Conference Session

Minorities in Engineering Division Technical Session 5

Collection

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

Paper ID #31705Why Don’t Undergraduate STEM Students Pursue Combined (4+1) BS/MSDegrees?Ms. Mais Kayyali, Florida International University Mais Kayyali is the Associate Director of Academic Support Services in the Office of the Dean at Florida International University’s (FIU) College of Engineering and Computing (CEC). In her current role, she oversees all aspects of Graduate Education and Admissions for all the schools and departments under CEC. Her duties vary from admissions, recruitment, marketing, data analysis, graduate funding, etc. She also provides administrative support to the Associate Dean for Academic Affairs

Conference Session

Minorities in Engineering Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Mohamed ElZomor, Florida International University; Piyush Pradhananga; Arif Mohaimin Sadri, Florida International University

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Diversity

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Minorities in Engineering

partially due to its timeworn pedagogical means and ineffective use oftechnology. S.M. platforms are convenient and effective informal educational means thatencourage engagement and interactions between peers. Nowadays, construction programs areshifting to online education, and this research is geared to understand the interactions betweenstudent bodies within different instructional modalities. This study focuses on the successes ofthe second-year implementation of integrating S.M. in a Construction Management (CM)program in a minority serving institution. The implementation consisted of periodicallycollecting student feedback to (1) evaluate students' interactional competency skills andconfidence in collaborative skills and; (2) describe how S.M

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

reasonable accommodations forstudents with disabilities.Because disability can be visible or invisible—ranging from hearing impairment to dyslexia toautism—appropriate accommodations vary and may include extra exam time, note-takingassistance, adaptive technology, assistance with learning/studying techniques, or different examformats [1]. Unlike K-12 education, accommodations during college study are contingent uponstudent self-advocacy; in order to receive an accommodation, students must file disabilitydocumentation with their school’s disability services center and request an accommodation. Therequest may or may not be approved. Further, university officials cannot legally disclose astudent’s personal health information to faculty, so it is up to

Conference Session

Minorities in Engineering Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Dianne Grayce Hendricks, University of Washington; Anat Caspi P.E., The Taskar Center for Accessible Technology; Heather A. Feldner, University of Washington; Molly Y. Mollica, University of Washington; Shawn M. Rundell, University of Washington; George Zatloka, Design Research Consultant; Jennifer Mankoff, University of Washington; Katherine M. Steele, University of Washington

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Diversity

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Minorities in Engineering

. c American Society for Engineering Education, 2020 HuskyADAPT: A Project-Based Accessible Design Course (Experience)IntroductionIn this Experience Report, we document the design and implementation of a project-basedaccessible design course offered by HuskyADAPT (Accessible Design and Play Technology)[1], a multidisciplinary initiative at University of Washington (UW) that promotes an inclusiveculture and provides opportunities for students to engage in accessible design projects. Theinnovation of the course is the participatory design component with local people with disabilities,who serve as needs experts for the projects [2].Here we document our experience in an inclusive design course where student

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

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

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

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

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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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Diversity

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Minorities in Engineering

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

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

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Diversity

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Minorities in Engineering

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

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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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Diversity

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Minorities in Engineering

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

Conference Session

Minorities in Engineering Division Technical Session 7

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Breigh Nonte Roszelle, University of Denver; Ronald R. DeLyser, University of Denver; Goncalo Martins, University of Denver; Christina Paguyo, University of Denver

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Diversity

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Minorities in Engineering

effort for decades [1] However, many of these efforts have focused on support of aspecific underrepresented group, but do not necessarily address the independent behaviors orattitudes of all students, or the overall cultural influence of the department, school, or university.The development of a new generation of engineering graduates that is more conscientious of theneed for diverse thinking and teams is critical for retaining members of these underrepresentedpopulations outside of a university setting and developing a stronger and more effectiveengineering workforce.In order to work towards this goal, an NSF-funded multi-institutional project in its third year isdeveloping unique curriculum activities that highlight how the engineering

Conference Session

Minorities in Engineering Division Technical Session 4

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kyle F. Trenshaw, University of Rochester; Elif Miskioğlu, Bucknell University; Derek Rushton, University of Rochester; Philip Asare, Bucknell University

