Conference Session

Minorities in Engineering Division Technical Session 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jenni Buckley, University of Delaware; Marcos Miranda, Ohio State University ; Amy Trauth, University of Delaware; Marianne T. Johnson, University of Delaware; Michael L. Vaughan, University of Delaware; Tasha Zephirin, Purdue University-Main Campus, West Lafayette (College of Engineering); Darryl Dickerson, Purdue University-Main Campus, West Lafayette (College of Engineering); Rachel A. Davidson, University of Delaware

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Diversity

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Minorities in Engineering

, where historically underrepresentedstudents (URM, def: non-white, non-Asian) compose approximately 12-16% of the student body(1). Lack of diversity limits the talent base and creative capital of the entire engineeringprofession (2). For this reason, institutions have been investing in Minority EngineeringPrograms (MEPs) within their undergraduate engineering colleges (3,4). MEPs serve as umbrellaorganizations that offer financial, academic, and social support, with overarching objectives ofimproving representation and retention of URM undergraduate students in engineering programs(3-7). Although programmatic elements and administrative infrastructure may vary byinstitution, there is no question that MEPs in general are effective in URM

Conference Session

Minorities in Engineering Division Technical Session 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

Harvey Abramowitz EngScD, Purdue University Northwest, Hammond; Roy L. Hamilton, Purdue University Northwest

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Diversity

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Minorities in Engineering

-STEM Program at Purdue University Northwest (a unification of Purdue UniversityCalumet and Purdue University North Central) provided educational opportunities for financiallyneedy but academically talented STEM students. Services and activities were designed to: 1)improve the undergraduate educational experiences, 2) increase the number of studentscompleting the first stage of baccalaureate study, and those receiving degrees, and 3) increase thelikelihood that a Scholar will be employed or enrolled in a graduate program. Initially, 26students were chosen, divided between those in the beginning stages of a STEM major (15) andthose at the upper level (11). Additional Scholars were added as Scholars graduated or left, with59 total participants

Conference Session

Minorities in Engineering Division Technical Session 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

Beata Johnson, Purdue University; Joyce B. Main, Purdue University-Main Campus, West Lafayette (College of Engineering)

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Diversity

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Minorities in Engineering

American,and Pacific Islander engineering graduates remain significantly underrepresented in engineering[1]. Progress in increasing the retention and persistence of underrepresented populations inengineering degree programs and the engineering workforce has been slow [2]. Furthermore,even less progress has been made in diversifying the engineering workforce, with marginalchange in the proportion of underrepresented minority engineers in the workforce in recentdecades [3], [4]. To address problems of diversification and retention in the STEM workforce,we must explore potential mechanisms to support these aims.The transition from college to the workforce is a critical period for retaining a diverse STEMworkforce. Early retention in STEM careers is

Conference Session

Minorities in Engineering Division Technical Session 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

A. Ayanna Boyd-Williams, North Carolina A&T State University; Shea Bigsby, North Carolina A&T State University; Clay Gloster Jr, North Carolina A&T State University; Evelyn Sowells-Boone, North Carolina A&T State University; Mark A. Melton, Saint Augustine's University

Tagged Divisions

Minorities in Engineering

considered: • What are the central challenges and obstacles that inhibit minorities from pursuing a faculty career path? • What training and experiences are needed to help students prepare deliberately for a faculty career path? And • What kinds of support, including mentoring, are needed to increase minority students’ chances of success in pursuing careers in academia?The NSF-funded PFMF program invited applications from Ph.D. students and postdocs at NorthCarolina A&T State University. Twenty fellows were selected to participate in the inauguralcohort of the Preparing Future Minority Faculty (PFMF) Program as follows: 18 Ph.D. students,1 postdoc, and 1 MS student. This cohort included 14 males and 6 females

Conference Session

Minorities in Engineering Division Technical Session 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

Claude Brathwaite, City College of the City University of New York; Julianne Vernon, Vanderbilt University

