: Summary of a Summit, 57.11. Payton, F. C. (2004). Making STEM Careers More Accessible. Black Issues in Higher Education, 21(2), 90.12. National Science Board. (2012). Science and Engineering Indicators 2012. Arlington, VA: National Science Foundation.13. Fifolt, M., & Searby, L. (2010). Mentoring in Cooperative Education and Internships: Preparing Proteges for STEM Professions. Journal of STEM Education: Innovations and Research, 11(1), 17-26.14. Packard, B. W. L. (2004). Mentoring and retention in college science: Reflections on the sophomore year. Journal of College Student Retention: Research, Theory and Practice, 6(3), 289-300

Conference Session

Enhancing the Underrepresented Student Experience

Collection

2014 ASEE Annual Conference & Exposition

Authors

William J. Davis P.E., The Citadel; Kevin C. Bower PE, The Citadel; Ronald W. Welch, The Citadel; Elizabeth Connor, The Citadel

Tagged Divisions

Minorities in Engineering

ExCEL-SCstudent cohorts comprised of robust student enrichment components focusing onacademic performance, academic growth, academic success, directed academic reflection,life skills development, learning community participation, and supportive facultyguidance.Objective 3: To provide an enhanced leadership development program focusing onprincipled leadership in civil engineering, as well as developing professional leadershipskills. To develop student leadership skills through a broad-based program for ExCEL-SC student cohorts including interaction with professional mentors, meetings withengineering leaders, involvement in community service projects, engineering field trips,and participation in forums on leadership aspects of overarching

Conference Session

Diversity Redefined: Nontraditional Views in Traditional Environments

Collection

2014 ASEE Annual Conference & Exposition

Authors

Terrell Lamont Strayhorn, The Ohio State University; Leroy L. Long III, Ohio State University; Michael Steven Williams, The Ohio State University; Marjorie Luce Dorimé-Williams, Baruch College; Derrick L. Tillman-Kelly, Ohio State University

Tagged Divisions

Minorities in Engineering

general education and practical competencerespectively. The first may reflect a long-standing belief in higher education—that students gain Page 24.894.13from every year spent in college; thus, senior engineering majors would be expected to reportgreater gains than their freshman and sophomore peers. That full-time students report higherperceived gains in practical competence than their part-time peers may seem rather intuitive;those who attend college full-time, taking more credits, and more courses have moreopportunities to learn and utilize skills such as critical thinking and effective communication.Similarly, these results may reflect

Conference Session

Engaging Minority Pre-College and Transfer Students in Engineering

Collection

2014 ASEE Annual Conference & Exposition

Authors

Quincy Brown, Bowie State University; Jamika D. Burge, Information Systems Worldwide

Tagged Divisions

Minorities in Engineering

Page 24.915.3as much as cognitive development24, 25, 29. These non-technical skills, also called character, helpcomputer scientists solve problems. Learning CS often requires soft skills like cooperation,communication skills, discipline, and resilience, which prepare students for tackling obstacleshead-on.To encourage non-technical skill development, MOTIVATE girls prepare presentations on atopic they most enjoyed during the program (i.e., HTML, 3D printing, robotics, etc.,), andparticipated in a showcase at the end of the workshop. This provides them with an opportunity toself-reflect and share how they might have overcame challenges during the course of theirlearning. The MOTIVATE program provided an environment in which AA girls could

Conference Session

Engaging Minority Pre-College and Transfer Students in Engineering

Collection

2014 ASEE Annual Conference & Exposition

Authors

Stacie LeSure, Utah State University; Nathan Mentzer, Purdue University, West Lafayette; Kurt Henry Becker, Utah State University - Engineering Education

Tagged Divisions

Minorities in Engineering

24.146.3students poses many challenges to educators. According to Evans et al.: 2 The subject [of design] seems to occupy the top drawer of a Pandora’s box of controversial curriculum matters, a box often opened only as accreditation time approaches. Even ‘design’ faculty—those often segregated from ‘analysis’ faculty by the courses they teach—have trouble articulating this elusive creature called design 25.Human-Centered Design (HCD)Human-centered design (HCD) also known as participatory design, reflective design, andcooperative design, is a design approach which aims to actively involve the end users in thedesign process. The goal of HCD is to ensure that products are not only

