Displaying all 9 results
- Conference Session
- Curricular and Non-curricular Models for Diverse Learners in Engineering
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Gustavo B. Menezes, California State University, Los Angeles; Adel A. Sharif, California State University, Los Angeles; Arturo Pacheco-Vega, California State University, Los Angeles; Deborah Soonmee Won, California State University, Los Angeles; Tonatiuh Rodriguez-Nikl, California State University, Los Angeles; Gisele Ragusa, University of Southern California; Crist Simon Khachikian, California State University, Northridge
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- Diversity
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- Minorities in Engineering
the fate and transport of organic contaminants in the environment. Page 26.1385.2 c American Society for Engineering Education, 2015 Sophomore Unified Core Curriculum for Engineering Education (SUCCEEd) at Cal State LAAbstractThe SUCCEEd program at California State University-Los Angles (Cal State LA) was designedwithin an integrated curriculum context to overcome the low success rate with respect tograduation and professional licensing, a common problem in engineering programs at minorityserving institutions. The curriculum design has been driven by outcomes established to
- Conference Session
- Assessing URM Programs Targeting the K-16 Continuum
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Denise Hum, Cañada College; Anna Marbella Camacho, Cañada College
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- Diversity
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- Minorities in Engineering
Science Foundation, National Center for Science and Engineering Statistics. (2013). Women, Minorities,and Persons with Disabilities in Science and Engineering: 2013.http://www.nsf.gov/statistics/wmpd/2013/pdf/nsf13304_digest.pdf6. Schoenbach, R., Greenleaf, C., & Murphy, L. (2012). Reading for Understanding. How Reading ApprenticeshipImproves Disciplinary Learning in Secondary and College Classrooms. (Jossey-Bass) 22 – 29.7. Chen, X., Solder N. (2013). STEM Attrition: College Students’ Paths Into and Out of STEM Fields StatisticalAnalysis Report. http://nces.ed.gov/pubs2014/2014001rev.pdf8. Karp, M., Hughes, K., & O’Gara, L. (2008). An Exploration of Tinto’s Integration Framework for CommunityCollege Students. Community College Research
- Conference Session
- Cultivating Engineering Scholarship and Research Mindsets Among URM Students
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Amelito G. Enriquez, Canada College; Wenshen Pong P.E., San Francisco State University; Hamid Shahnasser, San Francisco State University; Hamid Mahmoodi, San Francisco State University; Cheng Chen, San Francisco State University; Xiaorong Zhang, San Francisco State University; Kwok Siong Teh, San Francisco State University; Nicholas Langhoff, Canada College
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- Diversity
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- Minorities in Engineering
-SPICE tomodel the device’s performance, and conducted significant tests to maximize power transferthrough adjustment of the microcontroller-based transmitting circuitry and careful measurementof the device performance. Emphasis was placed on completely redesigning a PCB layout, andthe group went through extensive revisions to finally arrive at an optimal and minimally sizeddesign.The 2014 Electrical Engineering group worked on integrating electromyography (EMG) sensorsinto the wireless control system of a wheel-based robot utilizing Bluetooth. The system involvedthe development of an algorithm that converts the changes in electric potential across musclesinto digital signals that are interpreted as executable commands by the robot. A
- Conference Session
- Shaping the Future: Structured Mentoring for Today's Diverse Engineering Student Populations
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Jessica Alyce Wilson, University of South Florida; Jonathan Elliot Gaines, University of South Florida; Deonte Cooper, Bulls-Eye
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- Diversity
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- Minorities in Engineering
challenging technical curriculum. The core values of the program are based on the belief that mentor andmentee relationships and proven methodologies for fostering these relationships improves the effectiveness of STEM interventions forunderrepresented minorities. The effect of Bulls-EYE Mentoring will be studied through its ability to influence students’ perceptionsand attitudes towards engineering and their growth as an individual. The programs effect on undergraduate students’ desire to remainin the college of engineering will also be assessed. In addition, the effect of the program on middle school students’ STEM literacyand interest in pursuing STEM related degrees at the collegiate level. This paper presents the Bulls-EYE Mentoring
- Conference Session
- Building Pathways that Promote Pursuit/Persistence in Engineering
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Bette Grauer P.E., Kansas State University; Linda P. Thurston Ph.D., Kansas State University; Beth A. Montelone, Kansas State University
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- Diversity
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- Minorities in Engineering
