Conference Session

Track: Pre-College - Technical Session 11

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Christine Newman, Johns Hopkins University; Margaret Hart, Johns Hopkins University; Andrea M. Perry, Garrison Forest School; Anitra Michelle Washington, Western High School; Laura Garcia

Tagged Topics

Diversity, Pre-College

. 5Each student is asked to write briefly in their journals on a weekly basis to document their learning and their challenges.  These are read by staff who include comments and questions for students.  Staff intervene if they think it is needed to improve the situation for the student.  In most cases the students are advised to advocate for themselves—ask questions, for example.At the end of the semester of research, the student develops a presentation that shows what she has done during her research, what she has learned, how the research will be impactful if successful, and if this research opportunity has influenced her future plans.They get to make their presentation to an audience of their peers, theirs and others’ mentors and faculty

Conference Session

Track : Pre-College - Technical Session 10

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Beth A. Myers, University of Colorado, Boulder; Angela R. Bielefeldt, University of Colorado, Boulder; Jacquelyn F. Sullivan, University of Colorado, Boulder

Tagged Topics

Diversity, Pre-College

used, and all the standardized test scoreswere converted to SAT values using the pre-2005 version of the ACT-to-SAT concordance table[7]. In the MIDFIELD database, the only ACT score variable provided is ACT Composite;therefore, all SATs were also converted to a total score—with a maximum of 1600 (sum of SATVerbal and SAT Math, MIDFIELD data timeframe before SAT switched to separate CriticalReading and Writing scores with a maximum of 2400). For students with two SAT values afterthe conversion, the higher score was used.Next, all high school grade point averages were converted to a 5.0 scale. Only five of the 11institutions had maximum high school grade point averages less than 5.0; thus, converting to a5.0 scale conserved data resolution