involved in an organization that expanded beyond the confines of their campusprovided the students with access to a larger community of black engineers. As reflected inprevious quotes, this created a sense of belonging in engineering. These students created anatmosphere of acceptance and affirmation for themselves, but it expanded to the campus and waslikewise, recognized by NSBE regional. This acceptance outside of their university providedthem with a greater sense of integration into a larger engineering community. “I think from, at least when I was on regional level and looked to award my chapter with an award with participating in a community event that was hosted in Indianapolis, and also of course, in Michigan in Detroit, I
, overall, students enjoyed the technology and would like to have itintegrated into their school curriculum. Culturally Situated Design Tools (CSDTs) also integratecultural aspects into their applications which cover various educational topics 18 . The CornrowCurves CSDT uses the African American cultural braiding technique to allow students to practicegeometric skills by having students to create their own braids or mimic images supplied by theapplication. Translational geometric skills such as rotation, reflection and scaling are required tomaster intricate designs when creating cornrows. Ron Eglash’s team of researchers have craftedover 15 CSDTs that are tailored to multiple cultures including African American, African, NativeAmerican and Latino
given the recent increase in nationwide outreachprograms designed to introduce women and racial/ethnic minorities to opportunities in STEMfields. However, the distribution of engineering degrees awarded across racial/ethnic groups isnot reflective of the current demographic shift in the United States. According to the U.S.Census Bureau, 14 out of 50 states in our country have already shifted to majority minoritypopulations with New Mexico, California, and Texas at the top of the list.7 Since 2005,Hispanics have exceeded more than 20 percent of students enrolled in the K-12 educationsystem,8 yet they earned only 10 percent of the engineering degrees awarded in 2007.9Racial/ethnic minorities continue to be an untapped pool of prospective STEM
particular events) and reflective notes(researcher’s personal thoughts, speculations, problems, ideas, hunches, impressions, andprejudices). The interview protocol contained a brief script explaining the purpose of the study tothe interviewee. There were standard procedures for the interviewer to maintain consistencyincluding an ice breaker question followed by five to six open-ended questions, and a questionlike, “Who can I talk to about some of the questions I’ve asked you today? ” Because of theinductive nature of this study, additional questions based on the responses of the intervieweeoccurred. Sample Interview Questions: 1. Tell me about why you chose to attend #####. 2. What were your goals in choosing a STEM major at #####? 3
through [is because] I know I’m helping that number [of Black female engineers] go up, and I’m [going to] help future Black female engineers.Another student echoed this sentiment when he said that he hoped as an entrepreneur he wouldbe able to give back to the Black community. On a slightly different note, one student in thecoed HBUC1 focus group noted the importance of a Black student performing well at aninternship, in that that performance was likely to influence whether other Black students wouldbe hired in the future: … [W]e're very … un[der]represented … [W]hat you do will not just be a reflection on you. It will be a reflection on Black students in general. … [I]f you go and you excel, then they'll think okay
academic risks: they lack specific learning skills. Often, ... weinvolve them in comprehensive academic support programs...these freshman often do as well orsometimes better than other freshman (1989, p. 109)17.” During the fall 2009 semester, freshmanAOI students were offered a special one semester long orientation seminar; many reported intheir final reflection papers that they felt more confident in their academic pursuits as a result ofthe specialized attention and academic advising they’d taken part in regularly throughout thesemester, and cited the value of interacting with other freshman AOI students facing similarchallenges.Individual advising sessions are also integral for freshmen as well as transfer and continuingstudents, and this
BOLD/GoldShirt studentsin Andrews Hall. These mentors have collaborated with other student leaders in the hall as wellas BOLD team leaders to introduce new culturally diverse activities. The cultural relevance ofthe artwork in of Andrews Hall became an issue on the radar to address. Student mentorsselected artwork for study lounges and common areas which reflect the cultures of students whoreside there. Other activities, such as a Mardi Gras celebration, are planned for the springsemester. These enhancements to the appearance of and activities in Andrews Hall will create amore welcoming environment for diverse students and an opportunity to share diverse cultureswith all students in Andrews Hall.Peer Mentoring ProgramA new peer mentoring