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Diversity

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Minorities in Engineering

who pursue, andgraduate with Baccalaureate Degrees in Science, Technology, Engineering and Mathematics(STEM). Since its inception in November 1992, over 17,500 baccalaureate degrees have beenawarded to underrepresented minority students at CUNY. International Research (IR)experiences are increasingly seen as important components of the High Impact undergraduateactivities that lead to graduation, and continuation to graduate study. This paper will emphasize 1) how elements of the approach integrate into the NYCLSAMP program operations, 2) the university sites research facilities/activities 3) participantrecruitment, 4) pre-departure activities and 5) models for campus wide participation. Thepartnerships were formed over a ten year span

Conference Session

Minorities in Engineering Division Technical Session 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jamie R. Gurganus, University of Maryland, Baltimore County; Liang Zhu, University of Maryland, Baltimore County; Charles D. Eggleton, University of Maryland, Baltimore County; Shuyan Sun

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Diversity

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Minorities in Engineering

will be presented discussing the attitudes and perceptions of the s-stem scholars and comparing students in scholarly programs and non-programmed situations.This research was supported by an NSF S-STEM grant (DUE-1742170).Introduction To meet the need for a highly trained workforce that satisfies current and futuretechnological needs of society [1], an S-STEM scholars’ program, sponsored by NationalScience Foundation (NSF), was proposed and created for mechanical engineering students at theUniversity of Maryland Baltimore County (UMBC). The specific goal of the proposedMechanical Engineering (ME) S-STEM program is to provide enhanced educationalopportunities to 20 economically disadvantaged and academically talented students annually,with

Conference Session

Minorities in Engineering Division Technical Session 6

Collection

2019 ASEE Annual Conference & Exposition

Authors

Michael Maloy Parker, Cankdeska Cikana Community College; Lori Nelson, Nueta Hidatsa Sahnish College; Robert V. Pieri, North Dakota State University; Austin James Allard, Turtle Mountain Community College; Ann Vallie; Josh Mattes, Sitting Bull College; Teri Ann Allery; Karl Haefner, Cankdeska Cikana Community College

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Diversity

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Minorities in Engineering

between the extroverts and introverts. In addition, it givesevery student a purpose and provides accountability to their group to be in attendance.Every phase of the problem-solving path, from initially understanding what the problemis to the termination of the task by presenting its solution to the rest of the class involvesutilizing writing and oral skills to make it a well-rounded educational endeavor.Stepping back from the details of implementation to compare the Carnegie pathway tothe traditional way, consider figure 1 and figure 2 below: Figure 1To clarify the red entries in figure 1; Introductory Algebra would be the actual name ofthe Elementary Algebra directly above it while Pre-Algebra is the initial course and is aterm by itself

Conference Session

Minorities in Engineering Division Technical Session 3

Collection

2019 ASEE Annual Conference & Exposition

Authors

Catalina Cortázar, Pontificia Universidad Católica de Chile; Isabel Hilliger, Pontificia Universidad Catholica de Chile

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Diversity

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Minorities in Engineering

collaborative learning in engineering courses [1].Organizations such as the Accreditation Board for Engineering and Technology (ABET) haveencouraged team projects to develop skills such as leadership, effective communication, andconflict resolution [2]. Therefore, these learning instances are essential to prepare the futureengineers to face the world of real work [1].However, the benefits of cooperative learning are not immediate or automatic [3]. There arecertain considerations to be taken into account in order to avoid non-participation, social loafing,and minority bias. By non-participation, the literature refers to situations when team members donot attend team meetings, show no interest in teamwork at an academic context, or refuse to doanything

Conference Session

Minorities in Engineering Division Technical Session 6

Collection

2019 ASEE Annual Conference & Exposition

Authors

Camille Birch, University of Washington; Celina Gunnarsson, Massachusetts Institute of Technology; Dianne Grayce Hendricks, University of Washington

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Diversity

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Minorities in Engineering

scientific theories ofgender/sex, race, disability, and sexuality influence one another. Throughout the course,students are asked to reflect on who gets to be a scientist or engineer, who defines whichquestions researchers ask and which problems engineers solve, who benefits from thesesolutions, and what role social justice plays in science and engineering practice.Throughout the course, we explore these inter-related questions: 1) How do our cultural ideas about race, gender, disability and sexuality influence science/engineering knowledge and practice? 2) On the other hand, how does our science/engineering practice influence our cultural ideas about race, gender, disability and sexuality? 3) How can we use science and engineering

