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Culturally Responsive Pedagogy in an Engineering Summer Intervention Program (Research)

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
Tagged Topics: Diversity
Tagged Divisions: Minorities in Engineering

thatinformed this study were: 1) What are the elements applied in a culturally responsive trainingmodel within a summer intervention program? 2) How does the implementation of a culturallyresponsive training model prepare program mentors to engage with culturally diverse students inintervention programs? 3) What lessons learned can be translated to similar interventionprograms? Relevant LiteratureSTEM Intervention ProgramsSTEM intervention programs (SIPs) integrate student culture and curriculum by designinginterventions that focus on aiding the non-dominant cultural groups in “catching up” [11]. SIPsare structured in many ways, they vary in their purpose, curriculum focus, and academic level;regardless, SIPs work

Relevance Score: 0.79932886

Experience: An Examination of Learning Community Models on the Retention, Progression, and Academic Performance of Engineering Students at a Historically Black University

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
Tagged Topics: Diversity
Tagged Divisions: Minorities in Engineering

Electrical and Computer Engineering from 1999 to 2004, and associate dean for student affairs and curriculum at the college from 2004 to 2018. Dr. Perry’s research interests include semiconductor device modeling, embedded systems design, and engineering education. He is an electrical and computer engineering program evaluator for ABET, Inc, a senior member of the IEEE, and a member of ASEE.Dr. Charmane V. Caldwell, Florida A&M University/Florida State University Dr. Charmane V. Caldwell is the Director of Student Access at the FAMU-FSU College of Engineering (COE). As Director, Charmane leads a comprehensive effort to increase the number of underrepresented undergraduate minorities and women in engineering. She has

Relevance Score: 0.65595794

Nurturing Brilliance in Engineering: Creating Research Venues for Undergraduate Underrepresented Minorites in Engineering as an Initiative from Faculty Members that Foster Academic Inclusion, Development, and Post-graduation Instruction (Work in Progress)

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
Tagged Topics: Diversity
Tagged Divisions: Minorities in Engineering

once underrepresented students joined the research group. In such process, the facultymember serves as a mentor by providing extensive technical guidance, role modeling approachesto problem solving, and advocating post-graduation career venues. These academic resources arenecessary components for securing employment post-graduation or establishing fundamentalresearch knowledge for graduate school.Post-graduation InstructionBased on the open-ended question, students shared relevant information about receiving guidancerelating to Mechanical Engineering curriculum, undergraduate resources, summer internships, andgraduate programs. One student, in particular, alluded that the faculty advisor invested time inexplaining the benefits of pursuing an

Relevance Score: 0.618814

First-Generation College Students and Othering in Undergraduate Engineering

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
Tagged Topics: Diversity
Tagged Divisions: Minorities in Engineering

supports a “deficit” model ofunderstanding FGCS;(2) differences in behavior of FGCS and CGCS while in the College of Engineering, in terms ofparticipation in both engineering-related and university-wide extra-curricular activities at theCollege and University level which are typically associated with greater integration into theCollege and facilitate identification with the major and subsequent retention;(3) perceived feelings of self-confidence as an engineering student, which is associated withretention and commitment;1 The researchers adapted questions about personal perceptions of the culture of diversity fromVu et. al. [12] who based their survey on Helm et al. [13] the research team expanded thequestions to cover other visible and

Relevance Score: 0.38834617

Board 105: Work-in-Process:Cultivating Meta-cognitive Skills and Emotional Intelligence in First-Year Curricula

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
Tagged Topics: Diversity
Tagged Divisions: Minorities in Engineering

registered into all four of these courses, thusestablishing a cohort. This cohort was comprised of random students, without regard to theirdegree plan, placement tests, etc. All other first semester students were enrolled in thetraditional non-cohort curriculum. About a month prior to the start of the semester, each of theinstructors (MATH, PSYC, CSCI, and ENGL), and the IFYEP project coordinator (Dr. Mattes)attended several meetings (roughly 6 hours total) to establish a sequence of weekly topics thatwould easily allow for subject integration across the courses. An example of a weekly themethreading through the four core courses is illustrated in Fig. 1, along with an indication of howadditional major-specific first-semester courses could be

Relevance Score: 0.38500345

GlobalCUNY: The NYC Louis Stokes Alliance Model for International Research Experiences for Minority Students

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
Tagged Topics: Diversity
Tagged Divisions: Minorities in Engineering

are faculty led and short term are seen as one of the majorvehicles for students to integrate an international experience in their curriculum. The opposite istrue for the NYC LSAMP model, which consists of 8 weeks or more of research. A summary ofthe program elements at each university site is shown in Table 2. The eleven core elements of theprogram all contribute to the success of the programming per each site. A total of nine site coordinators for the Netherlands (1), China (1), Morocco (1) andColombia (6) sites were engaged, all were participants in the NYC LSAMP, and need not havefluency in the language of the host country. Only for the program in Cartagena that involved themanagement of both Colombian and American students, was

Relevance Score: 0.3837606

Board 103: Work in Progress: NSF S-STEM Program: Recruitment, Engagement, and Retention: Energizing and Supporting Students with Diverse Backgrounds in Mechanical Engineering

