ProgramsPurpose: These unique platforms and programs help us to support and guide our students.EduGuide is a platform that provides a path to where the students want to go by using simplesteps of content and weekly challenges of reflection. YesSHECan is a program dedicated toencouraging more women to be part of STEM, and they have connections to professionalsdedicated to skillful workshops.! Topic: YesSHECan WorkshopsPurpose: We invite the YesSHECan program to our class 7 times to introduce six uniqueworkshops. The topics were: Resume Building, Self Discovery, Confidence Building,Communication Skills, Financial Literacy, and finally, Motivation and Time Management. Thestudents were enthusiastic about these workshops, and they were always very grateful to
completion of the group project proves untrue. Though this is the case, it is worth noticing that team dynamics in Section 1 deteriorates in a statistically significant manner (see Table 7 where t = 1.38, nu = 29, and p<0.05) whereas there is no statistically significant difference when comparing answers to Question 2 (Q2) for pre- and post-project survey results in Section 2—see Table 12 where t = 0.83, nu = 41, and p>0.05. This is also reflected in the respective median score as that of Section 1 decreases from 9 (pre-project) to 8 (post-project), while that in Section 2 stays constant at 8. Put differently, the answers to
, 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
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
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
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
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
tofirst reflect upon and identify HC and then to respond and react to HC from an emotional, self-efficacy, and self-advocacy standpoint.C. Preliminary considerations for appropriate interventions for HC in engineeringRecent literature has indicated that when engineering educators and students fail to recognize thepersistence of a cultural influence in engineering education, undesirable consequences can result[51]. For example, a lack of culturally-responsive and holistic curricular content may limit students'understanding of their future professional roles [52], which may hinder students’ sense of"ownership" (i.e., self-efficacy) of their professional actions and beliefs [53], [54]. In addition, a lackof social capital for underrepresented groups