Conference Session

Minorities in Engineering Division Technical Session 4

Collection

2019 ASEE Annual Conference & Exposition

Authors

Ieshya Anderson, Arizona State University; Shawn S. Jordan, Arizona State University, Polytechnic campus

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Diversity

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Minorities in Engineering

Arizona State University Work in Progress: Seeking Wa:k Community Perceptions in Engineering 2IntroductionIt has been recognized STEM fields need to broaden perspectives and find ways to connect thenext generation [1], [2]. Native Americans have been among the most underrepresentedpopulation in the fields of STEM [3]. To support inclusion programs already established or newengagement programs to support NA/AN inclusion in STEM, it is imperative to first understandhow Native communities and cultures relate to STEM. This insight could provide effectivestrategies for relevant and positive engagement to STEM among Native students.This Work in Progress research builds upon an approach for community-based

Conference Session

Minorities in Engineering Division Technical Session 4

Collection

2019 ASEE Annual Conference & Exposition

Authors

Eric Michael Schearer, Cleveland State University; M. Ann Reinthal, Cleveland State University; Debbie K. Jackson, Cleveland State University

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Diversity

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Minorities in Engineering

the Network leader for the Metropolitan Cleveland Consortium for STEM Regional Ohio STEM Learning Network Hub and Co-Director of the Center for Innovation in STEM Education. c American Society for Engineering Education, 2019 Supporting Students with Mobility, Dexterity, and Psychological Disabilities in a Research Experiences for Undergraduates Summer ProgramIntroductionIn the United States, people with disabilities are underrepresented in both engineering educationand practice. 4.3% of undergraduate students with disabilities major in engineering vs. 5.3% ofstudents without disabilities [1]. 8% of graduate students with disabilities study math,engineering, or

Conference Session

Minorities in Engineering Division Technical Session 6

Collection

2019 ASEE Annual Conference & Exposition

Authors

Erika Mein, University of Texas at El Paso; Helena Mucino, University of Texas, El Paso

Tagged Divisions

Minorities in Engineering

, 2019 Key Sociocultural Influences Shaping Latinx Students’ Pathways into Engineering/CS: An Ethnographic LensThe underrepresentation of Latinas/as in engineering and computer science across the pipeline –from undergraduate studies into the profession – remains a persistent challenge. Based on 2017NSF reports, only 10.3% of engineering and computer science degrees in the U.S. were awardedto Hispanics from 2004-2014 [1]. Similarly, a 2018 Pew report analyzing IPUMS data indicatedthat only 8% of the engineering workforce and 7% of the computing workforce, respectively,was comprised of Hispanics [2]. Studies from a range of disciplinary perspectives have shedlight on some of the challenges faced by Hispanic students, hereby

Conference Session

Minorities in Engineering Division Technical Session 2

Collection

2019 ASEE Annual Conference & Exposition

Authors

Trina L. Fletcher, Florida International University; Tina L. Fletcher, University of Pennsylvania; Janelle L. Williams, Penn Center for Minority Serving Institutions; Brianna Benedict McIntyre, Purdue University; Brittany Nicole Boyd, Morgan State University; Kevrick Watkins

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Diversity

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Minorities in Engineering

report highlighted the various academic, economic, and social benefitslinked to Minority Serving Institutions (MSIs) and spotlighted their impact on their respectiveinstitutional and community stakeholders. The report affirmed that MSIs have not beenadequately researched or utilized to increase future research and that MSIs should be prioritized.Historically Black Colleges and Universities (HBCUs), one of two MSI types that arehistorically and culturally defined, were researched and analyzed as a part of the report. Definedby federal law [1], an HBCU is a “college or university that was established prior to 1964, whoseprincipal mission was, and is, the education of Black Americans.”While only accounting for 3% of all post-secondary institutions

