Golding, P., & Golding, D. E., & Navar, C. A. J. (2021, July), A Quarter Century of Minorities in Engineering: Design, Development and Team Teaching of Institutional Core Curricula   Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. 10.18260/1-2--36605

\bibitem{asee_peer_36605}
  Golding, P., \& Golding, D. E., \& Navar, C. A. J. (2021, July), \emph{A Quarter Century of Minorities in Engineering: Design, Development and Team Teaching of Institutional Core Curricula }
  Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference.
  10.18260/1-2--36605

Peter Golding, Diane Elisa Golding, and Carla Ann Judith Navar.  "A Quarter Century of Minorities in Engineering: Design, Development and Team Teaching of Institutional Core Curricula ".  2021 ASEE Virtual Annual Conference Content Access, Virtual Conference, 2021, July.  ASEE Conferences, 2021.  https://peer.asee.org/36605 Internet.  07 Jan, 2025

\bibitem{asee_peer_36605}
  Peter Golding, Diane Elisa Golding, and Carla Ann Judith Navar.
  "A Quarter Century of Minorities in Engineering: Design, Development and Team Teaching of Institutional Core Curricula ".
  \emph{2021 ASEE Virtual Annual Conference Content Access, Virtual Conference, 2021, July}.
  ASEE Conferences, 2021.
  https://peer.asee.org/36605 Internet.  07 Jan, 2025

@INPROCEEDINGS{asee_peer_36605
author = "Peter Golding, Diane Elisa Golding, and Carla Ann Judith Navar"
title = "A Quarter Century of Minorities in Engineering: Design, Development and Team Teaching of Institutional Core Curricula "
booktitle = "2021 ASEE Virtual Annual Conference Content Access"
year = "2021"
month = "July"
address = "Virtual Conference"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/36605}
number = {10.18260/1-2--36605}
}

TY  - CPAPER
AB  - We report on continuous service to students at a minority-serving university spanning a period of twenty-five years. Specifically, we share the principals, design, inauguration, and evolution of twenty-five years of teaching the foundational component of the institution’s core curriculum. 

We share the history of the establishment of each course, the relationship between them, course curricula, sources, and most relevant, the innovations in teaching each course, and the impact on STEM student success and learning, especially for students, but also for non-STEM majors. We explain the rationale behind the University’s Core Curriculum (UCC), which is required of all undergraduate students in public higher education in the state. We will explain how our institution selected the specific courses that it offers to fulfill that framework of the UCC, and the way that takes into account the individual role and mission of our Minority Serving institution. The UCC implementation at our institution requires we gain approval from the certifying body for the state in which the university is located, and all institutions in the state must evaluate the effectiveness of their UCC at regular intervals. We share how that has occurred at our institution.

We describe the evolution of innovations in methods of teaching the institution’s component courses and how Team Teaching makes such a difference in achieving the outcomes. Our model is an “all in” team endeavor; our instructional team meets with all classes, and such is an enterprising dynamic, engaging faculty, staff, and near-peer teachers, working together. 
Modeling teamwork is a core attribution of our approach, and research-to-practice become practice-to-research as we learn new ways to help our students succeed while growing their preparedness for future success in their degree aspirations. Our sharing focuses on entering students and Juniors. All students in the university take these courses: STEM students learn discourse and liberal arts critical thinking, and non-STEM students learn the value of sciences, (big) data, and scientific analyses.

One of the most important provisions of the UCC is that it allows students who successfully complete core curriculum courses at one institution to transfer (up to) the entire set of completed courses to another public institution of higher education, without the need to repeat any core courses. Students who transfer without completing the entire (42-SCH) core curriculum also receive credit for each of the core courses they successfully complete. Although the courses included in the CUC may vary by institution, every higher education institution's core curriculum in our state must include 6-SCH of Foundational Component Areas, and it is these courses that are the focus of our sharing. 

A final segment of our work is the design of the latest core course, which includes an emphasis on innovation and leadership engineering. The course arises as a natural outgrowth of or work, and the changes in society and STEM education necessary to promote lifelong learning.

AU  - Peter Golding
AU  - Diane Elisa Golding
AU  - Carla Ann Judith Navar
CY  - Virtual Conference
DA  - 2021/07/26
PB  - ASEE Conferences
TI  - A Quarter Century of Minorities in Engineering: Design, Development and Team Teaching of Institutional Core Curricula 
UR  - https://peer.asee.org/36605
DO  - 10.18260/1-2--36605
ER  -