Displaying all 8 results
- Conference Session
- Minorities in Engineering Division Technical Session 3
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Lisa Y. Flores, University of Missouri; Rachel L. Navarro, University of North Dakota; Heather Hunt, University of Missouri; Hang-Shim Lee, Konkuk University ; Patton O. Garriott, University of Denver
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- Diversity
- Tagged Divisions
- Minorities in Engineering
, and White men and women engineering majors enrolled at 11 partnerinstitutions (6 HSIs and 5 PWIs). All Latinx and White engineering majors enrolled at thepartner institutions in the 2014-2015 academic year were invited to participate in an onlinesurvey, which included measures (see Table 1 for a list of all measures with citations, totalnumber of items, and internal consistency reliabilities) to assess demographic data, engineeringlearning experiences, engineering perceived supports, engineering perceived barriers,engineering self-efficacy, engineering positive outcome expectations, engineering negativeoutcome expectations, engineering interests, engineering academic satisfaction, engineeringacademic engagement, engineering persistence
- Conference Session
- Minorities in Engineering Division Technical Session 1
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Stephanie Lezotte, Rowan University; Harriet Hartman, Rowan University; Stephanie Farrell, Rowan University; Tiago R. Forin, Rowan University
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- Diversity
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- Minorities in Engineering
present its results, and discusssuggestions for improvement.Literature reviewEngineering Students with Disabilities: Because disability is not always visible and becausecollege students must self-identify as disabled, it is difficult to know the true number ofengineering students with disabilities. This section will review literature about students withdisabilities’ commitment to the engineering major and career, their extracurricular engagement,their feelings of self-efficacy in engineering, and their perceptions of “otherness.”Commitment to the engineering major and career: According to the National Science Foundation[8], students with disabilities enroll in undergraduate science and engineering fields at similarrates to their non-disabled
- Conference Session
- Minorities in Engineering Division Technical Session 3
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Mauro Rodriguez Jr, California Institute of Technology; Karen Mariela Siles, IBM Corporation; Dora Louise Renaud, Society of Hispanic Professional Engineers
- Tagged Topics
- Diversity
- Tagged Divisions
- Minorities in Engineering
programming, while effective forstandardized, intervention-like programming, is limited in duration and scope in terms ofworkforce development compared to local chapter-based programming. However, localprogramming poses challenges as it is highly dependent volunteers’ self-efficacy and heterogenousin available resources and knowledge capital to obtain national uniformity. To the authors’knowledge, limited to no information about chapter-based programming or its evolution isavailable in the literature from these organizations. It is noted that there have been engineeringeducation research of students’ academic performance in their participation in national engineeringdiversity organizations [3, 4]. This experience report provides a decade-long insight
- Conference Session
- Minorities in Engineering Division Technical Session 9
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Jeremi S. London, Virginia Polytechnic Institute and State University; Stephanie G. Adams, University of Texas at Dallas; Julia Machele Brisbane, Virginia Polytechnic Institute and State University; Crystal M. Pee, Virginia Polytechnic Institute and State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Minorities in Engineering
in theworkplace and their career outcomes. Studies have shown that BWEF experience slightly higherstress than other faculty [2,3]. Time constraints on completing activities, promotion concerns, andvariations in expectations contribute to these higher stress levels; this is particularly true for women ofcolor at four-year colleges [3]. Additionally, the findings from other studies report that BWEF tend toencounter unique challenges along the tenure track [3], and have high extended family responsibility[1]. These factors can contribute to a lower self-efficacy, which correlates to feelings of institutionalfit [3]. On the other hand, perceptions of institutional fit can also be positively influenced bymentoring. Before moving on to mentoring
- Conference Session
- Minorities in Engineering Division Technical Session 8
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Claire Duggan, Northeastern University; Rachelle Reisberg, Northeastern University; Richard R. Harris, Northeastern University; Brad Lehman; Russell Faux; Luis Rafael Frias II
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- Diversity
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- Minorities in Engineering
are beginning to identify success outside of traditional academic metrics. A holistic integrated approach to the recruitment, selection, and support of transfer students into engineering is essential to ensure academic and career success. The theoretical framework of Bandura’s Self-Efficacy model, along with the implementation of Chickering’s Student Development Theory [2] have shown to be meaningful and impactful theoretical touchpoints throughout this process. Introduction The model utilized at Northeastern University prior to and during the invited student’s undergraduate experience includes but is not limited to the following: • Pre-enrollment: pre-transfer identification, two-way institutional visits, cross-institutional peer-to-peer
- Conference Session
- Minorities in Engineering Division Technical Session 5
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- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Mais Kayyali, Florida International University; Mohamed ElZomor, Florida International University; Piyush Pradhananga, Florida International University
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- Diversity
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- Minorities in Engineering
employment may not provide them with the relevant experience employers arelooking for. The Office of International Student & Scholar Services at Florida InternationalUniversity reported a total of 2,738 international students, out of which 57% are at theundergraduate level. The lack of self-efficacy was also exhibited in some of the responses, as itseems students are afraid of the course load. One student explains: “I think the program is verychallenging and intimidating; I wanted to apply but I do not know if I have the ability to do it.”Another respondent describes that being that it is a STEM degree, students need to be well-disciplined to manage this heavier course load and thus suggesting that it is not for everyone.Others expressed “being
- Conference Session
- Minorities in Engineering Division Technical Session 4
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Carin Queener, University of Michigan; Joi-lynn Mondisa, University of Michigan; Dorian Davis; Renaldo C. Blocker, The "Why You?" Initiative, Inc.
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- Diversity
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- Minorities in Engineering
, sense of community, perceived program benefit, science identity, and research self-efficacy. CBE—Life Sciences Education, 2016. 15(3): p. Ar48.[19] Murphy, T. J., Stafford, K. L., & McCreary, P. (1998). Subsequent course and degree paths of students in a Treisman-style workshop calculus program. Journal of Women and Minorities in Science and Engineering, 4, 381–396.[20] Shultz, E. L., Colton, G. M., & Colton, C. (2001). The Adventor Program: Advisement and Mentoring for Students of Color in Higher Education. The Journal of Humanistic Counseling, Education and Development, 40(2), 208–218. doi: 10.1002/j.2164- 490x.2001.tb00118.x[21] Ehrich, L. C., Hansford, B., & Tennent, L. (2004). Formal
- Conference Session
- Minorities in Engineering Division Technical Session 5
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Deanna Christine Easley Sinex, University of Pittsburgh; Mary E. Besterfield-Sacre, University of Pittsburgh; Wendy Carter-Veale, University of Maryland, Baltimore County; Drew G. Yohe, University of Pittsburgh; Steven Abramowitch, University of Pittsburgh; Sylvanus N. Wosu, University of Pittsburgh
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- Diversity
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- Minorities in Engineering
principles of UMBC’s programs; andthe University of Pittsburgh’s SSOE has adapted (i.e., adjusted) many of the programs andstrategies that are the hallmark of UMBC Meyerhoff and PROMISE programs. The goal of thisdescriptive paper is to highlight key replicable factors and/or principles that support sustainedsuccess of URM academic programs developed at UMBC. Employing content analysis methods,we illustrate the alignment of these principles within our institution to create a baseline by whichthe success of the University of Pittsburgh’s SSOE program (hereafter referred to as PittSTRIVE) can be assessed.Supporting the Academic Success of URM in STEM: Evidence Based TheoriesFundamental to the measured success of all academic programs, regardless of