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Diversity

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Minorities in Engineering

(often surface-level) similarities betweenindividuals. A good match can provide essential support, whereas a poor match can leave anindividual feeling continued (or increased) isolation. Because of differences in cultural capitalbetween various identity-defined populations, even the initial ability to access the support is apotential issue beyond the quality of the match itself [1]. There are fewer URMs in STEMcompared to other populations [2], and thus, limited individuals to serve in these capacities whenseeking demographics-based matches.In previous work, the authors developed a profile format for role models (STEM alumni of apredominantly white institution who identified as URMs) to communicate their personal andprofessional narratives to

Conference Session

Minorities in Engineering Division Technical Session 8

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Arnold Deffo, California Polytechnic State University, San Luis Obispo

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Diversity

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Minorities in Engineering

outlined in the present work provides positive experiences for students and potentiallymore fully prepares them for success beyond the classroom. Importantly, because assigning teamsmight be perceived as disempowering to students—at least initially—engineering educators shouldwork to be transparent in their team formation practices and explain to students the rationale forsuch approaches.1. Introduction As engineering students graduate and enter the workforce, they are expected to possess numerous skills necessary for long-term success in the field. Chief among them is the ability to work collaboratively in teams [1]. This is because modern engineering practice requires proper collaboration and communication. It is therefore not surprising

Conference Session

Minorities in Engineering Division Technical Session 8

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Harriet Paige Brown, Purdue University, West Lafayette; Jacqueline Ann Rohde, Purdue University, West Lafayette; Allison Godwin, Purdue University, West Lafayette

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Diversity

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Minorities in Engineering

findings will be used for further examination in a larger population. This study can begin tocapture reasons that influence Black women to leave the engineering workforce. Results of thiswork can provide ideas to improve efforts to support Black women in the workforce.Introduction and Literature ReviewIn the past few decades the participation of women and racial-ethnic minorities in science andengineering has increased; however, there are still gender and racial disparities that exist [1, p.389]. When examining Black women post-graduation, they are considerably underrepresented inacademia and engineering industry. Black women make up 4% of all women engineeringprofessors [2] and comprise only 0.72% of engineers in engineering industry [3][4

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

the creation and maintenance of a program supporting transfer URM students into engineering. This effort has considerable implications for the STEM professions, such as engineering, where racial/ethnic minorities, first-generation, women and the socio-economically disadvantaged constitute a disproportionately low percentage of the workforce. As noted in the ASEE yearly report, only 11.4% of bachelor’s degrees in engineering were earned by Hispanic students and only 4.2% were earned by Black/African American students in the 2018 academic year. [1] As a result of this talent development challenge, colleges and universities around the country are placing a growing emphasis on programs that allow students to gain work and research experience and

Conference Session

Minorities in Engineering Division Technical Session 9

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Samara Rose Boyle, Rice University; Canek Moises Luna Phillips, Rice University; Yvette E. Pearson P.E., Rice University; Reginald DesRoches, Rice University; Stephen P. Mattingly, University of Texas at Arlington; Anne Nordberg, University of Texas at Arlington; Wei Wayne Li, Texas Southern University; Hanadi S. Rifai P.E., University of Houston

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Diversity

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Minorities in Engineering

American, Latinx/Hispanic, and Native American (including NativeHawaiian and Alaska Native) faculty members continue to be underrepresented among theSTEM professoriate nationwide, in spite of wide acknowledgement of the problem and efforts tomore effectively recruit members of these groups. In 2018, only 2.4% of tenured and tenure trackengineering faculty were African American, and only 3.8% were Hispanic [1], despite AfricanAmericans and Hispanics comprising an estimated 13.4% and 18.3% of the US population,respectively [2]. The need for professors from underrepresented minority (URM) groups is notonly felt on university campuses. Rather, the deficit impacts all stages of STEM pathways, fromeducation to the workforce; the exclusion of diverse

Conference Session

Minorities in Engineering Division Technical Session 9

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Girum Urgessa P.E., George Mason University

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Diversity

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Minorities in Engineering

tenure-line black engineering faculty in research-intensive (R1) institutionsIntroduction and Rationale for the StudyThe American Society for Engineering Education (ASEE) dubbed the 2014-2015 academic yearas the Year of Action in Diversity. Supporting this significant event and recognizing the urgentneed of increasing diversity, deans of engineering schools across the United States signedpledges to act on four major diversity initiatives. One of these initiatives addresses thecommitment of developing and implementing proactive strategies for increasing therepresentation of women and underrepresented minorities within the engineering professoriate[1]. One general measure of success outlined in the pledge is a “notable increase” in

