Displaying all 9 results
- Conference Session
- Pre-College Engineering Education Division Technical Session 5
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Carolyn Nichol, Rice University; Christina Anlynette Crawford, Rice University; Christopher Barr, Rice University; Isaias Cerda, Rice University
- Tagged Topics
- Diversity
- Tagged Divisions
- Pre-College Engineering Education
(PjBL), engineering, and culturally relevant curriculum that fit the specific needs of the studentsthey serve.To ensure the alignment of the independent RET program's goals and the NSF's objectives, variousuniversity RET programs have utilized evaluation methods that capture short-term data such as theprogram's impact on the teacher or lesson plan implementation with diverse populations. This paperinvestigates the connection between our RET program and long-term female and minority studentachievement in the forms of high school graduation rates and undergraduate STEM major selectionrates using a state agency K-12 and higher education database. As a comparison, state agency datafrom students of nonRET teachers within the same schools and grade
- Conference Session
- Minorities in Engineering Division Technical Session 7
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Michel A. Kornegay, Morgan State University; Md Tanvir Arafin, Morgan State University; Kevin Kornegay, Morgan State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Minorities in Engineering
- tributed neuromorphic computing. Dr. Arafin’s work has been published in several top-tier peer-reviewed journals and conferences, such as IEEE Transactions on Very Large Scale Integration Systems (TVLSI), ACM International Conference on Computer-Aided Design (ICCAD), and Asia and South Pacific De- sign Automation Conference (ASP-DAC). He won the IEEE Asian Hardware Oriented Security and Trust Symposium (AsianHOST) best paper award in 2018. He was a recipient of the prestigious A. James Clerk School of Engineering fellowship (2012).Prof. Kevin Kornegay, Morgan State University Kevin T. Kornegay received the B.S. degree in electrical engineering from Pratt Institute, Brooklyn, NY, in 1985 and the M.S. and Ph.D. degrees in
- Conference Session
- Sociotechnical Thinking I: Classroom Experiences, Identity, and Theory
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Jonathan Seth Krones, Boston College; Jenna A. Tonn, Boston College; Russell C. Powell, Boston College
- Tagged Topics
- Diversity
- Tagged Divisions
- Liberal Education/Engineering & Society
(albeit with considerable coordination of topics, as will bediscussed in section 6). For the second half of the semester, lectures transitioned into a series ofintegrated engineering case studies that engaged material from both disciplines as well as criticaltools from reflection. Lab activities were similarly organized with the first half-semesterhands-on applications of basic engineering principles and the second half an integrated,seven-week human-centered design project focused on issues of access and accessibility on theBC campus. Reflection utilized BC’s innovative small group Purposeful Ongoing Discussion(POD) model of near-peer mentors guiding students through various reflective practices tograpple with the ethical and moral dimensions of
- Conference Session
- Studies of Student Teams and Student Interactions
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Darryl A. Dickerson, Florida International University; Stephanie Masta, Purdue University, West Lafayette; Matthew W. Ohland, Purdue University, West Lafayette; Alice L. Pawley, Purdue University, West Lafayette
- Tagged Topics
- Diversity
- Tagged Divisions
- Educational Research and Methods
one sability to contribute to the level of their talent is an ethical and professional responsibility to thefield.This paper shares some early results from our broader NSF-funded project, titled Identif ingMarginalization and Allying Tendencies to Transform Engineering Relationships, or I-MATTER. The project s research questions are: 1. What does marginalization look like within engineering classrooms where teamwork is a primary feature? 2. How is marginalization legible (or not) to instructors at the classroom level? 3. What are the different ways that instructors respond to incidents of peer-to-peer marginalization? 4. How might the lessons of this work be implemented to systematically alert instructors when
- Conference Session
- CoNECD Session : Day 1 Slot 6 Technical Session 3
- Collection
- 2021 CoNECD
- Authors
- Teirra K. Holloman, Virginia Tech Department of Engineering Education; Walter C. Lee, Virginia Polytechnic Institute and State University; Kirsten A. Davis, Purdue University at West Lafayette (COE); Jeremi S. London, Virginia Polytechnic Institute and State University; David B. Knight, Virginia Polytechnic Institute and State University; Tremayne O'Brian Waller, Virginia Polytechnic Institute and State University; John J. Lesko, Virginia Polytechnic Institute and State University