Conference Session

Minorities in Engineering Division Technical Session 2

Collection

2019 ASEE Annual Conference & Exposition

Authors

Eleazar Marquez, Rice University; Samuel Garcia Jr., Texas State University

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Diversity

Tagged Divisions

Minorities in Engineering

are involved in some form of researchactivity throughout their undergraduate matriculation [1], [3]. Studies reveal that participating inundergraduate research venues is notably beneficial towards nurturing academic development andclarifying career options post-graduation [14], [15]. In a follow-up survey conducted by theNational Science Foundation (NSF), 88% of its respondents, which held undergraduate researchpositions, reported significant growth in structuring and conducting a research project, 83%expressed greater confidence in research and professional abilities, and 73% attested awareness ofa graduate school environment [3], [4], [16]. These undergraduate research opportunities,according to Hurtado et al. [2], have further facilitated

Conference Session

Minorities in Engineering Division Technical Session 4

Collection

2019 ASEE Annual Conference & Exposition

Authors

Wendy A. Dannels, Rochester Institute of Technology/National Technical Institute for the Deaf; Chris Campbell, Rochester Institute of Technology; Brian Trager, Rochester Institute of Technology; Byron Behm, Rochester Institute of Technology

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Diversity

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Minorities in Engineering

university of interest, their highest priority is to assist their Deaf and Hard of Hearing(DHH) graduates with the progress of employment. There is a report revealing that DHH alumniwith bachelor’s degrees or higher earn about 60% more on the average than students who leftuniversity without a degree [1]. Also, DHH alumni’s dependency on federal income supportprograms such as Supplemental Security Income (SSI) or Social Security Disability Insurance(SSDI) decreased [2]. DHH alumni employed in STEM fields earn 31% more than non-STEMfields [3]. These three pieces of evidence show DHH students graduating from the universityresults in major economic benefits for them.However, DHH alumni with bachelor’s degrees or higher in their work career show they

Conference Session

Minorities in Engineering Division Technical Session 6

Collection

2019 ASEE Annual Conference & Exposition

Authors

Tonisha B. Lane, University of South Florida ; Jonathan Elliot Gaines, University of South Florida; Selene Willis, University of South Florida; Salam Ahmad; Kali Lynn Morgan, Georgia Institute of Technology; Eugenia Vomvoridi-Ivanovic, University of South Florida

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Diversity

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Minorities in Engineering

been recognized as resources for mathematics learning. c American Society for Engineering Education, 2019 Culturally Responsive Pedagogy in a Summer Intervention Program (Research) IntroductionStructured informal (out-of-school) programming has been growing rapidly over the past twodecades, especially in the form of after-school science, technology, engineering, and mathematics(STEM) programs [1] and STEM intervention summer programs [2]. These structured out-of-school STEM learning experiences have been shown to play an important role in supportingSTEM engagement and learning [3], including developing children’s exposure to STEM basedexperiences and career

Conference Session

Minorities in Engineering Division Technical Session 3

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jeremy A. Magruder Waisome, University of Florida; Kyla McMullen, University of Florida; Tiffanie R. Smith, University of Florida; Simone A. Smarr, University of Florida; Juan E. Gilbert, University of Florida

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Minorities in Engineering

Smith1 Smarr1 Gilbert1 jam323@ufl.edu kyla@cise.ufl.edu tiffan3@ufl.edu ssmarr@ufl.edu juan@ufl.edu 1 Department of Computer & Information Science & Engineering University of FloridaAbstractIn 2014, an American land-grant research university in the South began a new cycle of theNational Science Foundation (NSF) Scholarships in Science, Technology, Engineering, andMathematics (S–STEM) grant entitled the Human-Centered Computing Scholars (HCCS):Fostering a New Generation of Underrepresented and Financially Disadvantaged Researchers.This project was a continuation of NSF Grant No. 1060545, which supported students at

Conference Session

Minorities in Engineering Division Technical Session 5

Collection

2019 ASEE Annual Conference & Exposition

Authors

Shannon McLoughlin Morrison, Ohio State University

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Diversity

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Minorities in Engineering

; Tomasko, Ridgway, Waller, and Olesik 2016). This research collectively evaluates multiplemeasures for student persistence in an academic program. In order to analyze the impact of multiple variables on student retention, the conceptualframework shown in Figure 1, was used:Figure 1: Conceptual Framework of Student Exposure to Diversity Policy The primary research question was represented through the dependent variable labeled in thecenter of Figure 1 (consideration of leaving). Evaluation of this question involved the use of anindependent variable, diversity policies which is highlighted above, and a series of control variables(non-shaded) intended to determine the potential influence of other variables on the studentexperience