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

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Minorities in Engineering

Paper ID #30383Broadening the Participation of Latinx in Engineering: Highlights from aNational, Longitudinal StudyDr. Lisa Y Flores, University of Missouri Lisa Y. Flores, Ph.D. is a Professor of Counseling Psychology at the University of Missouri. She has expertise in the career development of Latino/as and Latino/a immigrant issues and has 80 peer reviewed journal publications, 18 book chapters, and 1 co-edited book and presented over 200 conference presen- tations in these areas. She has been PI and co-PI on grants funded by NSF and USDA to support her research. She is Editor of the Journal of Career Development

Conference Session

Minorities in Engineering Division Technical Session 7

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

William A. Kitch, Angelo State University; Andrea L. Robledo, Angelo State University

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Diversity

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Minorities in Engineering

Universities – Larger programs. The current total enrollment is 10,417. It is aregional public university located in San Angelo, a city with a population of approximately100,100. San Angelo is in the West Texas region of the state and is a three hour or longer drivefrom any major urban center. The university draws students largely from West Texas.The university is a Hispanic-Serving Institution with a Hispanic enrollment of 40 percent asshown in Figure 1. However, as the data in Figure 1show, the faculty are significantly lessdiverse than the students with only 8 percent of faculty identifying as Hispanic.Within the engineering program, the diversity picture is dramatically different as shown by thedata in Figure 1. The students within the engineering

Conference Session

Minorities in Engineering Division Technical Session 6

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sarah Hug, University of Colorado, Boulder; Wendy Chi, University of Colorado, Boulder

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Diversity

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Minorities in Engineering

learners(equality) and instead create opportunities that build on the funds of knowledge (Moll, 1990) ofdiverse populations and reshape institutionalized inequities that continue to oppress learners whodo not come from the predominantly white, middle class backgrounds of their educators,administrators, and educational leaders (Lynn, et al, 2002).Critical race theory, extending the framework to focus on race and racism, has five tenetsinstrumental in conducting educational research, as described by Solórzano (1997, 1998): 1. The Centrality and Intersectionality of Race and Racism: While race and racism are central to critical race theory, they intersect with multiple forms of subordination. In this article, we examine the methods of

Conference Session

Minorities in Engineering Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jidong Huang, California State University, Fullerton; Sudarshan T. Kurwadkar, California State University, Fullerton; Doina Bein, California State University, Fullerton; Yu Bai, California State University, Fullerton; Salvador Mayoral, California State University, Fullerton

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Diversity

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Minorities in Engineering

) Project. c American Society for Engineering Education, 2020 Improving STEM Education for Lower-division College Students at HSI by Utilizing Relevant Sociocultural and Academic Experiences: First Year Results from ASSURE-US Project Jidong Huang1, Sudarshan Kurwadkar2, Doina Bein3, Yu Bai4, Salvador Mayoral5 1 Department of Electrical Engineering 2 Department of Civil and Environmental Engineering 3 Department of Computer Science 4

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Anitha Sarah Subburaj, West Texas A&M University; Pamela Renee Lockwood-Cooke, West Texas A&M University; Emily M. Hunt P.E., West Texas A&M University; Vinitha Hannah Subburaj, West Texas A&M University

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Minorities in Engineering

and increasing the success of STEM students coming from an economicallydisadvantaged, underserved, and predominantly rural regions have always been a challenge inhigher-ed [1-3]. Identifying the diverse needs of these student population that go beyond justacademics along with building a strong support system addressing these needs has been the focusof many universities [4-10]. Disadvantaged students struggle academically due to lack of propersupport and a venue to voice their concerns. Studies have shown that students in economicallydisadvantaged rural schools lack access to advanced training necessary to achieve the highesteducational and job goals in science, technology, engineering, and mathematics (STEM), addingto the disparity in

Conference Session

Minorities in Engineering Division Technical Session 5

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Keith A. Schimmel P.E., North Carolina A&T State University; C. Dean Campbell, North Carolina A&T State University; Marcia Gumpertz, North Carolina State University; Yvette Maria Huet, University of North Carolina, Charlotte; Ajit D. Kelkar, North Carolina A&T State University; John P. Kizito, North Carolina A&T State University