concepts, explanations, arguments, models, and facts related to science. Strand 3 Manipulate test, explore, predict, question, observe, and make sense of the natural and physical world. Strand 4 Reflect on science as a way of knowing; on processes, concepts, and institutions of science; and on their own process of learning about phenomena Strand 5 Participate in scientific activities and learning practices with others, using scientific language and tools. Strand 6 Think about themselves as science learners and develop an identity as someone who knows about, Page 22.1638.4
of the survey questions from all respondents was 4.6out of 5.0. The student comments on the survey reflected that: 1) speakers should come fromdifferent engineering backgrounds as opposed to all from civil engineering, 2) projects should beset up by the workshop staff so that all the necessary materials are available since the start and sothat the workshop staff is familiar with the project, and 3) students also indicated their desire tospend more time working on the projects.From the data collected it is clear that the workshop was successful in encouraging theparticipants to continue working towards a STEM degree. Overall, the participants indicated theyreally enjoyed their time in the workshop activities.c) MORE-High-School Outreach
engineering in the U.S. than in Mexico.Though Adriana’s parents’ goals were very clear, other participants’ parents were lesstransparent about the reasoning behind their expectations. For example, Salma reflected on whyher parents emphasized academics. I think part of it might have been the way they grew up, and they didn’t have very many opportunities in Mexico. Maybe when they came here and they had us, they wanted us to take advantage of the opportunities that were here.Salma noted that her mother earned her GED diploma after moving to the United States in theearly 1980s, and both of her parents worked a variety of jobs before they founded their owncleaning business. As she noted, Salma’s parents moved to the U.S. to find more
71% 68% Engineering Career Success 77% 66% Expectations Overall Emotional States 68% 64% Programmed students are encouraged by their scholar programs to pursue engineering-based research instead of industry. Potential misunderstanding and expectations of theengineering research, low research self-efficacy, may contribute to the uncertainty leading themto feel they are unable to be successful in the field. However, the virtual environment causedboth groups to have lower than expected engineering emotional states. Reflecting on the SocialPersuasion Vicarious Experiences results, the motivation to pursue
): the percentage of underrepresented students whose GPA is above 3.0 is 13% less thanthat of the majority students, and the percentage of underrepresented students whose GPA isbelow 2.0 is more than triple of that of the majority students. This gap directly contributes toother academic problems; for example, the current retention rate of underrepresented students is10% less than that of the majority students in CBAS at MTSU. Moreover, this gap gets worseyear after year in the past three years.Closing this gap is more challenging in the sophomore year due to a well-known phenomenon incollege education known as “sophomore slump”: reflected as either students getting poorer GPAor lower retention rate, or both, in the sophomore year [1] [2
other demographics and characteristics such as religion,sexuality, and social economic status; we intend to do so in the full iteration of the review. ResultsThe results from this work-in-progress literature review are organized below by researchquestion. Although not all of the reviewed articles are directly referenced in this section, they areall included in the References section of this paper. Note that we used the terms Latinxs,Latina/o, and Hispanic throughout this section to reflect the terminology used in the papersreviewed.Diversity in Latinx The first research question we addressed was “How is the diversity within Latinxdescribed in the engineering education literature?” While our
different, they share acommon protocol for communication, allowing them to mesh neatly. This protocol takesthe form of two character strings, the “command sentence” and the “status sentence”.Both are ASCII based and begin with a ‘$’ character and end with an ‘&’ character. Thestatus sentence contains a series of variables reflecting the state of the ROV. It is createdby the controller aboard the vessel and transmitted every 100 ms.Graphical user interface (GUI)The GUI was developed in labView with the front panel as shown in Fig. 3. The vessel’spitch, roll, and rudder position are displayed in real-time. In the upper left hand corner, agrouping of fields displays the GPS position of the ROV, its current true course, and itsspeed as determined
. Page 12.190.7a Data reflects the 79 mentors who allowed their information to be released to their alma mater by MentorNet. Mentor Enrollment by Field 14 12 10 Number Enrolled 8 6 4 2 0