Conference Session

Minorities in Engineering Division Technical Session 2

Collection

2019 ASEE Annual Conference & Exposition

Authors

Melissa Danforth, California State University, Bakersfield; Charles Lam, California State University, Bakersfield; Ronald Hughes, California State University, Bakersfield; Stephanie Salomon, California State University, Bakersfield

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Diversity

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Minorities in Engineering

the lower-division level. The program was modeled on previous programsthat had been shown effective at retaining URM students [1] [2]. First and second year studentswere targeted for this research program because over 70% of the STEM students who leaveCSUB without a degree leave in the first two years. The first two years are a critical interventionperiod for promoting success and retention.In [3], we described the first two years of the program and presented preliminary results withrespects to attitudes and awareness, along with one-year retention data. In this paper, we look atthe full four years of the program to analyze multi-year retention rates, the survey and interviewdata collected during the program, and the follow-up surveys

Conference Session

Minorities in Engineering Division Technical Session 2

Collection

2019 ASEE Annual Conference & Exposition

Authors

Reginald Perry, Florida A&M University/Florida State University; Charmane V. Caldwell, Florida A&M University/Florida State University

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Diversity

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Minorities in Engineering

Examination of Learning Community Models on the Retention, Progression and Academic Performance of Engineering Students at a Historically Black UniversityIntroductionThe foundation for learning communities was introduced into higher education over 90 years ago [1]. It is well known that they have apositive effect on measures of student academic performance including retention and graduation rates [2]. Learning communities alsohave been shown to facilitate both the academic and social transition to college for first-generation students [3]. These characteristicsare especially important in the graduation of students underrepresented in science, technology, engineering, and mathematics (STEM)disciplines including women and African-Americans

Conference Session

Minorities in Engineering Division Technical Session 4

Collection

2019 ASEE Annual Conference & Exposition

Authors

Nicole M. Colston, Oklahoma State University; Sherri L. Turner, University of Minnesota, Twin Cities; Gale Mason Chagil, Culture Inquiry Consulting, LLC; Sue C. Jacobs Ph.D., Oklahoma State University; Sarah Johnson, Oklahoma State University

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Diversity

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Minorities in Engineering

; Turner, 2010; Turner et al., 2017; Turner, Smith et al., 2015; Turner, Trotter et al., 2006). She has been awarded over $1 million to sup- port her research. She currently is PI on an EEC EAGER award focusing on factors that affect Native Americans’ entry into and persistence in the engineering faculty.Dr. Gale Mason Chagil, Culture Inquiry Consulting, LLC Dr. Gale Mason-Chagil, Cultural Inquiry Consulting, LLC, has 18 years’ experience conducting culturally- competent educational and career development research with Native American communities. She special- izes in social change and social justice research and in consultation for projects administered by schools, community-based organizations, and foundations. She

Conference Session

Minorities in Engineering Division Technical Session 4

Collection

2019 ASEE Annual Conference & Exposition

Authors

Felicia James Onuma, University of Maryland, College Park; Bruk T. Berhane, University of Maryland, College Park

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Diversity

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Minorities in Engineering

orbiracial, and 1% Native American or Hawaiian (University of Maryland, Clark School ofEngineering, 2018).The choice to conduct our study at the Clark School is an important one given its status as a PWIand ranking in recent years as one of the top 10 producers of Black bachelor’s and master’sengineering degree recipients (Diverse Issues in Higher Education, 2018). To date, HistoricallyBlack Colleges and Universities (HBCUs) have been heralded by scholars and practitioners asbeing the most successful at bolstering the enrollment and retention of Black students in STEMfields (Gasman & Nguyen, 2014; Palmer, Davis, & Thompson, 2010; Utpon & Tanenbaum,2014; Solórzano, 1995). PWIs, on the other hand, have been largely regarded as inhospitable

Conference Session

Minorities in Engineering Division Technical Session 5

Collection

2019 ASEE Annual Conference & Exposition

Authors

Harriet Hartman, Rowan University; Ralph Alan Dusseau P.E., Rowan University; Beena Sukumaran, Rowan University; Stephanie Farrell, Rowan University; Tiago R. Forin, Rowan University; Stephanie Lezotte, Rowan University; Kauser Jahan P.E., Rowan University; Sarah K. Bauer, Rowan University; Danilo Zeppilli