- Tagged Topics
- CoNECD Paper Submissions, Diversity
Programs in the Department of Engineering Education at Virginia Tech. He is also Director of Research of the Academy for Global Engineering at Virginia Tech, and is affiliate faculty with the Higher Education Program. His research tends to be at the macro-scale, focused on a systems-level perspective of how engineering educa- tion can become more effective, efficient, and inclusive, tends to be data-driven by leveraging large-scale institutional, state, or national data sets, and considers the intersection between policy and organizational contexts. He has B.S., M.S., and M.U.E.P. degrees from the University of Virginia and a Ph.D. in Higher Education from Pennsylvania State University.Dr. Tremayne O’Brian Waller
- Conference Session
- CoNECD Session : Day 4 Slot 1 Technical Session 3
- Collection
- 2021 CoNECD
- Authors
- Danyelle Tauryce Ireland, University of Maryland, Baltimore County; Cindy Greenwood, University of Maryland, Baltimore County ; Erica L D'Eramo, University of Maryland, Baltimore County; Katherine Bell O'Keefe
- Tagged Topics
- CoNECD Paper Submissions, Diversity
-College and Pre-Professional Supports:CWIT’s Bookend Approach to Inclusive Excellence in Undergraduate Tech Education Presented by: Danyelle Tauryce Ireland, Ph.D. Cindy Greenwood, M.Ed. Erica D’Eramo, M.A. Kate O’Keefe, M.S.Ed. 2 AGENDA 1. Introduction 2. Pre-College Programs a. Impact b. Lessons Learned 3. Pre-Professional Programs a. Impact b. Lessons Learned 4. Future Directions 5. Adapting the Model 6. Where to Start 7. Q&AThe Center for Women in Technology at the University of Maryland, Baltimore Countyhas a 21 year record of working to enable success
- Conference Session
- Faculty Development Lightning Talk Session 2
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Matilde Luz Sanchez-Pena, University at Buffalo; Syed Ali Kamal, Independent Researcher
- Tagged Topics
- Diversity
- Tagged Divisions
- Faculty Development Division
Disparity in STEM Disciplines: A Study of Faculty Attrition and Turnover Intentions,” Research in Higher Education, vol. 49, no. 7, pp. 607–624, Nov. 2008, doi: 10.1007/s11162-008-9097-4.[29] K. Buch, Y. Huet, A. Rorrer, and L. Roberson, “Removing the Barriers to Full Professor: A Mentoring Program for Associate Professors,” Change: The Magazine of Higher Learning, vol. 43, no. 6, pp. 38–45, Oct. 2011, doi: 10.1080/00091383.2011.618081.[30] C. Grant, J. Decuir-Gunby, and B. Smith, “Advance Peer Mentoring Summits For Underrepresented Minority Women Engineering Faculty,” in 117th ASEE Annual Conference & Exposition, Louisville, KY, Jun. 2010, p. 15.129.1-15.129.20, Accessed: Jun. 29, 2016. [Online]. Available: https
- Conference Session
- Minorities in Engineering Division Technical Session 2
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Sarah Hug, Colorado Evaluation & Research Consulting; Christina Convertino; Heather Thiry
- Tagged Topics
- Diversity
- Tagged Divisions
- Minorities in Engineering
widespread, large-scale change to improve equity and supportcultures of inclusion in engineering. This is a case study of a 5-year organizational change effortwithin a Hispanic Serving Institution. The computer science department emphasized the use ofcontinuous improvement as a strategy for engaging faculty in change processes and departmentalpolicy. We offer the theoretical framing of Kezar’s model for developing student supportstructures using four mechanisms for change, and provide recommendations based on theexperience of one University of Texas at El Paso.Theoretical FrameworkDrawing from the current state of the research on higher education organizational change inundergraduate STEM reform efforts, an underlying premise of the theory of change
- Conference Session
- Bridging Content and Context in the Classroom
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Melissa Ellen Ko, Stanford University
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education, Equity
of bias,increase a sense of agency, and ultimately empower students.1. IntroductionGiven clear evidence of disparities in educational attainment, much importance has been placedon increasing use of inclusive teaching to help close this so-called achievement gap [1]–[4]. Inscience, technology, engineering, and math (STEM) disciplines, deliberate inclusive practicemay reduce the “leaving” phenomenon where those underrepresented amongst STEM majorssuch as women and minoritized racial groups would otherwise fail to complete their STEMdegree program [5]–[7]. For example, active learning has been shown to improve learning gainsand reduce failure rates especially among underrepresented minority (URM) students [2].Similarly, current recommendations