environment).CurriculumAs in any academic program, the development of a cohesive curriculum is important, particularlywhen the program extends across departments, learning environments and academic institutions.The perspective of the community college on curriculum and the transferability of courses can bequite different from that of the 4-year institution. During the process of developing anarticulation agreement, it is not unusual for the community college to ask for a number of corepre-engineering courses (e.g., calculus, physics, chemistry, Engineering Design) that thecommunity college student could use to transfer into the engineering (and computer science)program/s at the 4-year institution. These core courses are selected so as to reflect the
, April 2007) (All, October 2007) (October 2007) (October 2007) Figure 1: A Comparison of AAMU, Alabama, and National FE Exam Pass RatesAn impact of the low pass rate of the FE exam is the depiction of poor performance by ourstudents. It not only affects their career development but also compromises the program'scredibility. The consequence of this weakness was reflected during our most recent ABETevaluation. As a result, finding ways to improve the pass rate has become a major issue.3. Actions TakenTo correct any misconceptions amongst our students and to stimulate their awareness of theimportance of engineering licensure in their profession, the faculty of the department has beenundertaking a series of actions
13.1320.7 level based upon the analysis of the pre and post questionnaire results. The reasons could be o Students did not have time to do the research work on the case studies. o Students had so many things going on when it was near the final exam week. o Students were overwhelmed by the questions during the question session of the presentation. o Post questionnaires were taken right after the presentation. Students might not have time to reflect on their responses towards Engineering after questions asked by the instructor and other teams.In conclusion, the results obtained at HU
advising appointment online. Figure 3. UTPA B.S.M.E. Student Advising WebsiteStudents who come in unprepared for an advising appointment are often focused on theirimmediate need and ask “What courses should I take next semester?” The advising informationform, shown in Figure 4, encourages students to be more reflective about their educational planand to use the advising time with a faculty member to refine that plan. Much of the form focuseson the current semester and has the student document how their time is spent during a typicalweek including class and study hours, work schedules, and other regular commitments. The Page
student groups that from their perspectivesengineering was not a profession that should be sought after simply for the monetarygains. One student asserted, for instance: When it comes to money, if you’re doing something you love it won’t matter how much money you make. That’s a big thing in engineering. Cause if you work to make the money it ends up not working for them. In this quote, congruent with the literature8, the student reflects in how the enjoymentand passion for the work, considered an internal motivational factor is more rewardingthat the money itself which is seen as an external motivational factor.In addition to self-motivation and passion as internal motivators, some participants alsoincluded how their individual
LornManufacturing case study discusses engineering ethics, safety standards, and machine designissues, which reflect the learning objectives. The following introduces the case studyimplementation in one of the four sections of EGR 101 offered in Fall 2008.The case study implementation was covered in four one-hour classes. In the first class, theinstructor used PowerPoint slides, written by the instructor, to briefly introduce the three casestudies the students were about to explore, and students were divided to teams with the assignedcase studies and roles to defend. For example, in Chick-fil-A case study, Mike Erbrick, Directorof Restaurant Information Systems at Chick-fil-A, was given the responsibility of converting therestaurant's point of sales (POS
graduates would be usefulhands in the interdisciplinary fields involving science, mathematics, and or engineering. Theexistence of financial support to the under-represented minorities is an attractive feature toenhance retention rate at the sophomore level for concentrating studies in engineeringdisciplines. Citing evidence of project oriented financial support for the students is an attractivetechnique for motivation. This motivation assures students in multi task projects and therebybuilds strength. This strength reflects students’ learning and directs them towards completingtheir educational goals in engineering. In a true sense these potential graduates may involve inas many multidisciplinary tasks as they may encounter in the working
your interest in research and/or graduate school that might be helpful in evaluating your application. You are welcome to share aspects about your background that have not been reflected elsewhere in your application. 2. TREX gives participants a chance to experience all aspects of research within the realm of academia. As a graduate student in such an environment, one is expected to take initiative on specific research projects and produce results with limited supervision or instruction from an advisor. Submit a one‐page essay in which you describe an experience you have had where you received an assignment/project with little instruction. Comment on how you addressed this situation. This should