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Diversity

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Minorities in Engineering

college students (FGCS) face considerable obstacles to college success,including a lack of role models in the family, a lack of familial mentoring and support, a lack offamiliarity with the college climate, and, generally, lower socioeconomic status [1-6]. They tendto be less academically prepared for college, and English is not their native language for a higherproportion than of continuing-generation college students (CGCS) [3]. However, in many ways,recent research suggests that FGCS are very similar to CGCS. They respond to the same factorsencouraging college persistence and success [7-8], and often demonstrate considerable “grit” inpursuing their undergraduate careers (9), a factor instrumental in undergraduate achievement.Indeed, Boone and

Conference Session

Minorities in Engineering Division Technical Session 5

Collection

2019 ASEE Annual Conference & Exposition

Authors

Sarah Appelhans, University at Albany; Thomas De Pree, Rensselaer Polytechnic Institute; J. Thompson, Rensselaer Polytechnic Institute; Joerene Acerrador Aviles, Rensselaer Polytechnic Institute ; Alan Cheville, Bucknell University; Donna M. Riley, Purdue University-Main Campus, West Lafayette (College of Engineering); Jennifer Karlin, Minnesota State University, Mankato; Soheil Fatehiboroujeni, Indiana-Purdue University; Atsushi Akera, Rensselaer Polytechnic Institute

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Diversity

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Minorities in Engineering

Distributed System of Governance in Engineering Education.” In it, we analyze diversity discourses among faculty and administrators in engineering programs across the Unites States, and the initiatives deployed in the name of diversity. We use methods of discourse analysis to study how the term “diversity” is leveraged in different contexts to enact certain methods of recruitment and retention of particular populations.Introduction Diversity initiatives have been a priority in university settings for decades, but havelargely not delivered on their promises. The percentage of bachelor’s degrees awarded toHispanic, Black and Native American students is in the single digits [1], and the proportion ofwomen in

Conference Session

Minorities in Engineering Division Technical Session 3

Collection

2019 ASEE Annual Conference & Exposition

Authors

José Carlos Villalobos, University of Central Florida; Uday K. Nair, University of Central Florida; Lisa Massi, University of Central Florida; Rachel Straney, University of Central Florida

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Diversity

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Minorities in Engineering

Social Identity and Personal Identity Scale (SIPI) [1];b) types of motivation on the Academic Motivation Scale (AMS) [2]; and c) temporalfluctuations in self-esteem on the State Self Esteem Scale (SSES) [3]. Data were analyzed usingthe Mann-Whitney ​U​ test on nine scales with three demographics comparing ethnicity (majorityvs. underrepresented minorities), gender (male vs. female), and first-in-family to pursue abachelor’s degree (first generation vs. non-first generation). Preliminary results suggest thatfemale students’ motivation for four sub-constructs on the AMS were significantly higher theirmale counterparts. Female (Median=4.38 s=.55) ​motivation to accomplish things​ wassignificantly higher (​p​=.016) than male (Median=3.25 s=.93

Conference Session

Minorities in Engineering Division Technical Session 5

Collection

2019 ASEE Annual Conference & Exposition

Authors

Eduardo Santillan-Jimenez, University of Kentucky; Sarah Hodges, University of Kentucky; Alejandro Gerardo Villasante-Tezanos, University of Kentucky; Robert Theakston MS

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Diversity

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Minorities in Engineering

-Tezanos is Data Management Specialist Sr. for the department of Statistics at the University of Kentucky. He completed his Ms in Statistics in 2015 and he is finishing his Phd focusing in high dimensional multivariate analysis.Mr. Robert Theakston MS c American Society for Engineering Education, 2019 Broadening participation in engineering through a research center-based mentoring program (Research)1. Background1.1. The entrenched nature of minority underrepresentation in higher education and engineeringIn spite of affirmative action efforts spanning several decades, African Americans and Hispanicsare more underrepresented at American top colleges and flagship universities than they