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
Tagged Topics: Diversity
Tagged Divisions: Minorities in Engineering

strong components of the program. Overall, 39% of the scholars were transfers from2-year local community colleges [4]. Results also indicate that faculty mentoring, monetarysupport, and an integration of research into education played strong roles in student retention andpost-graduation placement. The overall retention rate in 2017 was 88%. Through March 2017, 49scholars (58%) completed the BS degree in ME with an average GPA at graduation of 3.53/4.0,27% of them are pursuing graduate degrees in a STEM major, 67% of them are now working ina STEM industry. The program was built from both best practices in research and lessons learned fromprevious years from the grant [2][3]. Specifically, a S-STEM scholar will be connected to facultymentor

Relevance Score: 0.38332698

Exploring the Career Thinking of Native American Engineering Students (Research)

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
Tagged Topics: Diversity
Tagged Divisions: Minorities in Engineering

. Turner, and G. Gushue, “Testing an integrative contextual career development model with adolsescents from high-poverty urban areas,” Career Development Quarterly, vol. 66, pp. 220-232, Sep. 2018.[21] E. H. McWhirter, et al., “Perceived barriers and postsecondary plans in Mexican American and White adolescents,” Journal of Career Assessment, vol. 15, pp. 119-138, Feb. 2007.[22] E. H. McWhirter, G. Hackett, and D. L. Bandalos, “A casual model of the educational plans and career expectations of Mexican-American high school girls,” Journal of Counseling Psychology, vol. 45, no. 2, pp. 166-181, Apr. 1998.[23] S. L. Turner, “Preparing inner-city adolescents to transition into high school,” Professional

Relevance Score: 0.38244617

Preparing Future Minority Faculty for the Professoriate (Experience)

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

preparation needed to successfully pursue tenure-track faculty positions. A centralcomponent of the PFMF program consisted of an integrated view of the roles of a professionalacademic career through three key areas: 1) hands-on mentoring, 2) structured teachingexperiences and 3) evidenced-based professional development. Figure 1 provides a conceptualframework for linking the program activity inputs with the intended outcomes. The followingsection details the components of this integrated model. Preparing Future Minority Faculty in STEM (PFMF) INPUTS OUTCOMESFigure 1. Model for PFMF success.1) Hands-On MentoringDuring the

Relevance Score: 0.38123894

Academic Pathways of Black Men and Women in Electrical and Mechanical Engineering

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
Tagged Topics: Diversity
Tagged Divisions: Minorities in Engineering

IPEDS(Integrated Postsecondary Education Data System) standards, we use the 6-year point toinvestigate outcomes and only include students for whom six calendar years of data aftermatriculation are available. Including all the data for each student would bias the results in favorof earlier cohorts who have had more time to return and using a longer window would eliminatethe more recent cohorts from the study. There are several groups of students for whom the 6-yearpoint is not an accurate representation of their final educational outcome: those who arecontinuing at year 6, but eventually drop out (we know of 58 in engineering and 24 in othermajors), and those who have stopped out in year 6 but later returned (we know of 145 whoreturned to

Relevance Score: 0.3807511

Developing Career Self-Efficacy of Researchers in Human-Centered Computing through Scholarship Support (Experience)

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
Tagged Divisions: Minorities in Engineering

work.BackgroundFor several years, the United States (U.S.) federal government and other national entities haveexpressed the significant need for an increase in the highly skilled STEM workforce. Non–profitorganizations and companies have addressed this call to action by developing co–curricular andextra–curricular opportunities for students. Many targeted early learning stages, with thedevelopment of outreach activities, after–school programs, and summer camps, in an effort toincrease the post-secondary pipeline with prospective low-income and underrepresentedstudents. Some of these efforts have generated positive outcomes, including the implementationof CS curriculum. Several focused on creating spaces for underrepresented student populations,in an effort

Relevance Score: 0.37841287

Minority Serving Institutions: America's Underutilized Resource for Strengthening the STEM Workforce Report – Implications for Historically Black Colleges and Universities (HBCUs)

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
Tagged Topics: Diversity
Tagged Divisions: Minorities in Engineering

Paper ID #27682Minority Serving Institutions: America’s Underutilized Resource for Strength-ening the STEM Workforce Report – Implications for Historically Black Col-leges and Universities (HBCUs)Dr. Trina L. Fletcher, Florida International University Dr. Fletcher is currently an Assistant Professor at Florida International University. Her research focus includes people of color and women in STEM and quality in K-12 and higher education. Prior to FIU, Dr. Fletcher served as the Senior Manager for the Summer Engineering Experience of Kids (SEEK) program and the Director of Pre-college Programs for NSBE. Additionally, she

Relevance Score: 0.3777016

Board 106: Did Math Make Me Move? The Design and Initial Evaluation of a Culturally Appropriate Gestural Educational Technology (Research)

Conference Session: Minorities in Engineering Division Technical Session 6
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Tiffanie R. Smith, University of Florida; Juan E. Gilbert, University of Florida
Tagged Topics: Diversity
Tagged Divisions: Minorities in Engineering

Paper ID #26662Board 106: Did Math Make Me Move? The Design and Initial Evaluation ofa Culturally Appropriate Gestural Educational Technology (Research)Ms. Tiffanie R. Smith, University of Florida Tiffanie R. Smith is a Ph.D. Candidate at the University of Florida studying Human Centered Comput- ing in the Department of Computer and Information Sciences and Engineering. She received her B.S. in Computer Engineering from North Carolina A&T State University in 2013. She is an NSF Graduate Re- search Fellow as well as a Ford Foundation Dissertation Fellow. Her research interests include educational technologies