Displaying results 31 - 60 of 584 in total
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- Minorities in Engineering Division Technical Session 4
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- 2021 ASEE Virtual Annual Conference Content Access
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- Natalie Schaal, Loyola Marymount University; Spencer Edwin Chan, Loyola Marymount University; Julian K. Saint Clair, Loyola Marymount University
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Paper ID #33343Insights Gleaned from The GAIN Peer-Mentoring Program PilotDr. Natalie Schaal, Loyola Marymount University Natalie Schaal is an Assistant Professor of Mechanical Engineering at Loyola Marymount University (LMU), in Los Angeles, CA. After receiving her B.S. in Mechanical Engineering from the University of Portland, in Oregon, she spent a year in Germany as a Fulbright Scholar, conducting damage detection re- search at the University of Stuttgart. She received her Ph.D. from the California Institute of Technology in Mechanical Engineering. At LMU, her main research areas are divided along two avenues: (1
- Conference Session
- Minorities in Engineering Division Technical Session 2
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- 2021 ASEE Virtual Annual Conference Content Access
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- Alan S. Hoback, University of Detroit Mercy
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knowing whetherscholarships will be extended pressures students to drop out or select non-engineering majors.This same pressure affects other students but has a disproportionate effect on URM students.Besides URM students, other groups of diverse students are also more prone to stress and socould be similarly affected. Graduation data supports this as a factor. Scholarship renewalpolicies are compared for public and private four-year colleges, Historical Black Colleges andUniversities (HBCUs) and Hispanic Serving Institutions (HSIs).IntroductionThe names of various types of racism often get interchangeable use [1]. The definitions usedhere will be specified to be clear. Systemic racism and institutional racism are similar concepts.In both, it is
- Conference Session
- Minorities in Engineering Division Technical Session 7
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- 2021 ASEE Virtual Annual Conference Content Access
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- Angela R. Bielefeldt, University of Colorado Boulder
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thatengineering work helps others.IntroductionEngineering has the potential to help improve the quality of life for people living in underservedand marginalized communities. Increasing the diversity of engineers may increase the extent towhich the engineering profession is committed to fostering positive societal impacts. Forexample, the communal and helping goals of female science, technology, engineering, andmathematics (STEM) students has been found to be stronger than male students [1, 2]. There arealso limited data showing that students from racial/ethnic groups under-represented inengineering are motivated by helping others through their work to a greater extent than Whitestudents [2, 3]. However, race/ethnicity and culture are complex ideas that
- Conference Session
- Minorities in Engineering Division Technical Session 3
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- 2021 ASEE Virtual Annual Conference Content Access
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- Henriette D. Burns, Southern Illinois University Edwardsville
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- Diversity
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- Minorities in Engineering
direct contact with students. The curriculumrevisions (Figure 1.1) attempted to maintain the content focus of the original lessons. Revised Curriculum Biometrics 1. September 21: Fingerprinting, Part 1-video on-line September 24: Friday Live Chat on Biometrics 2. September 28: Fingerprinting, Part 2- video on-line October 1: Thursday Live Chat on Biometrics Health and Beauty: Biodiversity I 3. October 5: Estimating Biodiversity- video on-line October 8: Thursday
- Conference Session
- Minorities in Engineering Division Poster Session
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- 2021 ASEE Virtual Annual Conference Content Access
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- Amanda Melinda McLeroy, North Carolina Agricultural and Technical State University; Evelyn Sowells-Boone, North Carolina Agricultural and Technical State University
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- Diversity
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- Minorities in Engineering
our selection criteria, thirty-two articles were identified for this review. Four majorthemes were present throughout the literature related to academic socialization: interests inSTEM, self-efficacy, STEM identity formation, and academic performance. The selected articlesare summarized below as well as in the appendix on table 1 and figure 1 to 3.Academic Socialization and Interests in STEMResearch continues to emphasize the importance of parental involvement in increasing females'self-confidence, engagement, and interests within STEM-related fields19,20. Majority of thearticles identified in this literature review focused on the role parents play in fostering the STEMinterests of students during their high school and college
- Conference Session
- Minorities in Engineering Division Technical Session 7
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- 2021 ASEE Virtual Annual Conference Content Access
