Displaying all 14 results
- Conference Session
- Building and Engaging Communities for Scholarship, Advocacy, and Action for Diversity, Equity, and Inclusion
- Collection
- 2018 ASEE Annual Conference & Exposition
- Authors
- Janet Callahan, Boise State University; Stephanie Farrell, Rowan University; Adrienne Robyn Minerick, Michigan Technological University
- Tagged Topics
- ASEE Diversity Committee, Diversity
- Tagged Divisions
- International, Minorities in Engineering
nomination in 2015. Six finalists were invited to present. Topics included two paperson engineering design, one with a focus on ethical and contextual decisions later in thecurriculum [9] and the second focused on problem framing and design considerations in the firstyear of the curriculum as a tool for underrepresented students to better identify their assets withengineering [10]. This paper, which reported on Mapping Assets of Diverse Groups for ChemicalEngineering Design Problem Framing Ability, by Svihla et. al. [10] was selected as the best 2016Diversity paper. One of the finalists, Mikel, et al. was from the Pacific Southwest Section ofASEE [11]; this paper focused on nontraditional adult students and factors that impacted theiracceptance in
- Conference Session
- Minorities in Engineering Division Technical Session 5
- Collection
- 2018 ASEE Annual Conference & Exposition
- Authors
- Sarah Hug, Colorado Evaluation & Research Consulting
- Tagged Topics
- Diversity
- Tagged Divisions
- Minorities in Engineering
become a communication point that begins discussions withfaculty and students across campuses, breaking the ice and creating communication channels thatdid not exist for potential transfer students.DiscussionInitial evidence suggests the S-STEM scholars experience additional supports that shepherd theirtrajectories within computer science, including access to mentors, clear pathways from two- tofour-year schools, research opportunities, and conference participation that further professionaldevelopment. The design of the S-STEM project is congruent with best practices for building acommunity of computer scientists with strong, positive identities in the field. While participantdata is abundant regarding students’ opportunity to build competence
- Conference Session
- Building and Engaging Communities for Scholarship, Advocacy, and Action for Diversity, Equity, and Inclusion
- Collection
- 2018 ASEE Annual Conference & Exposition
- Authors
- Rebecca A. Bates, Minnesota State University, Mankato; Eric Specking, University of Arkansas; Adrienne Minerick, Michigan Technological University; Stephanie Farrell, Rowan University; Rocio C. Chavela Guerra, American Society for Engineering Education
- Tagged Topics
- ASEE Diversity Committee, Diversity
- Tagged Divisions
- International, Minorities in Engineering
for posterity and toencourage engagement within other academic institutions and professional societies. Some of ourexamples and strategies can be scaled and adapted to address institutional or regional challengesor to increase awareness and engagement in other national societies. Outcomes seen throughinitiatives have resulted in increased connections with previously disenfranchised members tothe ASEE community, engagement across divisions, and expanded programming in support ofdiversity, equity, and inclusion practices.1. Importance of Diversity, Equity, and InclusionEngineers have a significant impact on society. Their actions shape future technology,infrastructure, and innovation. Improving workforce diversity has been shown to
- Conference Session
- Minorities in Engineering Division Technical Session 2
- Collection
- 2018 ASEE Annual Conference & Exposition
- Authors
- Reginald E. Rogers Jr., Rochester Institute of Technology (COE); Todd Pagano, Rochester Institute of Technology/National Technical Institute for the Deaf
- Tagged Topics
- Diversity
- Tagged Divisions
- Minorities in Engineering
and advisor to the student chapter of the National Society of Black Engineers. Dr. Rogers has been recognized for his teaching, research, and service efforts through numerous invited seminars and awards. Notable awards include the 2015 Partner of the Year Award from RIT’s Multicultural Center for Academic Success, the 2016 Richard and Virginia Eisenhart Provost’s Award for Excellence in Teaching from RIT, the 2017 Emerging Investigator designation from Environmental Science: Water Research & Technology, the 2017 Henry C. McBay Outstanding Teacher Award from the National Organization for the Professional Ad- vancement of Black Chemists and Chemical Engineers, and the 2018 Dr. Janice A. Lumpkin Educator of
- Conference Session
- Minorities in Engineering Division Technical Session 4
- Collection
- 2018 ASEE Annual Conference & Exposition
- Authors
- Abisola Coretta Kusimo, Stanford University - Mechanical Engineering Dept.; Marissa Elena Thompson, Stanford University; Sara A. Atwood, Elizabethtown College; Sheri Sheppard, Stanford University
- Tagged Topics
- Diversity
- Tagged Divisions
- Minorities in Engineering
from the University of California at Berkeley. Dr. Atwood’s research interests are in creativity, engineering design, first-generation and low-income students, internship experiences, and criterion-based course structures.Dr. Sheri Sheppard, Stanford University Sheri D. Sheppard, Ph.D., P.E., is professor of Mechanical Engineering at Stanford University. Besides teaching both undergraduate and graduate design and education related classes at Stanford University, she conducts research on engineering education and work-practices, and applied finite element analysis. From 1999-2008 she served as a Senior Scholar at the Carnegie Foundation for the Advancement of Teaching, leading the Foundation’s engineering study (as
