research results into a publication.Maintaining a research notebook helps students keep all of their research work in an organizedform that parallels the process of their work. With their notebooks in hand, the SURE ProgramCoordinator led the discussion on methods for documenting student research findings and how touse the research notebook to identify, evaluate, reflect and refine their information collectionprocess. Questions such as “Should I keep an electronic or paper notebook,” “How often shouldI update my research notebook,” and “What should I put in my research notebook” wereaddressed during the workshop. Notes provided to the participants on research notebooks aredetailed in Fairley3.The second workshop on documentation was led by a
students to their rooms, I realized something amazing fromwhat had just occurred. I’ve had the opportunity to be something much more than just acounselor or an instructor; I got the chance to be a mentor, I got the chance to be a friend.** Acknowledgement and Disclaimer:“This material is based upon work supported by the National Science Foundation under Grant No. 0525484. Anyopinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and donot necessarily reflect the views of the National Science Foundation.” Page 14.1014.20
, as well as publishing papers in conference or in journals.In summary, as depicted by the testimonials, the results of assessing the peer mentoring,undergraduate research output, and post-graduation placement, our NSF STEM program,coupled with well-designed support services, helps students successfully complete theirundergraduate studies and secure a bright future for themselves. Further longitudinal assessmentsare forthcoming.References[1] S. Agili, A. Morales, L. Null, J. Smith, and S. Vidalis, “Reflections on Experiences of a Successful STEM Scholarship Program for Underrepresented Groups,” Proceedings of 2015 ASEE Conference, Seattle, Washington June 14-June 17, 2015.[2] P. Hubel, “Student Satisfaction: An Examination of
university student employees, the research team analyzed theresponses of the interviewees and identified patterns. Descriptions of students’ reflections oftheir work experiences will be presented, along with the discovery of themes prevalent to thecharacteristics of a good employer abiding the ADA and Section 501.Based on the review of the literature and preliminary research findings noted, an employmentguideline for employers hiring Deaf and Hard of Hearing (DHH) employees will be developedand disseminated. It will include, but not be limited to, effective ways to communicate betweenDHH employees and their hearing co-workers, different ways to overcome cultural differences,and ways to become a quality advocate of co-workers.IntroductionAt the
-related identities in a variety of ways including those we categorized as each of the threedimensions of communities of practice.When considering the joint enterprise dimension of communities of practice, we recognized thatour datasets included 83 artifacts that were evidence of this dimension. Artifacts that we codedas referring to NSBE communities as family or “fam”, and those in which young adults publiclyacknowledged ties between the multiple communities where they held identities, illustrated thejoint enterprise dimension. Hashtags such as #FoYoMama and #NSBEFam, and various heartemoji were elements of those artifacts. Artifacts that reflected awareness of the importance offinancial matters to members of these communities of practice
interpreting the hypothetical relationships asarticulated in social cognitive career theory. Also, consistent with the theoretical framework,HCCS participants serve as research mentors for undergraduate students from the ComputingResearch Association Women’s Distributed Research Experience for Undergraduates program.The following propositions from Lent et al.’s (1994) social cognitive career theory (pp. 91–98)informed the development and implementation of HCCS Program: • Proposition 1. An individual’s occupational or academic interests at any point in time are reflective of his or her concurrent self–efficacy beliefs and outcome expectations. • Proposition 2. An individual’s occupational interests also are influenced by their
Class by RaceDetermining New Admission RulesThe URS classes created in this study can be used to derive a new support system of admissionsat our University. Table 6 shows an example that illustrates how the URS classes can be used tosimulate the enrollment of underrepresented applicants. This example does not reflect ouruniversity’s standards or the ACT scores of our applicants and it is merely a hypotheticalscenario.Here we are assuming that our hypothetical university is currently using a minimum ACT of 27to admit all its applicants regardless of their URS classes. We would like to know how thisadmission policy can be modified based on the generated URS classes’ information. Table 6shows the modification process. First, for each URS class we
Page 26.555.14described as avoiding dealing with racial issues. Working at a more liberal university, onedirector observed that the institution was “mute” when it came to crucial discussions about race.Despite this backdrop of often discouraging institutional climates, multiple program directorsevidenced a determination to act as forces of change, promoting diversity within engineering andrelated disciplines. Perspectives of Black Faculty in Engineering. Presented in this section are preliminaryfindings of 26 pre and post tenure Black engineering faculty, along with reflections of facultyrepresented by 3 Black engineering deans who participated in private interviews. In theinterviews with current Black faculty in engineering, we
military veterans in STEM fields. This reflects thelocations of Fort Leavenworth, Fort Riley, and McConnell Air Force Base in the state and highenrollments of military-associated individuals and veterans at all partner institutions.New programmatic offerings created as part of the project include a Math Boot Camp, STEMAlternative Spring Break, a Writing Lab, specific-by-major Transfer Advising Guides, a groupvisit to complement the Admissions Office’s Transfer Student Visit Day, and a summer researchexperience program, Research Immersion: Pathways to STEM (RIPS). Since the partnerinstitutions are two-year colleges, the emphasis of this project is on the transitions between highschool and community college and community college and four-year