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- Brandon Bakka, University of Texas at Austin; Vivian Xian-wei Chou, University of Texas at Austin; Maura J. Borrego, University of Texas at Austin; Patricia Clayton, Wake Forest University ; Gabriella P. Sugerman, University of Texas at Austin; Cassandra Prince, LGBTQ+ STEM Issues and Advocacy; Jeffrey Marchioni, The University of Texas at Austin; Ria Upreti
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-Sep Trans* Student Experiences (Marine & Nicolazzo, 2014)16-Sep Active Learning & Group Work (Cooper & Brownell, 2016)23-Sep Social Justice in Engineering (Riley, 2013)30-Sep Queering Higher Education (Renn, 2010) 7-Oct Student Resistance (Part 1) (Revelo & Baber, 2018)14-Oct Student Resistance (Part 2) (Renn & Ozaki, 2010)21-Oct The intersection of race and LGBTQIA+ (Alimahomed, 2010) identity28-Oct The intersection of ability and LGBTQIA+ (Miller, 2018) identity 4-Nov Engineering and Masculinity (Miller et
- Conference Session
- Minorities in Engineering Division Technical Session 2
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- 2021 ASEE Virtual Annual Conference Content Access
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- Lisa Trahan, University of California, San Diego; Gennie Miranda, UC San Diego; Olivia A. Graeve, University of California, San Diego
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, 2021 Reflecting on 10 years of centralized engineering student diversity initiatives (Experience)0. AbstractThe IDEA Engineering Student Center at the University of California San Diego’s Jacobs Schoolof Engineering was established in 2010 to focus on engineering student diversity and inclusioninitiatives following a series of racially charged incidents affecting our campus’ Black students.From its inception, the IDEA Center aimed to focus on 1) outreach, 2) recruitment and yield, 3)academic success and enrichment, and 4) retention and graduation for underrepresented minority(URM) students. Through the lens of nonprofit organizational lifecycles, the IDEA Centertransitioned from Idea to Start-up to Growth
- Conference Session
- Minorities in Engineering Division Technical Session 3
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- Allison Quiroga P.E., University of Oklahoma; Christopher Dalton, University of Oklahoma; Lisa Morales, University of Oklahoma; Christopher Jeffries
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-mandatory, synchronous math tutoring was offered for an additional 4 hours eachevening Sunday through Thursday during the program duration. Short mandatory weekly “floormeetings” were held on Sunday evenings in conjunction with study hall to frame the upcomingweek’s schedule and activities; however, in practice these events were perceived as low-valuemeetings and poorly attended by program participants. Figure 1 shows the general weeklyprogram schedule. Figure 1: Example Weekly Program ScheduleAdditional Specifics of Program ExecutionThe following section pertains to some of the miscellanea around general execution of the virtualprogram not covered within the previous section on planning of larger program
- Conference Session
- Minorities in Engineering Division Technical Session 7
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- 2021 ASEE Virtual Annual Conference Content Access
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- Elizabeth Turochy, Auburn University; Michael Alexander Perez, Auburn University; Cristina Poleacovschi, Iowa State; Erin Doran, Iowa State University of Science and Technology
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identified the main themesacross all interviews. These themes were then turned into a set of analytical codes, which thencreated a coding matrix that was used to analyze all interview transcriptions in NVivo.Through analyzing the interview transcriptions, nine stereotype themes and nine stereotype threatthemes were identified. During the data analysis process, stereotypes based on both race andgender were considered. The institution that the student attended as well as their year in schoolwere also taken into consideration.ResultsTable 1 shows the nine primary stereotype themes that were identified based on the collecteddata with their accompanying definitions. Table 1 – Stereotype Themes and Definitions
- Conference Session
- Minorities in Engineering Division Technical Session 3
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- 2021 ASEE Virtual Annual Conference Content Access
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- Stephen Secules, Florida International University; Bruk T. Berhane, Florida International University; Haiying Long, University of Kansas; Anna Teresa Caringella; Andrea Pinto
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(2017) notes that these traditional students “receive the vast majority of attention and resourcesfrom colleges and universities” (p. 1). There is some irony here since “the majority of students inundergraduate programs can be classified as nontraditional, suggesting that the traditional student…is nowactually the exception rather than the norm” (Chen, 2017, p. 1). For this reason, nontraditional students aswe describe them here are now often referred to as post-traditional learners, a term acknowledging thatnontraditional student populations are now often the “norm.” Moreover, Kim et al. (2010) suggest that usingpredefined labels to define nontraditional students may be less useful than allowing this population to self-identify based on
- Conference Session
- Minorities in Engineering Division Technical Session 6
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- 2021 ASEE Virtual Annual Conference Content Access
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- Hua Li, Texas A&M University - Kingsville; Kai Jin, Texas A&M University - Kingsville; Ricardo Miguel Garcia Pineda, Texas A&M University - Kingsville; Jaya S. Goswami, Texas A&M University - Kingsville