92% 2004 90% 2.831 TBD 2005 95% 2.939 TBD 2006 93% 2.877 TBD 2007 100% 2.986 TBD 2008 TBD TBD TBD Page 14.1095.12This graph reflects those students who came through the 2003 Summer Bridge Programexperience and have completed their degree requirements and have selected to go to graduateschool and/or enter the engineering work force. 2008 Graduates of 2003 Summer Bridge Program First Status – 5 years later as Last Name Name Gender Major Degree Class of 2008
management responsibilities along with other advisement duties. c. Articulating Results. The MSEIP Program hosted a research exposition where students’ presentations of the findings of supported projects. Student Showcase provides a public forum that reflects the quality of the research experience for students and faculty alike. [5] d. Preparing Results for Publication. The University of Maryland Eastern Shore Science, Engineering, and Technology Research Proceedings archives final versions of the student/faculty research projects thereby extending and preserving the quality of faculty and student achievement. Papers were submitted to the editorial board before publication providing students with opportunities
-curricular support: A multi-case study of engineering student support centers,” Virgnia Polytechnic Institute and State University, 2015.[16] J. Nosoff, “Minority Engineering Student Organizations,” in Handbook on Improving the Retention and Graduation of Minorities in Engineering, National Action Council for Minorities in Engineering, Inc, 1985.[17] G. Young, D. B. Knight, and D. R. Simmons, “Co-curricular experiences link to nontechnical skill development for African-American engineers: Communication, teamwork, professionalism, lifelong learning, and reflective behavior skills,” in Frontiers in Education Conference (FIE), 2014.[18] W. C. Lee and H. M. Matusovich, “A Model of Co-Curricular Support for
context to the data. The memos will also capture researcher reflections anddecision-making processes during analysis. The memos may also provide details about thecommunity and participants.Preliminary ResultsThis work in progress is transitioning from secondary to final data analysis. At this point, thereare five categories which will help develop themes for this research. One category linksengineering as a cultural strategy to survive. Another category points to engineering as a processfor community development. A third category maps Tohono O’odham values to engineeringdesign traits. Two other categories are not directly associated to engineering but rather tocommunity self-perceptions as a result of engineering impacts.SignificanceQualitative
making apps isconsidered part of engineering”.Another participant indicated that the camp helped them to learn more about engineering. Hesaid:“I learned that there is a wide variety of engineering. I thought there was only, like, four parts ofengineering in the career section, but I learned that there is a lot more and they all do differentthings and it’s not just building stuff”.Another participant indicated a change in his understanding about how engineering can be used.He said:“I thought engineering was mostly math and like mechanical things but I didn’t know that youcan tailor engineering to business”.Shifts in Attitudes after Workshop CompletionResults reflect that participants’ attitudes towards engineering changed upon the completion
=Agree, 5 = Strongly Agree, 6 = Not Sure) for participants to rate their opinion of experiences inSTEM majors at their HBCU. Survey items were developed to reflect the common reasons forstudent departure as outlined in the published text Talking About Leaving and the experiences ofsenior leaders on the project from STEM fields and at HBCUs [4]. To ensure the survey focusedon the intended areas and that the researchers engaged in a comprehensive approach, each surveyitem was aligned with a research thrust area and compared with the theoretical framework. Toaccount for differences in demographic information needed, two parallel surveys were createdfor each group (Group 1 and 2).Data Collection Data were collected from students (Group 1
visits from practicingprofessionals within the field. This may be promising news for the K-12 classroom, in that thisrequires the re-definition of what students do in the classroom, not the acquisition of additionalspeakers. Locating willing STEM speakers can be challenging; securing motivational speakerscan be close to impossible.AcknowledgementsThis material is based upon work supported by the National Science Foundation under Grant No.0930257. Any opinions, findings, and conclusions or recommendations expressed in the materialare those of the author(s) and do not necessarily reflect the views of the National ScienceFoundation.References1. National Research Council. Successful K-12 STEM Education: Identifying Effective Approaches in Science