the use of co-curricular support to improve the institutionalexperience of undergraduate engineering students. Page 26.1157.11AcknowledgementsThe authors thank Cynthia Hampton for contributing to the validity of this study. Additionally,this material is based upon work supported by the National Science Foundation (NSF) GraduateResearch Fellowship Program (GRFP). Any opinions, findings, and conclusions in this materialare those of the authors and do not necessarily reflect the views of the NSF.References1. C. Morrison and L. E. Williams, Minority Engineering Programs: A Case for Institutional Support, NACME Research Newsletter, 4(1
recommend this workshop to others. Moreover, the resultsclearly show that the workshop was very well received by the participants. In addition, theaverage of all the survey questions from all respondents was 4.34 out of 5.0. The studentcomments on the survey reflected that: 1) speakers should come from different engineeringbackgrounds as opposed to all from civil engineering; 2) students indicated their desire to spendmore time working on the projects; 3) students liked the motivated speakers; 4) students wantedto have more field trips to engineering firms; and 5) students like to know about all the projectsinvolved in the workshop.The overall feedback question is presented in Appendix A. From the data collected it is obviousthat the workshop was
reflecting on the event details, and the simple quantitative and qualitative componentsof the survey, we have begun to demonstrate there is a benefit to students participating in designand build activities at a large conference.Given the positive reaction of students to the intervention over three years of implementation, thedemonstrated benefit of STEM role models to students’ decisions to enroll and persist in STEMmajors4,5,6,7, frequency, and varied geographic locations of STEM conferences, interventionssuch as the one discussed in this paper present an opportunity to reach traditionally underservedpopulations. This paper details a successful and easily replicated outreach opportunity that existsfor participants in STEM research conferences. We
district. The lack of this importantresource results in rural students being ill prepared for college level math and science courses ata greater rate than metropolitan students. This lack of academic resources is reflective of thesocioeconomic disparity between regions. This is not surprising since URM primary and middle grade math scores are much lower thantheir White and Asian peers. North Carolina students’ average National Assessment ofEducational Progress (NAEP) math score for fourth graders was four points higher than thenational average of 240 in 2015. URMs average score was 232, eight points lower than thenational average and 21 points lower than White students. Eighth graders’ scores for all NorthCarolina students was equal to the
address the complex problems faced by civilization today. It requires looking atthe world’s problems in a more holistic way and being able to interact with a wide range oftechnical and non-technical stakeholders from various disciplines and walks-of-life, rather thanremaining in traditional silos of technical expertise and schools of thought. This newepistemology of engineering education also promotes reflective and adaptive practice, systemthinking, engagement, and fieldwork. Finally, it promotes a humanization of the engineeringprofession and emphasizes that engineering is above all - and has always been - about people.Analyzing the integrated nature of the SDGsIntegrating the SDGs in engineering education requires developing a curriculum with
regard, case study researchers collect the maximum amount of informationavailable to them with the intent of theorizing or hypothesizing about the phenomenon. Merriam(1998) maintained that case studies are interpretive in that they draw upon descriptive data theinvestigator uses to develop conceptual categories that in turn illustrate, support, or challengeexisting theoretical assumptions held prior to the data collection [19]. The primary data-gathering strategies employed were participant observation of project activities over a two-yearperiod. Participant observation optimizes the research team’s access to data, often through directparticipation and observation of AGEP project events, analysis of related institutionaldocuments, and reflection
from the undergraduate demographics inengineering. There were 18 Asian students, 4 Hispanic students, 8 White students and 5 Otherswho responded. Interestingly, there was a high number of first-generation engineering studentswho responded. 34% engineering students (12 students) indicated that they were first-generationstudents.A small number of the engineering students scheduled to graduate in four years changed theirmajor (4 students). This is not surprising considering that students often extend their time tograduation when they switch majors. Of the four students switching their majors, only twoswitched out of the College of Engineering.The first questions asked the students to reflect on their freshmen experiences in blockedscheduling. 51
participated in field experiences to practice the topics learned in the classroom.Examples of such activities included: 1) 3-4-5 Rule in the Construction Trades and its relation tothe Pythagorean Theorem; 2) Proportional Triangles--determining the height of a street lamppost; 3) Slopes--determining the rise and run of a ramp (on campus). See Figure 1. Theseactivities were important as icebreakers and help students to reflect on the importance ofapplication of theoretical concepts. Page 23.55.7 Figure 1: Field Experiences (Applying the 3-4-5 Rule