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a TexasA&M University-Kingsville (TAMUK), a Minority Serving Institution (MSI). Few STEMstudents get the opportunity to experience an authentic work environment before being thrustinto the workforce after graduation. Exposing college students to research projects early in theiracademic careers has demonstrated strong evidence of improved student-persistence [1]. TheNational Academy of Sciences, Medicine, and Engineering states that students should developtheir own project-based learning opportunities that are part of a team project effort [2].To help STEM students increase their preparedness and readiness for their future careers,TAMUK offers a three-week summer research internship (SRI) program to TAMUK sophomoreand junior students
- Conference Session
- Minorities in Engineering Division Technical Session 3
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- 2021 ASEE Virtual Annual Conference Content Access
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- Zaniyah Victoria Sealey, University of Georgia; Racheida S. Lewis, University of Georgia; Trina L. Fletcher, Florida International University
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- Minorities in Engineering
teaching and transition tovirtual instruction. In addition to the change of instructional modes, the forced closures ofinstitutions also impacted other sectors of the university such as faculty and staff layoffs and lossof revenue from on-campus dining and housing [1]. Furthermore, it has become increasinglydifficult to support students in the virtual learning environment, particularly those in STEMprograms that rely heavily on specialized software, hardware, and lab spaces for coursework [2]. Inengineering education there have been strong efforts to improve diversity, equity, and inclusion(DE&I) of underrepresented minorities (URMs) [3]. Preliminary research on the effects thepandemic has had on engineering students are finding that many of
- Conference Session
- Minorities in Engineering Division Poster Session
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- 2021 ASEE Virtual Annual Conference Content Access
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- Jameka Wiggins, University of Maryland, Baltimore County; Jamie R. Gurganus, University of Maryland, Baltimore County
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first year of engineering.This research was supported by the UMBC’s Ronald E. McNair Research Institute.Introduction In the United States, there continues to be a “persistent underrepresentation of low-income, first-generation, and underrepresented minority students among those who complete anundergraduate degree in STEM (science, technology, engineering, and mathematics)” [1].Research studies have shown that students who participate in STEM intervention programs aremore likely than students with similar academic backgrounds to maintain an interest in STEM,earn good grades, complete their degrees, and attend graduate school [1]. In 2018, Black studentsobtained only 4.2 percent of the bachelor’s degrees awarded in STEM fields [2
- Conference Session
- Minorities in Engineering Division Technical Session 4
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- 2021 ASEE Virtual Annual Conference Content Access
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- Sonia M. Bartolomei-Suarez, University of Puerto Rico, Mayaguez Campus; Carla Lopez Del Puerto, University of Puerto Rico, Mayaguez Campus; Pedro O. Quintero, University of Puerto Rico, Mayaguez Campus; Luisa Guillemard, University of Puerto Rico, Mayaguez Campus; Aidsa I. Santiago-Roman, University of Puerto Rico, Mayaguez Campus; Manuel Rodriguez-Martinez, University of Puerto Rico, Mayaguez; Manuel A. Jimenez, University of Puerto Rico Mayaguez; Nayda G. Santiago, University of Puerto Rico, Mayaguez Campus; Nelson Cardona-Martinez, University of Puerto Rico, Mayaguez Campus; Oscar Marcelo Suarez, University of Puerto Rico, Mayaguez Campus
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academic success and on-timegraduation. We show how the IDPs, paired with a faculty mentoring component are able toproduce a powerful mechanism to boost LIATS actions, propelling them to become highlycompetitive engineering students.IntroductionLow-income students have been found to traditionally fall among groups with marked attrition,longest time to graduate, and reduced persistence indexes in many higher education institutions[1], [2]. Although many non-academic factors have been linked to this trend and numerousapproaches reported to address the problem, its incidence continues to create a success gapbetween this group and the general student population.This reality has not been an exception in the Engineering School of the University of
- Conference Session
- Minorities in Engineering Division Technical Session 5
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- 2021 ASEE Virtual Annual Conference Content Access
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- Aroba Saleem, University of Florida; Sindia M. Rivera-Jiménez, University of Florida; Idalis Villanueva Alarcón, University of Florida
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- Diversity
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. American c Society for Engineering Education, 2021 Work in Progress: Early Exploration of Engineering Students' Perspectives about Diversity, Equity, and Inclusion in an Introductory Materials Science and Engineering Course Aroba Saleem1,2, Sindia Rivera-Jimenez1, Idalis Villanueva1 1 Department of Engineering Education, University of Florida 2 Department of Materials Science and Engineering, University of FloridaAbstractDespite numerous efforts made by the engineering community, maintaining a diverse, equitable, andinclusive education environment still seems a distant goal. Persistently, nationwide