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Diversity

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Minorities in Engineering

adepartmental diversity plan to build these insights into departmental practices and procedures.This paper will explore the process of developing the departmental initiatives and diversity plansas well as report on some initiatives and plans developed. The benefits and drawbacks of theapproach are discussed along with best practices identified to this point.IntroductionOf doctorate degrees granted in STEM disciplines in the U.S. for the past ten years, African-American and Hispanic/Latinx students make up only 2.7% and 3.3%, respectively [1]. After aSTEM student has been in a program for two years or more, the URM doctoral student attritionrate is nearly 50%, with completion rates varying by discipline and ethnicity [2]. In engineering,for example, the

Conference Session

Computing -- Increasing Participation of Women and Underrepresented Minorities

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Laura K. Dillon, Michigan State University; Maureen Doyle, Northern Kentucky University; Linda Ott, Michigan Technological University; Wendy Powley, Queen's University; Andrea E Johnson, Spelman College

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Diversity

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Minorities in Engineering, Pre-College Engineering Education, Women in Engineering

Environment,” co-authored with Dr. Karl Ottenstein. The paper was published in SDE 1, Proceedings of the First ACM SIGSOFT/SIGPLAN Symposium on Practical Software Development Environments, April 23-25, 1984. In addition to teaching at Michigan Tech, Dr. Ott taught advanced software engineering at Siberian State Aerospace University in Krasnoyarsk, Russia as a Fulbright scholar. She also taught Ethical and Social Aspects of Computing at Beijing Normal University, Zhuhai in Zhuhai, China. Dr. Ott is currently Michigan Tech’s lead person in the efforts to increase the number of female undergraduates in computing as a member of NCWIT’s Pacesetters program.Prof. Wendy PowleyDr. Andrea E Johnson, Spelman College Research is

Conference Session

Minorities in Engineering Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Robert V. Pieri, North Dakota State University; Austin James Allard, Turtle Mountain Community College ; Teri Ann Allery; Ann Vallie, Nueta Hidatsa Sahnish College; Bradley Bowen, Virginia Tech; Karl Haefner; Lori Nelson, Nueta Hidatsa Sahnish College; Danny Luecke; Michael Maloy Parker, Cankdeska Cikana Community College

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Diversity

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Minorities in Engineering

this paper is to describe how a an NSF sponsored collaborative engineering educationprogram, Pre-Engineering Education Collaborative, PEEC [1, 2], operating on a number of triballycontrolled colleges and universities, TCU’s, across North Dakota may, through thoughtful application ofbest educational practices including a community-based approach, be seen as a tool that movesdecolonization within Native American communities and education systems forward. Put in terms of aresearch question: “How effective can PEEC be when considered as a method to move decolonizationforward in Native American engineering education and could it increase enrollment?”This PEEC which is been going on for the past 10 years and is soon to graduate its 10 th student

Conference Session

Minorities in Engineering Division Technical Session 6

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Henriette D. Burns, Southern Illinois University, Edwardsville; Mark McKenney, Southern Illinois University, Edwardsville; Matt Johnson; Sharon Locke; Ann Vogel, iBIO Institute; Colin Wilson, Southern Illinois University; Georgia Bracey, Southern Illinois University, Edwardsville

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Diversity

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Minorities in Engineering

design process focus, it isespecially important for the girls to provide their own answers, to recognize the value of failurein the iterative design process, and to learn to embrace it. Consequently, we changed ourcommunity involvement with the venue, and urban activity center, and with women of color inSTEM in the area. The instructional methodology and our data collection methods became morein-class, collaborative, and spontaneous. Our purpose is to mitigate the influence of the fear offailure (and boost self-efficacy) for underrepresented students, especially minority girls, and theirteachers.BackgroundGirls and women remain under-represented among students and within the workforce of STEM[1]. Minority women still make up a very small

Conference Session

Minorities in Engineering Division Technical Session 7

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

A. Mehran Shahhosseini, Indiana State University; Farman A. Moayed, Indiana State University; Alister McLeod, Indiana State University