Conference Session

Engaging Minority Pre-College and Transfer Students in Engineering

Collection

2014 ASEE Annual Conference & Exposition

Authors

Andrea M. Ogilvie P.E., Virginia Tech

Tagged Divisions

Minorities in Engineering

given the recent increase in nationwide outreachprograms designed to introduce women and racial/ethnic minorities to opportunities in STEMfields. However, the distribution of engineering degrees awarded across racial/ethnic groups isnot reflective of the current demographic shift in the United States. According to the U.S.Census Bureau, 14 out of 50 states in our country have already shifted to majority minoritypopulations with New Mexico, California, and Texas at the top of the list.7 Since 2005,Hispanics have exceeded more than 20 percent of students enrolled in the K-12 educationsystem,8 yet they earned only 10 percent of the engineering degrees awarded in 2007.9Racial/ethnic minorities continue to be an untapped pool of prospective STEM

Conference Session

Enhancing the Underrepresented Student Experience

Collection

2014 ASEE Annual Conference & Exposition

Authors

Aaron S. Hunt, West Texas A&M University; Pamela Renee Lockwood, West Texas A&M University; Emily M. Hunt, West Texas A&M University

Tagged Divisions

Minorities in Engineering

particular events) and reflective notes(researcher’s personal thoughts, speculations, problems, ideas, hunches, impressions, andprejudices). The interview protocol contained a brief script explaining the purpose of the study tothe interviewee. There were standard procedures for the interviewer to maintain consistencyincluding an ice breaker question followed by five to six open-ended questions, and a questionlike, “Who can I talk to about some of the questions I’ve asked you today? ” Because of theinductive nature of this study, additional questions based on the responses of the intervieweeoccurred. Sample Interview Questions: 1. Tell me about why you chose to attend #####. 2. What were your goals in choosing a STEM major at #####? 3

Conference Session

Focus on African-American and Hispanic Engineering Students’ Professional and Academic Development

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kalynda Chivon Smith, Howard University; Lorraine N. Fleming, Howard University; Inez N. Moore, Howard University; Silas E. Burris, Howard University; Fabiana Bornmann

Tagged Divisions

Minorities in Engineering

through [is because] I know I’m helping that number [of Black female engineers] go up, and I’m [going to] help future Black female engineers.Another student echoed this sentiment when he said that he hoped as an entrepreneur he wouldbe able to give back to the Black community. On a slightly different note, one student in thecoed HBUC1 focus group noted the importance of a Black student performing well at aninternship, in that that performance was likely to influence whether other Black students wouldbe hired in the future: … [W]e're very … un[der]represented … [W]hat you do will not just be a reflection on you. It will be a reflection on Black students in general. … [I]f you go and you excel, then they'll think okay

Conference Session

Preparing Minority Students for Undergraduate and Graduate Research

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mahmoud T. Khasawneh, Texas A&M International University; Rafic Bachnak, Penn State Harrisburg; Rohitha Goonatilake, Texas A&M International University ; Runchang Lin, Texas A&M International University; Pablo Biswas, Texas A&M International University; Sofía Carolina Maldonado, Texas A&M International University

Tagged Divisions

Minorities in Engineering

of the survey questions from all respondents was 4.6out of 5.0. The student comments on the survey reflected that: 1) speakers should come fromdifferent engineering backgrounds as opposed to all from civil engineering, 2) projects should beset up by the workshop staff so that all the necessary materials are available since the start and sothat the workshop staff is familiar with the project, and 3) students also indicated their desire tospend more time working on the projects.From the data collected it is clear that the workshop was successful in encouraging theparticipants to continue working towards a STEM degree. Overall, the participants indicated theyreally enjoyed their time in the workshop activities.c) MORE-High-School Outreach

Conference Session

Preparing Minority Students for Undergraduate and Graduate Research

Collection

2014 ASEE Annual Conference & Exposition

Authors

Lorraine N. Fleming, Howard University; Silas E. Burris, Howard University; Kalynda Chivon Smith, Howard University; Leonard Bernard Bliss; Inez N. Moore, Howard University; Fabiana Bornmann