- Conference Session
- Minorities in Engineering Division Technical Session 5
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- 2021 ASEE Virtual Annual Conference Content Access
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- Kristen Moore, University at Buffalo, The State University of New York; Monica Farmer Cox, The Ohio State University
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- Minorities in Engineering
actively engages with powersystems and dialogue, honoring lived experiences and committing to an ethic of care andaccountability. This provocation provides a sample case for understanding accomplicerelationships and suggests heuristic for potential accomplices to use in establishing enduringcoalitions between Black and white women.IntroductionIn 1979, Audre Lorde [1] published a letter she’d written to Mary Daly, author of Gyn/Ecology.In it, Lorde, a Black queer woman poet and theorist, praised Daly for her work and yet shared thereality facing Lorde as she read it: To imply, however, that all women suffer the same oppression simply because we are women is to lose sight of the many varied tools of the patriarchy. It is to ignore
- Conference Session
- Minorities in Engineering Division Technical Session 2
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- 2021 ASEE Virtual Annual Conference Content Access
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- Carlotta A. Berry, Rose-Hulman Institute of Technology; Audrey Bowden, Vanderbilt University; Monica Farmer Cox, The Ohio State University; Tahira N. Reid, Purdue University at West Lafayette (COE); Leroy L. Long III, Embry-Riddle Aeronautical University - Daytona Beach
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Summits in North Carolina andCalifornia for Women of Color (WoC) STEM faculty. Since 2004, NIFE has offered workshopsand academic resources for women and minorities in STEM [1], [2]. Many of these initiativeswere funded by NSF Advance grants. In 2012, the Academic Research Leadership Network (ARLN) was founded by Drs.Samuel Graham, Baratunde Cola, and Raheem Behah to create an online community of Blackengineering faculty and meet in an annual symposium co-located and co-facilitated with theannual National Society of Black Engineers (NSBE) conference. The Academic ResearchLeadership Symposium (ARLS) serves as a yearly meeting of largely Black faculty to enhancethe professional development of postdocs and early to mid-career faculty. The
- Conference Session
- Minorities in Engineering Division Technical Session 2
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- 2021 ASEE Virtual Annual Conference Content Access
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- Sarah Hug, Colorado Evaluation & Research Consulting; Christina Convertino; Heather Thiry
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guiding thiscase study is that organizational change toward sustainability of student success practices must:(1) be centered in the department; (2) focus on four departmental practices (incentives andrewards, financial resources, policies, and human resources); and (3) also engage the Universityof Texas at El Paso and discipline. Throughout the case study, we draw out the theme ofcontinuous improvement as an approach to organizational change.Scholars of STEM organizational change found that multiple and sometimes competing forcesinfluence how faculty respond to and implement proposed initiatives. In their empirical workstudying multi-University of Texas at El Pasoal STEM reform initiatives, Kezar, Gehrke, andElrod (2015) and Kezar and Bernstein
- Conference Session
- Minorities in Engineering Division Technical Session 6
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- 2021 ASEE Virtual Annual Conference Content Access
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- Denise M. Driscoll, Purdue University at West Lafayette (PPI); Maeve Drummond Oakes, CISTAR, Purdue University
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- Diversity
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- Minorities in Engineering
, attracting a diverse, technically- and community-mindedgroup of engineers from backgrounds currently underrepresented in engineering.How do we design programs that inspire these technically- and community-minded individuals?Although the number of program participants was small—hence the experience versus researchcategorization of this paper—initial survey evidence and observations from professionals inengineering education and diversity overseeing the program suggest the following consistent-with-research, built-in design elements contributed to its success:1. The program was designed to deepen the understanding of the connection between theory, research, and application, making the participants better researchers, teachers, and professionals.2
- Conference Session
- Minorities in Engineering Division Technical Session 2
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- 2021 ASEE Virtual Annual Conference Content Access
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- Johnny C. Woods Jr., Virginia Polytechnic Institute and State University; Homero Murzi, Virginia Polytechnic Institute and State University; Andrea L. Schuman, Virginia Polytechnic Institute and State University
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- Diversity
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- Minorities in Engineering
