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Work-In-Progress: Applying Transition Theory to an Exploration of the High-School-to-College Transition Experiences of Students from Underrepresented Ethnic/Racial Groups

Conference Session: Track: Collegiate - Technical Session 10
Collection: 2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity
Authors: Karis Boyd-Sinkler, Virginia Tech; Raeven Carmelita Waters; Yasmine Yunus Sikder; Ashley R. Taylor, Virginia Tech; Mayra S. Artiles , Virginia Tech; Alexandra Coso Strong, Florida International University; Walter C. Lee, Virginia Tech
Tagged Topics: Collegiate, Diversity

in engineering, the integration of engineering education and international development, and building capacity in low and middle income countries through inclusive technical education.Ms. Mayra S Artiles , Virginia Tech Department of Engineering Education Mayra S. Artiles is a Ph.D. candidate in Engineering Education at Virginia Tech. She has a B.S. in Mechanical Engineering from the University of Puerto Rico at Mayaguez and an M.S. in Mechanical Engineering from Purdue University with a focus on nanotechnology. Prior to her current position, she worked at Ford Motor Company as an Electrified Vehicles Thermal Engineer. Her research interests are broadening participation in engineering higher education, graduate

Relevance Score: 0.37824216

Indicators of Participation: A Critical Review of Publicly-available STEM Data Sources

Conference Session: Track: Collegiate - Technical Session 5
Collection: 2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity
Authors: Crystal M. Pee, Virginia Tech; Walter C. Lee, Virginia Tech; Jeremi S. London, Virginia Tech; Gilbert Jew, Arizona State University; Teirra K. Holloman, Virginia Tech; Chaneé D. Hawkins Ash , Virginia Tech; Bevlee Watford, Virginia Tech
Tagged Topics: Collegiate

, Virginia Tech Dr. Walter Lee is an assistant professor in the Department of Engineering Education and the assistant director for research in the Center for the Enhancement of Engineering Diversity (CEED), both at Virginia Tech. His research interests include co-curricular support, student success and retention, and diversity. Lee received his Ph.D in engineering education from Virginia Tech, his M.S. in industrial & systems engineering from Virginia Tech, and his B.S. in industrial engineering from Clemson University.Dr. Jeremi S London, Virginia Polytechnic Institute and State university Dr. Jeremi London is an Assistant Professor in the Engineering Education Department at Virginia Poly- technic Institute and State

Relevance Score: 0.31520182

Shifting Pre-Calculus from a Gatekeeper to a Gateway Course

Conference Session: Track: Collegiate - Technical Session 6
Collection: 2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity
Authors: Julian Viera Jr., University of Texas, El Paso; Elsa Q. Villa, University of Texas, El Paso; Christina Convertino; Erika Mein, University of Texas, El Paso; Sarah Hug, University of Colorado, Boulder
Tagged Topics: Collegiate, Diversity

knowledge rather than solely consumers of knowledge.BackgroundA 2016 Harvard Business School report found a faltering United States economy and a need forreform [1]. One principal reason for this faltering economy is the United States’ inability todevelop qualified science and engineering (S&E) human capital, in particular women andminorities. However, diversity in the S&E workforce has not improved over the last decade [2];and, given Hispanics aged 21 years and older represent 15% of the U.S. population, a mere 6%of the S&E workforce are Hispanic [2].The Bureau of Labor Statistics has projected that total employment in S&E jobs will increase at afaster rate (1.1% compound annual growth rate) from 2016 to 2026 than employment in