Tagged Divisions

Minorities in Engineering

students, they significantlyimpact Hispanic student representation in postgraduate education. There are many reasons why the United States’ largest racial minority group (i.e.,Hispanics) is significantly underrepresented in postgraduate education; however limited racialand cultural support may influence this incongruence15. This potential contributor is reflected byminority student experiences at Predominately White Institutions (PWIs) where minoritystudents are often confronted with limited cultural diversity and racial minority presence2. Thelack of representation at the faculty level, for Hispanics in particular, may be due to the numberof students aspiring to earn graduate degrees. Recent reports claim only 5.7% of doctoralrecipients

Conference Session

Summer and Cohort Programs for Minorities: Student Success

Collection

2014 ASEE Annual Conference & Exposition

Authors

Darryl Dickerson, Purdue University; Freddy Solis, Purdue University, West Lafayette; Virginia Booth Womack, Purdue University, West Lafayette; Tasha Zephirin, Purdue University, West Lafayette; Carol S. Stwalley, Purdue University, West Lafayette

Tagged Divisions

Minorities in Engineering

suggests that influences beyond pre-college academic preparation and innate ability play a role in URM student success. Theseinfluences may include: academic isolation, social isolation, cultural isolation, negativestereotypes associated with ethnic identity, motivational vulnerability, financial insecurity, anddiscrimination [1, 2, 3, 4]. The academic, social and cultural isolation experienced by URMstudents reflects ineffective transition. While the transition from high school to college posesrisks for all students, there is significant evidence indicating that URM students who areotherwise academically prepared are particularly at risk at this leverage point [5, 6, 7].Historically, summer bridge programs were used to boost the scholastic skills

Conference Session

Beyond Students: Issues of Underrepresentation among Parents and Professionals

Collection

2014 ASEE Annual Conference & Exposition

Authors

Scott Hofacker PE, US Army

Tagged Divisions

Minorities in Engineering

. government engineering workforce reflects this samedemographic15.The population of engineers in the U.S. workforce in 2008 was 1,582,00015. Whites, along withAsians, are overrepresented in engineering when compared to their proportion of the generalU.S. population14,15. Blacks and non-white Hispanics are underrepresented14,15,16,17, and theirprogress towards appropriate—equal to their percentage of the general population—representation in the engineering field has been largely unchanged over the last 30 years15. Forexample, the percentage that black engineers make up in the workforce has remained steady atapproximately 5% since the 1970s8,15 and the total number of black engineers in the U.S. wasonly 49,000 in 200815. Government black engineers make

Conference Session

Focus on African-American and Hispanic Engineering Students’ Professional and Academic Development

Collection

2014 ASEE Annual Conference & Exposition

Authors

Denise Rutledge Simmons P.E., Virginia Tech; Glenda D. Young Collins, Virginia Tech; Stephanie G. Adams, Virginia Tech; Julie P. Martin, Clemson University

Tagged Divisions

Minorities in Engineering

. Page 24.937.14AcknowledgmentsWe would like to acknowledge Dr. Eric Vance and Jennifer Cheng of Virginia Tech’sLaboratory for Interdisciplinary Statistical Analysis (LISA) lab for their suggestions andadvice regarding the statistical analysis of this research.We would also like to thank Dr. David Knight of Virginia Tech’s Department of EngineeringEducation for his statistical consultations.This material is based upon work supported, in part, by the National Science Foundation,under grant # EEC-1159813. Any opinions, findings, and conclusions or recommendationsexpressed in this material are those of the author(s) and do not necessarily reflect the views ofthe National Science Foundation.References1. National Action Council for Minorities in

Conference Session

Preparing Minority Students for Undergraduate and Graduate Research

Collection

2014 ASEE Annual Conference & Exposition

Authors

Nadir Yilmaz P.E., New Mexico Institute of Mining & Technology; Francisco Martin Vigil, New Mexico Institute of Mining & Technology; Miquela Trujillo, New Mexico Institute of Mining and Technology; Isabella Acevedo-Rodriguez, New Mexico Institute of Mining and Technology; Ricardo B. Jacquez, New Mexico State University

Tagged Divisions

Minorities in Engineering

Mexico Alliance for Minority Participation Since its establishment in 1993, New Mexico AMP has impacted the lives of students in NewMexico, their retention in STEM degree programs, as well as, their professional developmentand progression to graduate school and the STEM workforce. These outcomes reflect the goal ofNew Mexico AMP to increase the number of B.S. degrees awarded to minorities traditionallyunderrepresented in STEM. Since New Mexico AMP’s launch, the number of STEM degreesawarded to minority students has more than doubled, from 253 in 1992/93 to 586 degrees in2011, with a total of 7,871 STEM degrees awarded over the life of the program. The Alliance isfunded through the National Science Foundation (NSF) Louis Stokes Alliance for