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Diversity

Tagged Divisions

Minorities in Engineering

strong professional and supportive network of industry partners that workalongside faculty in creating learning environments that are typical of a particular occupation. Toengage students the inclusion of the following activities are paramount: 1) creating a strongcohort framework for students, 2) developing mentor relationships, and 3) hosting co-curricularactivities to promote interaction, learning, and exchange. Student support is aimed to create astrong network that connects students to each other and their faculty, the college, and theinstitution as a whole. This is the main drive of increased participation and once this is completethen students are expected to start engaging in co-curricular activities. These activities are

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Patricia R Backer, San Jose State University; Cindy Kato, San Jose State University

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Diversity

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Minorities in Engineering

research on the factors that influence retention in engineering. Johnsonand Sheppard [1], in their study of the 1990 high school class through undergraduate engineeringmajors and beyond, identified points where the numbers of engineering majors dropsignificantly. Much past research has focused in students who leave engineering and why theyleave [2].In a research study across 17 universities, Besterfield-Sacre et al. [3] found that women hadlower self-confidence about their studies than men. Women and URM students often feelexcluded from engineering due to negative social cues from faculty and students [4], [5], [6],[7]. For STEM undergraduates, the first two years of most STEM fields focus on students“passing” gateway courses in Calculus, Physics

Conference Session

Minorities in Engineering Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ning Zhang, Central State University; Cadance Lowell, Central State University; Xiaofang Wei, Central State University; Desheng Liu, Ohio State University

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Diversity

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Minorities in Engineering

inland lake toinvestigate the occurrence of algal bloom in the past decades, and further relate the risk of algalbloom to land cover and land use pattern observed within the watershed. Upon the completionof the project, students have practiced using ArcGIS, Google Earth Pro, and EPA Water QualityPortal for map design, landscape inquiry, and water quality data analysis. In the fourth week,participants presented their project findings to the workshop advisors. The follow-up monitoringof participants’ academic and research success were conducted to provide feedback on theworkshop design, implementation and improvement. The paper presents the overall design of theworkshop, and highlights the preliminary evaluation of the workshop.1. Introduction1.1

Conference Session

Minorities in Engineering Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Aidsa I. Santiago-Roman, University of Puerto Rico, Mayaguez Campus; Manuel A. Jimenez, University of Puerto Rico, Mayaguez Campus; Luisa Guillemard, University of Puerto Rico, Mayaguez Campus; Sonia M. Bartolomei-Suarez, University of Puerto Rico, Mayaguez Campus; Oscar Marcelo Suarez, University of Puerto Rico, Mayaguez Campus; Nelson Cardona-Martínez, University of Puerto Rico, Mayaguez Campus; Carla López del Puerto, University of Puerto Rico, Mayaguez Campus; Nayda G. Santiago, University of Puerto Rico, Mayaguez Campus; Pedro O. Quintero, University of Puerto Rico, Mayaguez Campus; Anidza Valentín-Rodríguez, University of Puerto Rico, Mayaguez Campus

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Diversity

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Minorities in Engineering

College of Engineering (CoE) graduation rates for 2015 at our Hispanic ServingInstitution revealed to be 73% for students from households with income above $50,000/year, and54% from households with income below $7,500/year. Similar trends were also noticed in retentionand persistence rates indicating higher attrition among students from lower income families. Thisprogram aims to increase these statistics among LIATS by integrating elements from Lent’s et al.Social Cognitive Career Theory [1] [2] and Tinto’s Departure Model [3][4] in conjunction with ascholarship program. The final objective is to establish an intervention model to be furtherinstitutionalized in the CoE, if proven to be effective [5][6]. In this program we have includedtools to

Conference Session

Minorities in Engineering Division Technical Session 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Joel Alejandro Mejia, University of San Diego; Melissa M. Arana; Mireya Becker Roberto, University of San Diego; Nicole G. Reyes

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Diversity

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Minorities in Engineering

exist transnationally, thus never having to cut ties with their familialexchanges, connections and practices across borders [1]. For instance, children of Latinximmigrants continue to embody cultural values, identities, and social practices that shape theirown “understanding of belonging to two places simultaneously” [2, p. 77]. The emergence oftransnational migration has also transformed our everyday interactions with others, and continuesto influence public education in the United States. According to the U.S. Department ofEducation [3], Latinx youth is the fastest-growing segment of the U.S. adolescent populationand is projected to become the number one minority in school enrollment.Primarily influenced by transnational movements, the