Conference Session

Diversity Redefined: Nontraditional Views in Traditional Environments

Collection

2014 ASEE Annual Conference & Exposition

Authors

Chrissy Hobson Foster, Arizona State University; Shawn S. Jordan, Arizona State University, Polytechnic campus

Tagged Divisions

Minorities in Engineering

writes that a holistic curriculum shouldconnect the coursework to one another and emphasize all areas of development and growth –spiritual, emotional, physical, and environmental. He advocates that the teachings of BlessingWay and Protection Way should be a mainstay in the pedagogy in order to practice characterdevelopment (e.g. integrity with social transactions) and learn new skills and knowledge (e.g.viewing coursework through a lens of ecological awareness). By providing Western links to aNavajo framework for learning, Benally attempted to represent a connection between Navajo andWestern knowledge while explicating a framework from Navajo sacred knowledge. The intent ofthis was to prepare Navajo children to be able to function in the modern

Conference Session

Summer and Cohort Programs for Minorities: Student Success

Collection

2014 ASEE Annual Conference & Exposition

Authors

Darryl Dickerson, Purdue University; Freddy Solis, Purdue University, West Lafayette; Virginia Booth Womack, Purdue University, West Lafayette; Tasha Zephirin, Purdue University, West Lafayette; Carol S. Stwalley, Purdue University, West Lafayette

Tagged Divisions

Minorities in Engineering

totransition instead of remediation resulted in an increase in URM student performance andretention [13, 14].In January of 2004, after benchmarking the Challenge Program at Georgia Tech and similarprograms at large predominant white institutions around the country, a minority program in alarge selective Midwestern university launched a five-week summer bridge program to simulatethe rigor of the first semester of the freshman engineering curriculum. It was designed with afocus on URM student transition, preparing incoming URM freshmen engineering students forthe cultural shift from high school to global competition at a selective institution.This study quantitatively examines the effect of this summer bridge program on the URMengineering student

Conference Session

Beyond Students: Issues of Underrepresentation among Parents and Professionals

Collection

2014 ASEE Annual Conference & Exposition

Authors

Araceli Martinez Ortiz, Texas State University, San Marcos

Tagged Divisions

Minorities in Engineering

University of Michigan in Ann Arbor and a M.S. degree in manufacturing management from Kettering University. After a career in engineering, she com- pleted a master’s degree in education from Michigan State University and began fieldwork as a teacher. She gained full certification as a mathematics public school teacher and administrator in Massachusetts and Texas. Later, Araceli completed a PhD in Engineering Education from Tufts University while em- ployed at the Museum of Science in Boston, as the first lead curriculum developer of the Engineering is Elementary curriculum that integrates science, engineering and literacy for elementary students. In 2013, she was named Director of the Texas State University LBJ Institute

Conference Session

Enhancing the Underrepresented Student Experience

Collection

2014 ASEE Annual Conference & Exposition

Authors

William J. Davis P.E., The Citadel; Kevin C. Bower PE, The Citadel; Ronald W. Welch, The Citadel; Elizabeth Connor, The Citadel

Tagged Divisions

Minorities in Engineering

to proficiently enter the engineeringprofession. Further elaboration on activities created to accomplish these three programobjectives are presented in the following paragraphs.Objective 1: To provide higher education funding opportunities targeting minority,female, and socio-economically disadvantaged, students entering civil engineering. Tofulfill this program objective, cohorts ranging from five to ten academically qualifiedstudents are recruited, screened, interviewed, admitted and prepared for success fromtarget demographic groups, over the five-year duration of the NSF S-STEM grant award.Objective 2: To provide enhanced academic support structure for ExCEL-SC civilengineering students. To implement an integrated support program for

Conference Session

Summer and Cohort Programs for Minorities: Student Success

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mikhail M. Bouniaev, University of Texas, Brownsville; Immanuel Adaikalaraj Edinbarough, University of Texas, Brownsville; Bill W. Elliott, The University of Texas at Brownsville

Tagged Divisions

Minorities in Engineering

goal of improving students’ academic success throughunique tutoring and mentoring sessions. The cohort program was offered in four majors:chemistry, mathematics, biology, and engineering. The criteria used to admit the students in thecohort program are based on mathematics preparedness. The cohort students should at least beeligible to register in Pre-calculus in their first semester of college.The The University of Texas at Brownsville maintains an “open door” admissions policy, basedon high school curriculum, high school rank, and scores on the SAT or ACT. However, some ofthe partner community college programs and undergraduate programs have specific admissionrequirements. Historically, the incoming freshmen admitted to the STEM majors