provide ample evidencefor targeted, programmatic efforts that not only increase overall baccalaureate attainment but canalso increase the number of STEM graduates.Retention theory. Theorists 9-12 hypothesize that student degree progress and completion areinfluenced by social and academic integration within an institution. More recent integration Page 26.1052.7theories also posit other aspects of the institutional environment that play a role in retention of underrepresented students, such as climate and practices fostered by institutional agents.13, 14Researchers in retention theory suggest
- Conference Session
- Curricular and Non-curricular Models for Diverse Learners in Engineering
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Julie P. Martin, Clemson University; Stacey D. Garrett, Clemson University; Stephanie G. Adams, Virginia Tech; Jamora Hamilton, Clemson University
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- Diversity
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- Minorities in Engineering
problems) and(10) lifelong learning1. The development of these traits is becoming increasingly important fortraining engineering students nationwide in that these traits help students persist and excel intheir chosen engineering disciplines. At the same time, full curricula and the rising cost ofeducation have placed pressure on institutions to reduce the credits needed for an engineeringdegree. As such, there is not enough space in the curriculum to that ensure all the necessarylearning occurs in the classroom. In addition, there is little understanding as to how out-of-classroom experiences might be critical sources of learning for engineering undergraduates.Shrinking budgets are worsening the problem as institutions now find themselves in a
- Conference Session
- Moving the Needle: The Complexities of Race and Gender in Engineering Education
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Olgha B. Davis, North Carolina State University
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- Diversity
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- Minorities in Engineering
amovement “from having self-degrading racial identity attitudes to self-enhancing racial identityattitudes”8 (p. 34), where individuals feel secure about their own racial group and appreciateother racial and ethnic groups. The challenge with Cross and Helm’s theoretical models is thatthey both do not consider holistic individuals with their other identities. Therefore a use of amultifaceted model for racial identity development seems to address this issue. The Multidimensional Model of Racial Identity (MMRI) was first introduced by Sellersand others in the late 1990s; MMRI treats each AA individual uniquely with different thoughts,cultural views, and behaviors. This model provides an integrated view of racial identitydevelopment of AAs by
- Conference Session
- Assessing URM Programs Targeting the K-16 Continuum
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Pablo Biswas, The Mercer University; Rohitha Goonatilake, Texas A&M International University; Gerardo Javier Pinzon P.E., Texas A&M International University; Mahmoud Khasawneh, Texas A&M International University
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- Diversity
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- Minorities in Engineering
, and Nadia C. de la Garza, " Serving Youth in Science, Technology, Engineering and Math at TAMIU (SYSTEM)," Grant-Award # P031C110118, U.S. Department of Education, Washington, D. C. 20006, Duration: September 30, 2013–October 30, 2016, Fund amount: $450,000.00[4]. R. Freeman, A. Fuentes, H. Vasquez, S. Crown, C. Villalobos, R. Wrinkle, O. Ramirez, M. Gonzalez, “Increasing Student Access, Retention, and Graduation Through an Integrated STEM Pathways Support Initiative for the Rio South Texas Region – Year One Activities and Results,” the Proceedings of 117th ASEE Annual Conference & Exposition, 2010.[5]. D.S. Cordray, T. Harris, S. Klein, “A Research Synthesis of the Effectiveness, Replicability, and
- Conference Session
- Interactive Panel on Improving the Experiences of Marginalized Students on Engineering Design Teams
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Lorelle A Meadows, Michigan Technological University; Denise Sekaquaptewa, University of Michigan; Marie C Paretti, Virginia Tech; Alice L. Pawley, Purdue University, West Lafayette; Shawn S. Jordan, Arizona State University, Polytechnic campus; Debbie Chachra, Olin College of Engineering; Adrienne Minerick, Michigan Technological University
- Tagged Topics
- Diversity
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- Design in Engineering Education, Electrical and Computer, Engineering Libraries, First-Year Programs, Liberal Education/Engineering & Society, Minorities in Engineering, Student, Technological and Engineering Literacy/Philosophy of Engineering, Women in Engineering
experiences.Dr. Marie C Paretti, Virginia Tech Marie C. Paretti is an Associate Professor of Engineering Education at Virginia Tech, where she co- directs the Virginia Tech Engineering Communications Center (VTECC). Her research focuses on com- munication in engineering design, interdisciplinary communication and collaboration, design education, and gender in engineering. She was awarded a CAREER grant from the National Science Foundation to study expert teaching in capstone design courses, and is co-PI on numerous NSF grants exploring com- munication, design, and identity in engineering. Drawing on theories of situated learning and identity development, her work includes studies on the teaching and learning of communication