or society will share similar characteristics,worldviews, and perceptions [1], [2]. Hence, understanding cultural aspects shared by studentscan provide a better understanding of how to create classrooms that consider those culturalsimilarities and differences to have a positive impact on learning.Hofstede 1980 [1], developed one of the most widely recognized theories to understand culturaldifferences [3]–[5]. His work proposed four cultural dimensions to understand a differentcultural context. These include individualism-collectivism, power distance, masculinity-femininity, and uncertainty avoidance. In this study, we are focused on two of the dimensions(power distance and uncertainty avoidance) because we consider these to be the ones that
- Conference Session
- Minorities in Engineering Division Technical Session 6
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- 2021 ASEE Virtual Annual Conference Content Access
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- Lei Miao, Middle Tennessee State Univ.; Cen Li, Middle Tennessee State University
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- Minorities in Engineering
and underrepresented studentsand requires institutional efforts to help the students adjust in the sophomore year. In this paper,we present a research project funded by a Student Engagement, Retention, and Success (SERS)grant from the Tennessee Board of Regents. The goal of the project is to improve the GPA andretention rate of underrepresented and minority students by engaging them in a summer researchand enrichment program. The project was carried out in Summer 2020. Compared with similaractivities in the literature, our program has the following unique features: (1) Low floor, widewalls, and high ceiling; (2) Collaborative learning in a cross-disciplinary setting; (3) Hands-onand real-world oriented; and (4) It was offered online instead
- Conference Session
- Minorities in Engineering Division Technical Session 7
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- 2021 ASEE Virtual Annual Conference Content Access
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- Michel A. Kornegay, Morgan State University; Md Tanvir Arafin, Morgan State University; Kevin Kornegay, Morgan State University
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- Minorities in Engineering
Engineering Education, 2021AMERICAN SOCIETY FOR ENGINEERING EDUCATION, JULY 2021 1 Engaging Underrepresented Students in Cybersecurity using Capture-the-Flag(CTF) Competitions (Experience) Michel Kornegay, Md Tanvir Arafin, Kevin Kornegay Cybersecurity Assurance & Policy Center Morgan State University, Baltimore, Maryland Abstract—To increase the participation of minority students, years, it becomes increasingly important to identify effectiveparticularly African Americans, in cyber fields, STEM engi
- Conference Session
- Minorities in Engineering Division Technical Session 5
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- 2021 ASEE Virtual Annual Conference Content Access
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- Fethiye Ozis P.E., Northern Arizona University; Tina Zecher, Northern Arizona University; Nena E. Bloom, Northern Arizona University
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spacefor all students in engineering programs.IntroductionRecruiting and retaining diverse talents, including women, underrepresented minorities, andpersons with disabilities within engineering disciplines has been long recognized as essential tokeep our nation’s economic and intellectual preeminence (Public Law 105-255, approved on Oct14, 1998) [1]. In 2000, the Congressional Commission on the Advancement of Women andMinorities in Science, Engineering and Technology development reported that “a culturallydiverse workforce creates competitive advantage through greater creativity and innovation;increased organizational flexibility thanks to higher levels of divergent thinking; and betterdecision making based on multiple perspectives (less “group
- Conference Session
- Minorities in Engineering Division Poster Session
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- 2021 ASEE Virtual Annual Conference Content Access
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- Peter Golding, University of Texas at El Paso; Diane Elisa Golding, University of Texas at El Paso; Carla Ann Judith Navar, University of Texas at El Paso
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- Diversity
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psychology, when "students failed, not institutions" [1]. During the1980s, we began rethinking the causes and cures of minority student attrition when there was arealization that student-focused interventions would impact entering students' success [2]. Thisearly work on student retention ushered in what might be called the "age of involvement" [1],[3]. We have learned that belonging and involvement matter and are critical to success during thecritical first year of college [4], [5]. Further, as a profession, we have recognized we are intransformation (for example, The Engineer of 2020 [6]), and now, more than ever, "criticalthinking," and "learning how to learn" have become recognized as crucial attributes of teachingengineering fundamentals
- Conference Session
- Minorities in Engineering Division Technical Session 5
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- 2021 ASEE Virtual Annual Conference Content Access
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- Jasmine Skye Batten, Florida International University; Monique S. Ross, Florida International University
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- Diversity
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- Minorities in Engineering