Relevance Score: 0.022402925

A Statewide Effort to Diversify the Undergraduate Engineering Student Population

Conference Session: Track: Collegiate - Technical Session 1
Collection: 2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity
Authors: David Jones, University of Nebraska, Lincoln; Sohrab Asgarpoor, University of Nebraska, Lincoln; Jen Skidmore, University of Nebraska, Lincoln; Lance C. Pérez, University of Nebraska, Lincoln; Trish Wonch Hill; Michael Loehring; Emily Griffin Overocker, University of Nebraska, Lincoln
Tagged Topics: Collegiate, Diversity

color,particularly African Americans, Latino(a)s, and Native Americans, only make up a very small proportionof engineering majors, with little improvement in the last 10 years [18]. In addition to racial/ethnicminority groups historically underrepresented in STEM more broadly, students who are from rural areas,who are the first generation to attend college, who are not able bodied, and those who lack financialresources are often not adequately prepared in their K-12 education, and often do not meet the minimumstandardized test scores to be admitted into engineering programs, particularly at land grant universities. Many engineering colleges are creating institutional resources to support student success and toreduce the historical barriers

Relevance Score: 0.011201462

Familial Influences Affecting Student Pathways to Engineering at Two-Year and Four-Year Institutions

Conference Session: Track: Collegiate - Technical Session 11
Collection: 2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity
Authors: Julia Machele Brisbane, Clemson University; Eliza Gallagher, Clemson University; Abigail E. Hines, Clemson University; Joseph Murphy, Clemson University; lesteria Armoni Dunwoody, Clemson University; Khushi Patel, Clemson University; Aubrie Lynn Pfirman, Clemson University; Shannon Roberson; Anand K. Gramopadhye, Clemson University
Tagged Topics: Collegiate, Diversity

cousin that's went to, uh. She, she's just been older than me and I was asking her like what was gonna be required of me in college and stuff and like, s-s-simple things like that. But then I would also ask my aunts and uncles because they have close ties to [Four-Year Institution] so I was […] already sure that I was going to [Four-Year Institution]. – CalebAnother example of this shown when Robin, a participant from a four-year institution focusgroup, is discussing her great-aunt. Robin mentions how this relative influenced her to go tocollege and encouraged her to do well in school. My great-aunt [is] amazing. Uh, she um, was a really big influence on me coming to [public university] because this is

Relevance Score: 0.011201462

Exploring the Experiences of Prospective Transfer Students in a Global Engineering Program

Conference Session: Track: Collegiate - Technical Session 2
Collection: 2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity
Authors: Jessica R. Deters, Virginia Tech; Ashley R. Taylor, Virginia Tech; Teirra K. Holloman, Virginia Tech; Dustin M. Grote, Virginia Tech; David B. Knight, Virginia Tech
Tagged Topics: Collegiate, Diversity

Science Foundation (NSF) Scholarships in Science,Technology, Engineering, and Mathematics Program (S-STEM), VT-NETS is a scholarshipprogram and research project focused on improving collaboration efforts between Virginia Techand two community college partners. The primary objective of VT-NETS is to determine how allthree partners can increase the success and efficiency of engineering transfer through communitycollege-to-bachelor’s degree pathways, thus increasing attainment of A.S. and B.S. degrees inengineering. VT-NETS works toward increasing access to co-curricular programs, streamliningand aligning advising between institutions, and developing a cohort mentality among the pre-transfer students at the community college. One intention of this

Relevance Score: 0.009900788

Dilemmas in Cocurricular Support: A Theoretical and Pragmatic Discussion on Current Practices and Future Challenges

Conference Session: Track: Collegiate - Technical Session 3
Collection: 2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity
Authors: Stephen Secules, Purdue University, West Lafayette; Walter C. Lee, Virginia Tech; Karis Boyd-Sinkler, Virginia Tech; Adam Stark Masters, Virginia Tech; Cynthia Hampton, Virginia Tech; Ashley R. Taylor, Virginia Tech; Dustin M. Grote, Virginia Tech
Tagged Topics: Collegiate, Diversity

Karis Boyd-Sinkler is a doctoral candidate in Engineering Education at Virginia Tech. She also serves as support staff for the Center for the Enhancement of Engineering Diversity where she is involved in the recruitment, outreach, and retention of engineering students. Her research interests include diversity in engineering and the role of engineering student support centers in regards to student attrition and persistence rates. Ms. Boyd received her B.S. in Engineering Science from the University of Virginia in 2014.Adam Stark Masters, Virginia Tech Adam S. Masters is a doctoral student and Graduate Research Assistant at Virginia Polytechnic Institute and State University. They received a B.S. in Mechanical

