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A Historical and Policy Perspective on Broadening Participation in STEM: Insights from National Reports (1974-2016)

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Conference

2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference

Location

Crystal City, Virginia

Publication Date

April 29, 2018

Start Date

April 29, 2018

End Date

May 2, 2018

Conference Session

Race/Ethnicity Track - Technical Session III

Tagged Topics

Diversity and Race/Ethnicity

Page Count

23

Permanent URL

https://peer.asee.org/29508

Download Count

75

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Paper Authors

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Teirra K. Holloman Virginia Tech

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Teirra Holloman is a doctoral student in engineering education at Virginia Polytechnic Institute and State University, where she serves as a graduate research assistant. Teirra received her BS in Industrial Engineering from Clemson University. Her research interests revolve around broadening participation in engineering.

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Walter C. Lee Virginia Tech Orcid 16x16 orcid.org/0000-0001-5082-1411

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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.

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Jeremi S. London Arizona State University

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Dr. Jeremi London is an Assistant Professor of Engineering at Arizona State University in the Polytechnic School. London is a mixed methods researcher with interests in research impact, cyberlearning, and instructional change in STEM Education. Prior to ASU, London worked at the National Science Foundation, GE Healthcare, and Anheuser-Busch. She earned B.S. and M.S. degrees in Industrial Engineering, and a Ph.D. in Engineering Education from Purdue University.

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Atota Bedane Halkiyo Arizona State University

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Atota Halkiyo is a second-year master’s student in Education Policy at Arizona State University. He received a bachelor’s and master’s degrees in English Language and Literature and ESL from Jimma University and Addis Ababa University respectively, in Ethiopia. Before moving to the U.S., Atota taught ESL courses at Mada Walabu University for over seven years, where he also served the university assuming various positions such as being Quality Assurance Director, Teachers Development Leader, Pedagogy Trainer as well as English Language Center Coordinator. Atota was also a principal investigator of the project entitled “Engendering Higher Education Curricula”, where he, along with four project members, investigated gender issues in higher education and devised comprehensive interventions in the form of training for students, academic, support and administrative staff as well as by writing guidelines for the university. Atota is interested in working to ensure equity and quality in higher education, particularly for international and underrepresented populations.

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Gilbert Jew Arizona State University

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Bevlee A. Watford Virginia Tech

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Watford is Professor of Engineering Education, Associate Dean for Academic Affairs, Director of the Center for the Enhancement of Engineering Diversity, and the 2017-18 President of ASEE.

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Abstract

Over the last 40 years, more than 25 national reports have been published focused on broadening participation in science, technology, engineering and mathematics (STEM). Although scholarly literature oftentimes serves as one source of information on how to move forward, national reports—produced by organizations, such as the National Academy of Engineering (NAE) and the National Society of Black Engineers (NSBE), and committees, such as the Committee on Women in Science and Engineering (CWSE)—are an underutilized source of insights. This paper presents the results of a quasi-umbrella review of 29 national reports published during 1974–2016. The reports in this analysis included 134 unique recommendations, which were synthesized into four themes, broadly labeled: (1) Practices & Policies, (2) Culture & Climate, (3) Information & Knowledge, and (4) Investments & Commitments. These recommendations have implications for a wide range of stakeholders interested in addressing this longstanding problem, and the findings of this study provide a historical and policy perspective that is useful for informing next steps that will ideally lead to the forms of progress that have been long awaited.

Holloman, T. K., & Lee, W. C., & London, J. S., & Halkiyo, A. B., & Jew, G., & Watford, B. A. (2018, April), A Historical and Policy Perspective on Broadening Participation in STEM: Insights from National Reports (1974-2016) Paper presented at 2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference, Crystal City, Virginia. https://peer.asee.org/29508

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