Conference Session

Minorities in Engineering Division Technical Session 2

Collection

2019 ASEE Annual Conference & Exposition

Authors

Marisa K. Orr, Clemson University; Catherine Mobley, Clemson University; Catherine E. Brawner, Research Triangle Educational Consultants; Rebecca Brent, Education Designs, Inc; Richard A. Layton, Rose-Hulman Institute of Technology

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Diversity

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Minorities in Engineering

well as identifying barriers thatmay disproportionately affect Black men or women.BackgroundThe need to diversify engineeringIn recent decades, the emphasis on increasing the number of engineering graduates has beencoupled with greater concern about the lack of diversity in engineering fields. Research hasidentified the benefits of identity diversity (e.g., race, ethnicity, gender, socioeconomic status,etc.) in engineering education, including more innovative groups [1], greater engagement inactive thinking processes, growth in intellectual engagement and motivation, and an increase inacademic skills [2, 3]. A variety of educational policies and programs have been initiated toboost participation and increase graduation rates of under

Conference Session

Minorities in Engineering Division Technical Session 5

Collection

2019 ASEE Annual Conference & Exposition

Authors

Amy Trauth, University of Delaware; Jenni Buckley, University of Delaware; Sarah Ilkhanipour Rooney, University of Delaware; Joshua A. Enszer, University of Delaware; Tia Navelene Barnes, University of Delaware; Rachel Davidson, University of Delaware

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Diversity

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Minorities in Engineering

, Joshua Enszer, PhD2, Tia N. Barnes, PhD1, Rachel Davidson, PhD2 2 1 University of Delaware, College of Education and Human Development 2 University of Delaware, College of EngineeringIntroductionThe underrepresentation of women and underrepresented minorities (URM, def. non-White, non-Asian) in engineering undergraduate programs can be attributed to a multitude of factors,including, but not limited to, insufficient access to high-quality curriculum and instruction andbarriers in recruiting into engineering programs at the K-12 level, low self-efficacy, lack of peersupport, inadequate academic advising or faculty support, harmful stereotypes of

Conference Session

Minorities in Engineering Division Technical Session 3

Collection

2019 ASEE Annual Conference & Exposition

Authors

Julie Aldridge, Ohio State University; So Yoon Yoon, Texas A&M University; Monica Farmer Cox, Ohio State University; Joyce B. Main, Purdue University-Main Campus, West Lafayette (College of Engineering); Ebony Omotola McGee, Vanderbilt University

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Diversity

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Minorities in Engineering

development procedure for the Persistence of Engineers in the AcademySurvey (PEAS). This survey was developed as part of a multi-year, mixed-methods researchproject funded by the NSF to explore the experiences of women tenure-track faculty inengineering. Faculty are identified as the pivotal resource around which the outcomes ofpostsecondary education revolve; therefore, it is essential to understand who they are; what theydo; and whether, how, and why they are changing [1] [2]. Although they represent an increasingshare of engineering faculty, women continue to be underrepresented in many engineeringdisciplines [3] [4] and as tenured faculty [5] [6]. On average, women tenured/tenure facultyrepresented approximately 16.9% of the academic workforce in

Conference Session

Minorities in Engineering Division Technical Session 3

Collection

2019 ASEE Annual Conference & Exposition

Authors

Josh Mattes, Sitting Bull College; Robert V. Pieri, North Dakota State University; Austin James Allard, Turtle Mountain Community College; Michael Maloy Parker, Cankdeska Cikana Community College; Ann Vallie; Teri Ann Allery; Lori Nelson, Nueta Hidatsa Sahnish College; Karl Haefner, Cankdeska Cikana Community College

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Diversity

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Minorities in Engineering

. c American Society for Engineering Education, 2019 Cultivating Meta-cognitive Skills and Emotional Intelligence in First- Year Curricula MOTIVATIONColleges and universities have traditionally devoted considerable resources to restructuring andrefining learning environments in order to address deficits in "hard skills" such as reading,writing, mathematics, and critical thinking. Comparatively fewer resources have been devoted toimproving the cultivation of “emotional intelligence” and "soft skills/attributes" such asinterpersonal communication skills, metacognitive analysis of study methods [1], resiliency [2],[3] motivation, and problem solving around non-academic issues. However, research andexperience have shown