Relevance Score: 0.009334552

Exploring the Unique Skills and Challenges that Veterans with Disabilities Bring to College: A Qualitative Study in Engineering

Conference Session: Track: Collegiate Technical Session 12
Collection: 2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity
Authors: Michael Scott Sheppard Jr., Arizona State University; Nadia N. Kellam, Arizona State University; Samantha Ruth Brunhaver, Arizona State University
Tagged Topics: Collegiate, Diversity

]. It is important to note that the framework is one model of the transition processand that as few or as many S’s as are deemed appropriate can be used to describe the transitionprocess. Figure 1 provides a visual representation of the cyclic nature of a transition and the fourmain aspects of this theoretical framework.Figure 1: The Schlossberg Transition Theory Framework (adapted from Schlossberg, 1981).Each S within this framework addresses an aspect of transition. Self describes personalcharacteristics of one’s image and their psychological resources. It also includes demographiccharacteristics, perceptions of themselves, and their value systems. Situation is rooted more inthe actual transition and the changes that are occurring. This is

Relevance Score: 0.009334552

Toward a Measurement of Co-Curricular Support: Insights from an Exploratory Factor Analysis

Conference Session: Track : Collegiate - Technical Session 7
Collection: 2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity
Authors: Janice Leshay Hall, Virginia Tech; Dina Verdin, Purdue University, West Lafayette; Walter C. Lee, Virginia Tech; David B. Knight, Virginia Tech; Allison Godwin, Purdue University, West Lafayette
Tagged Topics: Collegiate, Diversity

Conference, Indianapolis, IN. https://peer. asee. org/20142, 2014.[6] W. C. Lee and K. J. Cross, "Help me help you: Building a support network for minority engineering students," age, vol. 23, p. 1, 2013.[7] J. P. Bean and B. S. Metzner, "A conceptual model of nontraditional undergraduate student attrition," Review of educational Research, vol. 55, pp. 485-540, 1985.[8] V. Tinto, "Constructing Educational Communities: Increasing Retention in Challenging Circumstances," Community College Journal, vol. 64, pp. 26-29, 1994.[9] W. C. Lee Jr, "Providing co-curricular support: A multi-case study of engineering student support centers," Virginia Tech, 2015.[10] W.C. Lee, L. Moyer, A. Godwin, and D. Knight,”Instrument Development: Measuring

Relevance Score: 0.00792063

Exploring Narratives of LGBTQ Student Veterans in Engineering

Conference Session: Track: Collegiate - Technical Session 12
Collection: 2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity
Authors: Susan M. Lord, University of San Diego; Michelle M. Camacho, University of San Diego; Catherine Mobley, Clemson University; Catherine E. Brawner, Research Triangle Educational Consultants; Joyce B. Main, Purdue University, West Lafayette
Tagged Topics: Collegiate, Diversity

computer science and engineering departments on diversifying their undergraduate student population. She remains an active researcher, including studying academic policies, gender and ethnicity issues, transfers, and matriculation models with MIDFIELD as well as student veterans in engi- neering. Her evaluation work includes evaluating teamwork models, broadening participation initiatives, and S-STEM and LSAMP programs.Dr. Joyce B. Main, Purdue University-Main Campus, West Lafayette (College of Engineering) Joyce B. Main is Assistant Professor of Engineering Education at Purdue University. She holds a Ph.D. in Learning, Teaching, and Social Policy from Cornell University, and an Ed.M. in Administration, Planning, and

Relevance Score: 0.00528042

Quantifying the Pool of Underrepresented Minority Students for Engineering Studies

Conference Session: Track: Collegiate - Technical Session 13
Collection: 2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity
Authors: Beth A. Myers, University of Colorado, Boulder; Angela R. Bielefeldt, University of Colorado, Boulder; Jacquelyn F. Sullivan, University of Colorado Boulder
Tagged Topics: Collegiate, Diversity