- Conference Session
- Minorities in Engineering Division Technical Session 4
- Collection
- 2018 ASEE Annual Conference & Exposition
- Authors
- Monique S. Ross, Florida International University; Trina L. Fletcher, University of Arkansas at Pine Bluff; Vishodana Thamotharan, Florida International University; Atalie Garcia
- Tagged Topics
- Diversity
- Tagged Divisions
- Minorities in Engineering
the impact of engineering undergraduate work experience : factoring in pre-work academic performance. Journal of Engineering Education, 97(2), 207–212. 7. Cuny, J., & Aspray, W. (2002). Recruitment and retention of women graduate students in computer science and engineering. ACM SIGCSE Bulletin, 34(2), 168. http://doi.org/10.1145/543812.543852 8. Millett, C. M. (2006). Expanding and cultivating the Hispanic STEM doctoral workforce: Research on doctoral student experiences. Journal of Hispanic Higher Education, 5(3), 258–287. http://doi.org/10.1177/1538192706287916 9. National Research Council. (2012). A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas
- Conference Session
- Minorities in Engineering Division Technical Session 3
- Collection
- 2018 ASEE Annual Conference & Exposition
- Authors
- Dennis O'Connor, California State University, Chico
- Tagged Topics
- Diversity
- Tagged Divisions
- Minorities in Engineering
helped bridge the gap between students and faculty, encouragedcommunity, and facilitated an incredibly successful program in helping underrepresentedminority students succeed in science, technology, engineering and mathematics.V. References1. A.L. Zydney, J.S. Bennett, A. Shahid, and K.W. Bauer, “Impact of Undergraduate Research Experience in Engineering,” J. Engineering Education, 91: 151-157. (2002)2. R.S. Hathaway, B.A. Nagda, and S.R Gregerman, “The Relationship of Undergraduate Research Participation to Graduate and Professional Education Pursuit: An Empirical Study,” J. College Student Development. 43: 614-631. (2002)3. May, G. S. and Chubin, D. E., A Retrospective on Undergraduate Engineering Success for Underrepresented Minority
- Conference Session
- Minorities in Engineering Division Technical Session 4
- Collection
- 2018 ASEE Annual Conference & Exposition
- Authors
- Sharnnia Artis, University of California, Irvine; Marjorie C. Shavers, Heidelberg University; Stacie LeSure, American Society for Engineering Education; Breauna Marie Spencer, University of California, Irvine; Aishwarya P. Joshi, Heidelberg University
- Tagged Topics
- Diversity
- Tagged Divisions
- Minorities in Engineering
University Dr. Marjorie Shavers is an assistant professor and the Director of Graduate Studies in Counseling at Hei- delberg University. She has a Ph.D. in Counselor Education from Ohio State University and is currently licensed as a professional school and professional clinical counselor with supervision designation. Dr. Shavers’s research agenda focuses on exploring how educational systems and professionals impact the experiences and overall mental health of students, particularly Black women. Dr. Shavers’s most recent work focuses particularly on the experiences of Black women pursuing doctorates and post–doctorates in computer science and engineering. In addition to her research, her teaching and clinical practice is
- Conference Session
- Revealing the Invisible: Engineering Course Activities that Address Privilege, -Isms, and Power Relations (Interactive Session)
- Collection
- 2018 ASEE Annual Conference & Exposition
- Authors
- Joel Alejandro Mejia, University of San Diego; Diana A. Chen, University of San Diego; Odesma Onika Dalrymple, University of San Diego; Susan M Lord, University of San Diego
- Tagged Topics
- ASEE Diversity Committee, Diversity, Faculty Development Constituency Committee
- Tagged Divisions
- Design in Engineering Education, International, Liberal Education/Engineering & Society, Minorities in Engineering
practice of design and the resulting impact of engineering designs on society.The CoursesCourse InstructorsAs discussed earlier, the endeavor of teaching engineering as a sociotechnical discipline whileintegrating issues such as race, justice, and -isms can be a daunting task for instructors, and weare no exceptions. As the background and positionality of the instructor is critical tounderstanding the risks and rewards associated with these courses, this section briefly describeseach of the instructors who have taught or are currently teaching the course.J. A. Mejia self-identifies as Mexican American and his research investigates the funds ofknowledge of Latinx adolescents. He grew up in a binational setting where the majority of thepopulation
- Conference Session
- Minorities in Engineering Division Technical Session 1
- Collection
- 2018 ASEE Annual Conference & Exposition
- Authors
- Idalis Villanueva, Utah State University; Laura Ann Gelles, Utah State University - Engineering Education; Marialuisa Di Stefano, Utah State University; Buffy Smith, University of St. Thomas; Renetta G. Tull, University of Maryland, Baltimore County; Susan M Lord, University of San Diego; Lisa Benson, Clemson University; Anne Therese Hunt, Hunt Consulting Associates; Donna M. Riley, Purdue University-Main Campus, West Lafayette (College of Engineering); Gery W. Ryan, Pardee RAND Graduate School in Policy Analysis