Conference Session

Engaging Minority Pre-College and Transfer Students in Engineering

Collection

2014 ASEE Annual Conference & Exposition

Authors

Quincy Brown, Bowie State University; Jamika D. Burge, Information Systems Worldwide

Tagged Divisions

Minorities in Engineering

focus in “thezone”, achieving flow, which helps them to excel academically11, 45. More specifically, studentswho report higher “flow-like engagement” in their high school math and science classes weremore likely to report higher grades in college38. Thus, out-of-school programs such as thosebased on MOTIVATE, afford rich opportunities for educational advancement for students.3. MOTIVATE IMPLEMENTATIONAn additional, unique feature of the MOTIVATE curriculum is the integration of the “CS in…”track. This track is an extension of contextualized computer education21, which teaches CS inrelevant, real-world contexts and authentic learning experiences35. Through the “CS in…” trackwe provide a series of learning modules designed to spark interest in

Conference Session

Focus on African-American and Hispanic Engineering Students’ Professional and Academic Development

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kalynda Chivon Smith, Howard University; Lorraine N. Fleming, Howard University; Inez N. Moore, Howard University; Silas E. Burris, Howard University; Fabiana Bornmann

Tagged Divisions

Minorities in Engineering

, these are not the only factors that influence the integration and persistence ofBlack students in engineering majors. However; this paper seeks to fill a gap in the literatureregarding these particular factors. Tinto’s14 integration model serves as the theoreticalframework for this study. Tinto suggested a twice revised theoretical model that described howstudents make decisions about remaining in higher education. Through all iterations of themodel, the idea of integration and the nature of interactions between students and members of theinstitution remained. To put it simply, students’ choices concerning remaining at an institutionare a function of their academic and social integration within their institutions. While students’characteristics

Conference Session

Diversity Redefined: Nontraditional Views in Traditional Environments

Collection

2014 ASEE Annual Conference & Exposition

Authors

Richard R Harris, Northeastern University; Lauren Machunis, Northeastern University; William Tiga Tita, D'Amore-McKim Business School, Northeastern University

Tagged Divisions

Minorities in Engineering

process, an emphasis that distinguishes ELT from other learning theories.1According to Kolb, students must complete four learning stages in order for learning to takeplace. Learners, if they are to be effective, need four different kinds of abilities- concreteexperience abilities (CE), reflective observation abilities (RO), abstract conceptualizationabilities (AC), and active experimentation (AE) abilities. That is they must be able to involvethemselves fully, openly, and without bias in new experiences (CE). They must be able to reflecton and observe their experiences from many perspectives (RO). They must be able to createconcepts that integrate their observations into logically sound theories (AC), and they must beable to use these theories to

Conference Session

Engaging Minority Pre-College and Transfer Students in Engineering

Collection

2014 ASEE Annual Conference & Exposition

Authors

Stacie LeSure, Utah State University; Nathan Mentzer, Purdue University, West Lafayette; Kurt Henry Becker, Utah State University - Engineering Education

Tagged Divisions

Minorities in Engineering

Paper ID #8856African American High School Students’ Human-Centered Approach to De-signMrs. Stacie LeSure Gregory, Utah State University Stacie is a PhD candidate in Engineering Education at Utah State University. Stacie has a BS in Physics from Spelman College and a MS in Materials Science and Engineering from Georgia Institute of Tech- nology. Stacie’s current research interests include the integration of Human-Centered Design and Service Learning opportunities to recruit and retain underrepresented students in engineering. She is also inter- ested in developing intervention strategies to reduce the negative

Conference Session

Summer and Cohort Programs for Minorities: Student Success

Collection

2014 ASEE Annual Conference & Exposition

Authors

Robert W. Whalin, Jackson State University; Qing Pang, Jackson State University

Tagged Divisions

Minorities in Engineering

(unless they qualifyto be placed in Calculus II by Advanced Placement test scores). Those with ACT Math scoresbelow 17 are placed in an Intermediate Algebra developmental class. In 2000, most otherfreshman engineering majors had ACT Math scores below 17 while in 2013 others were aboutequally divided between those with scores below 17 and those with scores above 25.Baseline Data for Program ImpactFive cohorts (2009-2013) totaling 172 students participated in the summer engineeringenrichment program. All participants had ACT Math scores from 17-25 inclusive, and 95%(163/172) passed both Algebra and Trigonometry with grades of C or better. A number ofstudents (44 or 25.6%) changed their majors to one with a curriculum requiring less