Conference Session

Summer and Cohort Programs for Minorities: Student Success

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mikhail M. Bouniaev, University of Texas, Brownsville; Immanuel Adaikalaraj Edinbarough, University of Texas, Brownsville; Bill W. Elliott, The University of Texas at Brownsville

Tagged Divisions

Minorities in Engineering

, Page 24.862.6University seminar (UNIV) sections blocked in the CSMT cohort program. Also, the surveyinstruments are distributed to these students through emails. The timing of the survey is plannedin such a way that the students can reflect on their experiences with the cohort program.It may be mentioned at this point that this survey is intended to get the students’ feedback on thecohort program and their backgrounds. As such, survey responses are used to find out thegeneral characteristics and background of the students that have registered in the STEM coursesand their experiences with the cohort program.Survey FindingsThe questions in the survey instruments for students are divided into two categories:Category 1: Questions related to

Conference Session

Mentoring Minorities: Effective Programs, Practices, and Perspectives

Collection

2014 ASEE Annual Conference & Exposition

Authors

Matthew B. A. McCullough, North Carolina A&T State University; Stephanie Luster-Teasley, North Carolina A&T State University; Clay Gloster Jr., North Carolina A&T University (Tech); Leotis Parrish, North Carolina A&T State University; Marcia F. Williams, North Carolina A&T State University; Ronnie S. Bailey, North Carolina A&T State University

Tagged Divisions

Minorities in Engineering

also workwith the collaborative STEM group that has now formed on our campus to link all of the STEMfunded programs to leverage resources and efforts to strengthen the impact our programs have inincreasing the number of minorities and women entering STEM careers.V. AcknowledgementsWe would like to acknowledge our funding source the Department of Education Grant#P120A120034. Any ideas or findings presented in this work are the opinion of the authors andnot reflect the views of the Department of Education.VI. References1.  ASEE, Survey of Engineering & Engineering Technology Programs and Research.  Data Mining  Tool., 2010, www.asee.org. 2.  Gibbons, M.T., Engineering by the Numbers. ASEE Profiles of Engineering and Engineering

Conference Session

Mentoring Minorities: Effective Programs, Practices, and Perspectives

Collection

2014 ASEE Annual Conference & Exposition

Authors

Joi-Lynn Mondisa, Purdue University, West Lafayette

Tagged Divisions

Minorities in Engineering

other in countless ways” (p. 68)34. Race and gender, as well as other sociallyconstructed concepts that contribute to one’s identity, must be understood intersectionally. Intersectionality is defined as how socially-constructed social categories such as race andgender intersect and influence experiences 50,51. Instead of examining race, gender, sexualorientation, and other markers of difference as singular identities, Riley & Pawley (2011) useintersectionality to look at individuals’ experiences through their narratives which reflected theirintersecting identities 51. In looking at the intersectionality of race and gender and its effect onmentoring, intersectionality can provide insight into how race and gender influence

Conference Session

Focus on African-American and Hispanic Engineering Students’ Professional and Academic Development

Collection

2014 ASEE Annual Conference & Exposition

Authors

Olgha Bassam Qaqish, North Carolina State University

Tagged Divisions

Minorities in Engineering

. Equity & Excellence in Education, 35(2), 131-143.[9] Jackson, J. F. L., & Moore, J. L. (2006). African American males in education: Endangered or ignored?Teachers College Record, 108(2), 201-205. Page 24.1266.12[10] Jett, C. C. (2009). African American Men and College Mathematics: Gaining Access and Attaining Success.Middle-Secondary Education and Instructional Technology Dissertations. Paper 44.[11] Noguera, P. A. (2008). The trouble with black boys: And other reflections on race, equity, and the futureof public education. San Francisco: Jossey-Bass.[12] Maton, K. I., Hrabowski, F. A., & Schmitt, C. L. (2000). African

Conference Session

Enhancing the Underrepresented Student Experience

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kari L. Jordan, Ohio State University; Sheryl A. Sorby, Ohio State University

Tagged Divisions

Minorities in Engineering