3.5 or above) andreported math and science grades between “A” and “C” (18 of 19 students reporting “B’s” orgreater, 13 reported “A’s”). Figures 1 and 2 represent the samples of self-reported overall highschool GPAs and math and science course grades. These grades indicate a high level of overallhigh school academic and STEM achievement among this sample. Figures 1 and 2. High School GPA and Math and Science Grades. Page 15.1371.7 The Rosenberg Self-Esteem Scale was used to measure the overall self-esteem of eachparticipant reflecting on their pre-college lives.6 On a scale of 0 to 30, participants reported amean self
not reflect the typical enteringstudent body in CoE. Although all students admitted to the M-STEM Academy had beenadmitted to the U-M CoE based on the merits of their high school performance, students in the Page 15.191.3M-STEM Academy had slightly lower high school GPAs and scores on both ACT and SAT teststhan did the general first year engineering student body. Note, too, that the M-STEM Academycomprises a higher fraction of underrepresented students, by far, than does the general first yearengineering student body. There are nearly 40% women in M-STEM versus 22% women in thefirst year engineering student body, 19% versus 2% black students
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
scholarly writing with the first personactive voice—“I performed the experiment” is a typical construction. Students tend to addresstheir written work to their professors as if they were making an oral report directly to thatprofessor, which leads to immediate problems. The work will not meet scholarly stylerequirements because it reflects an informal tone. A review of literature in engineering andtechnology will reveal that almost no published scholarly work uses the first person in describingthe technical data or the process employed. This is often the result of students not havingfamiliarity with the literature in the field or the style of writing expected. Many of them havewritten first-person experience papers or statements, but not lengthy
with a procedure in which they haveseveral opportunities to acquire and demonstrate their knowledge. Also, repeating thelegacy cycle to solve several challenges becomes an iterative process that allows studentsto apply and reinforce knowledge in different contexts to achieve adaptive expertise. It isimportant to look ahead and reflect back after solving each challenge in order to leave alegacy and to accumulate knowledge and experience. The success of CBI depends greatlyon how well every step of the legacy cycle is prepared and performed by the learners andinstructors as a team. The Challenges Go
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
. 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
those next in line to successfully compete for tenure-track facultylines are not receiving sufficient mentoring, the structural systems of power in higher educationare persisting. If this is the case, the call to action in diversifying the engineering professoriate isgoing unheard.Funding AcknowledgementThis research is sponsored by the National Science Foundation (NSF) Alliances for GraduateEducation and the Professoriate (AGEP; award numbers: 1821298, 1821019, 1821052, and1821008). Any opinions, findings, conclusions, or recommendations are those of only theauthors and do not necessarily reflect the views of the NSF.ReferencesAllen-Ramdial, S.-A. A., & Campbell, A. G. (2014). Reimagining the pipeline: Advancing STEM diversity
all perspectives.Heuristic for an Accomplice’s Ethic of Care and AccountabilityIn order to establish coalitional accomplice relationships that appreciate and celebrate difference,the authors suggest three heuristic activities that can establish trust and build a sharedunderstanding. This heuristic reflects a Black Feminist epistemology, not only because it is builtin pursuit of an ethic of care but also because it invests in knowledge-making in action. ForBlack Feminist theorists, this means that the experiential knowing that occurs in situ establishesthe basis for relationships. Importantly, we use a heuristic because there is no one-size-fits allapproach to activist work or to establishing ally, advocate or accomplice relationships. Yet
National Science Foundation's Directorate ofUndergraduate Education's STEM Talent Expansion Program Grant No. DUE-0431642. Anyopinions, findings and conclusions or recommendations expressed in this material are those ofthe authors and do not necessarily reflect the views of the National Science Foundation.The authors wish to acknowledge the other team members instrumental in planning andexecuting the data collection and processing: Susan E. Walden, Jeanette Davidson, DeborahTrytten, Teri J. Murphy, and Teri Reed-Rhoads; current and former senior personnel - RosaCintron, Paul Rocha, Francey Freeman, Lisa Schmidt, Kimberly Rutland, Tony Lee, MayraOlivares, and Claudia Morales; current and former graduate and undergraduate students - TiffanyDavis
02-03 07-08 12-13Figure 1. TAMUS URM STEM Enrollment from Fall 1992-2016. Data taken from NSF WebAMP survey.As with the URM STEM enrollment data, the URM STEM BS degree data in Figure 2 are alsocyclic as a reflection of the student pool of eligible majors. With few exceptions, growth hascontinued as enrollment has continued to increase. The degree data appear to have more dipssince the time to degree completion varies according to how quickly the students move throughtheir degree plans. Some students may postpone their studies for a year or two and then return tocomplete their degrees once they experience the benefit of a degree in the workforce. TAMUS URM STEM Bachelor Degrees 1,400 1,200 1,000
make sure that my next quarter goes a lot better. The biggest thing is learning from your mistakes. I did that a lot, a lot of reflecting and seeing how I can improve as a student and how to improve as a male in general and making the best out of the situation. I made sure I was active here [in college] in organizations and stuff and that kind of helped me a lot with my major and I just didn’t want to have my experience here be that I really just was here just for classes and not much else. I think a lot of times students come in and get tied up in school and the time goes by so fast then you don’t really have much else to look on besides the work in the classroom and not saying there’s nothing