science through the exploration of: 1) race, gender, and disciplinary identity; 2) discipline-based education research (with a focus on computer science and computer engineering courses) in order to inform pedagogical practices that garner interest and retain women (specifically Black and His- panic women) in computer-related engineering fields. American c Society for Engineering Education, 2021 A systematic review of social constructivist pedagogies in computing and their effects on broadening participation for women in undergraduate computingAbstractThe necessity for computing professionals has underlined the
- Conference Session
- Minorities in Engineering Division Technical Session 5
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- 2020 ASEE Virtual Annual Conference Content Access
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- 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
Stokes Alliance for Minority Participation (LSAMP), Bridge to the Doctorateprograms, the Meyerhoff Scholars Program, McKnight Doctoral Fellowships, and the CGS PhDCompletion Project [1]. These programs have been highly successful in building a diverse STEMworkforce. Programs and curricula have been developed on a case-by-case basis based on eachinstitution’s priorities. With broader implementation of programs that explicitly benefit URMstudents, diversity and inclusion should not be simply a mechanism to increase the number ofURM students, but a catalyst for institutional change. However, the flexibility and uniqueness ofprograms can present challenges. Without outside funding, implementation of these programscan be prohibitively expensive. In
- Conference Session
- Minorities in Engineering Division Technical Session 4
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- 2020 ASEE Virtual Annual Conference Content Access
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- 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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Conference Carin Queener1, Joi-Lynn Mondisa1, Dorian Davis2, & Renaldo Blocker3 1 Department of Industrial and Operations Engineering, University of Michigan 2 Consultant, Greensboro, NC 3 Mayo Clinic, Rochester, MN AbstractMultiple research studies have highlighted a variety of compounding factors (e.g., academic andsocial isolation, confronting unwelcoming climates) which contribute to the small numbers ofBlack students in STEM higher education. Mentoring has been shown to help supportminoritized populations and their development of a
- Conference Session
- Minorities in Engineering Division Technical Session 6
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- 2020 ASEE Virtual Annual Conference Content Access
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- Elizabeth A. Sanders, University of Michigan; Molly H. Goldstein, University of Illinois at Urbana-Champaign; Gretchen M. Forman, University of Illinois at Urbana-Champaign
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University since completion of the program. Weanalyzed the transcripts from the interview using an inductive approach to coding the data touncover themes. Results suggest that the Summer Scholars program impacts areas ofundergraduate engineering students’ university experience in the intended ways.Introduction Many colleges in the United States offer summer bridge programs to their students toincrease retention and preparedness to promote student success [1]. Since 2012, the College ofEngineering has conducted a first-year summer bridge program for 30-60 entering engineeringstudents to get a head start on their transition from high school to university. The program,entitled Summer Scholars, is a residential program where students take any in
- Conference Session
- Minorities in Engineering Division Technical Session 9
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- 2020 ASEE Virtual Annual Conference Content Access
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- 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
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lead to varying career outcomes. BWEF are lesslikely than men to be employed in tenure-track positions [2], earn tenure [2,3], or become a fullprofessor [2,3]; and the findings of a recent study report perceptions of disparities in salary andawards [2]. On the other hand, the receipt of a promotion, tenure, and professional autonomy arethings that have been found to contribute to the retention of BWEF [2]. Existing literature identifies four types of factors that significantly influence their experiencesand career outcomes: (1) the impact of mentoring; (2) aspects of a chilly organizational climate andacts of incivility; (3) clarifying role expectations; and (4) personal attributes. (See “ConstructsOverview” for additional information
- Conference Session
- Minorities in Engineering Division Technical Session 4
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- 2020 ASEE Virtual Annual Conference Content Access
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- Teresa J. Cutright, University of Akron; Rebecca Kuntz Willits, University of Akron; Linda T. Coats; Debora F. Rodrigues, University of Houston; Lakiesha N. Williams, University of Florida
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at the University of Houston had 27 ACADEME Fellows while thethird training held at Mississippi State University had 25 ACADEME Fellows. This paperhighlights the assessment results from the three professional trainings, includes details as towhich project activities have worked, and first-hand accounts of how the program benefitedFellows securing academic positions.IntroductionIn 1999, a report of the status of women faculty at MIT documented the gender disparity inacademia [1]. Since then, numerous initiatives were implemented to increase the number ofunderrepresented groups that pursue engineering as a career. NSF’s ADVANCE program alonehas awarded over $200 million to create and sustain a diverse and inclusive STEM workplace[2]. Even with