- Tagged Topics
- Diversity
- Tagged Divisions
- Minorities in Engineering
Paper ID #21884What Does Hidden Curriculum in Engineering Look Like and How Can ItBe Explored?Dr. Idalis Villanueva, Utah State University Dr. Villanueva is an Assistant Professor in the Engineering Education Department and an Adjunct Pro- fessor in the Bioengineering Department in Utah State University. Her multiple roles as an engineer, engineering educator, engineering educational researcher, and professional development mentor for un- derrepresented populations has aided her in the design and integration of educational and physiological technologies to research ’best practices’ for student professional development and
- Conference Session
- Minorities in Engineering Division Technical Session 5
- Collection
- 2018 ASEE Annual Conference & Exposition
- Authors
- Monica Lauren Singer, AmeriCorps VISTA; Lizabeth T. Schlemer, California Polytechnic State University, San Luis Obispo; Emily E. Liptow, California Polytechnic State University, San Luis Obispo; Katherine C. Chen, Worcester Polytechnic Institute
- Tagged Topics
- Diversity
- Tagged Divisions
- Minorities in Engineering
theireducation. Although the cohort model serves as an effective social support for traditionallymarginalized students in this study, high impact practices (HIPS) such as these serve to put aband-aid on a leaky pipeline, ignoring the underlying systemic barriers in place.AcknowledgementsThis work was supported by a grant from the National Science Foundation, S-STEM grant#1356753. All opinions expressed are those of the authors and not necessarily those of theNational Science Foundation.References[1] Yosso, T.J., “Whose Culture Has Capital? A Critical Race Theory Discussion of CommunityCultural Wealth,” Race Ethnicity and Education, 8(1): 69-91, 2005. [2] Jones, S.A. and Were, M. “Impact of the POSSE Program on the Academic Integration ofMinority
- Conference Session
- Minorities in Engineering Division Technical Session 3
- Collection
- 2018 ASEE Annual Conference & Exposition
- Authors
- Jessica Rush Leeker, Purdue University, West Lafayette (College of Engineering); Mary K. Pilotte, Purdue University, West Lafayette (College of Engineering)
- Tagged Topics
- Diversity
- Tagged Divisions
- Minorities in Engineering
andmiddle school students in out-of-school time STEM education,” 2015.[5] G. Seiler, “Reversing the "Standard" Direction: Science Emerging from the Lives of AfricanAmerican Students,” Journal of Research in Science Teaching, 2001.[6] L. Tsui, “Effective Strategies to Increase Diversity in STEM Fields: A Review of theResearch Literature,” The Journal of Negro Education, 76(4), 2007[7] C. Schardt, M. Thomas, S. Owens, and P. Fontelo, “Utilization of the PICO framework toimprove searching PubMed for clinical questions,” BMC Medical Informatics and DecisionMaking, 2007.[8] Qiqqa. (2017). Home. Retrieved from Qiqqa: www.qiqqa.com[9] A. BEST, “bridge for all: Higher education design principles to broaden participation inscience, technology, engineering
- Conference Session
- Minorities in Engineering Division Technical Session 5
- Collection
- 2018 ASEE Annual Conference & Exposition
- Authors
- Emily E. Liptow, California Polytechnic State University, San Luis Obispo; Katherine C. Chen, Worcester Polytechnic Institute; Berizohar Padilla Cerezo; Maria Manzano, California Polytechnic State University, San Luis Obispo
- Tagged Topics
- Diversity
- Tagged Divisions
- Minorities in Engineering
Spanish.How can I support Migrant Students during EPIC as a Lab Instructor? To best support Migrant Students (and all students in EPIC), it is very important that Lab Instructors create an inclusive environment by encouraging respect for and celebration of differences, create a positive learning environment, and allow students to demonstrate their individual knowledge. Here are eight best practices for working with diverse groups of students, including migrant students: 1. Ensure good visuals on presentations that can support students who are English- language learners. Example: Show lab set-ups and activities with pictures in addition to explaining through words. 2. Allow and
- Conference Session
- Minorities in Engineering Division Technical Session 1
- Collection
- 2018 ASEE Annual Conference & Exposition
- Authors
- Cynthia Kay Pickering, Science Foundation Arizona; Caroline Vaningen-Dunn, Science Foundation Arizona; Anita Grierson, Science Foundation Arizona; Anna Tanguma, Science Foundation Arizona
- Tagged Topics
- Diversity
- Tagged Divisions
- Minorities in Engineering
CommonGuidelines for Education Research and Development[3] to generate research questions,hypotheses, a literature search, and mechanisms to gather prior evidence supporting the problemstatement, intellectual merit and broader impacts. Emphasis is placed on gaining a broaderperspective of the state of the art in research practice, and the importance of forming keypartnerships to discover and advance knowledge. The RSA also includes identification ofinternal data sources for evidence gathering to establish baseline data and help measure researchoutcomes and impacts.With a well-defined research concept, the college is ready to approach an NSF Program Officer(PO), discuss the fit to the PO's NSF program, and gain other valuable feedback. If the NSF POagrees