Conference Session

Mentoring Minorities: Effective Programs, Practices, and Perspectives

Collection

2014 ASEE Annual Conference & Exposition

Authors

Matthew B. A. McCullough, North Carolina A&T State University; Stephanie Luster-Teasley, North Carolina A&T State University; Clay Gloster Jr., North Carolina A&T University (Tech); Leotis Parrish, North Carolina A&T State University; Marcia F. Williams, North Carolina A&T State University; Ronnie S. Bailey, North Carolina A&T State University

Tagged Divisions

Minorities in Engineering

&T State University, an MBA in Management from Wake Forest University, and a Ph.D. in Leadership Studies from North Carolina A&T State University. c American Society for Engineering Education, 2014 Paper ID #9234 As Co-Principal Investigator and Statewide Project Director for the North Carolina Louis Stokes Alliance for Minority Participation program (NC-LSAMP), and Co-Principal Investigator and administrative man- ager for the NSF Innovation through Institutional Integration (I-3) project, she is a strong advocate for broadening the participation of underrepresented populations who major

Conference Session

Preparing Minority Students for Undergraduate and Graduate Research

Collection

2014 ASEE Annual Conference & Exposition

Authors

Nadir Yilmaz P.E., New Mexico Institute of Mining & Technology; Francisco Martin Vigil, New Mexico Institute of Mining & Technology; Miquela Trujillo, New Mexico Institute of Mining and Technology; Isabella Acevedo-Rodriguez, New Mexico Institute of Mining and Technology; Ricardo B. Jacquez, New Mexico State University

Tagged Divisions

Minorities in Engineering

Assistantships on Underrepresented Minority Students in New MexicoAbstract As the nation expects a change in the make-up of its ethnic groups, minorities will increaseand play an important role in STEM fields, requiring greater support. In the last twenty years, theState of New Mexico and, particularly, New Mexico State University (NMSU) and the NewMexico Institute of Mining and Technology (NMT) have taken major strides to increase theenrollment of minority students. As a result of these efforts to achieve the status of beingHispanic Serving Institutions, changes were made to the curriculum that would teachunderserved students the skills necessary to be successful in a STEM field. Programs, such as theNew Mexico Alliance for Minority

Conference Session

Enhancing the Underrepresented Student Experience

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kari L. Jordan, Ohio State University; Sheryl A. Sorby, Ohio State University

Tagged Divisions

Minorities in Engineering

Paper ID #9514Intervention to Improve Self-Efficacy and Sense of Belonging of First-YearUnderrepresented Engineering StudentsDr. Kari L. Jordan, The Ohio State University Dr. Kari L. Jordan earned Bachelor’s and Master’s degrees in Mechanical Engineering from Michigan Technological University in 2006 and 2008 respectively. During her undergraduate tenure she was an active member of the National Society of Black Engineers (NSBE) and served on the Board of Directors. She was also the President of the ASEE student chapter at Michigan Tech. She was the recipient of a King-Chavez-Parks graduate fellowship and GEM Fellowship

Conference Session

Mentoring Minorities: Effective Programs, Practices, and Perspectives

Collection

2014 ASEE Annual Conference & Exposition

Authors

Joi-Lynn Mondisa, Purdue University, West Lafayette

Tagged Divisions

Minorities in Engineering

institutions in different ways than other racial groups. Likewise, race affects power relations through mechanisms such as White privilege.White privilege represents unearned benefits afforded people with light skin by virtue of thehistory of colonization and slavery in the United States 36,37. This privilege is an unearnedadvantage and is based on conferred dominance 37. White privilege allows Whites to performcertain actions without their actions or intent being questionable or perceived as threatening dueto their race 37. Some examples of the “privileges that Whites have include: positiverepresentation in school curriculum materials, media, contribution to civilization, positions ofauthority; representation and availability of ‘white

Conference Session

Focus on African-American and Hispanic Engineering Students’ Professional and Academic Development

Collection

2014 ASEE Annual Conference & Exposition

Authors

Olgha Bassam Qaqish, North Carolina State University

Tagged Divisions

Minorities in Engineering

factorsthat contribute to their learning in CCs.2.1 Internal Motivational FactorsSome students may be intrinsically motivated and self-driven to learn for the sake of learningrather than for achieving an external reward for their behaviors. Intrinsic motivation can be Page 24.1266.3expressed as student’s enjoyment, excitement, or interest in learning. Research indicates thathaving a set of personal goals is considered a motivational factor for academic achievementamong AAM students in CCs16,17,18,19.The individual learner is often motivated internally through his or her own self-perception, traits,experiences and backgrounds that shape his or her way