Asee peer logo

A Quarter Century of Minorities in Engineering: Design, Development and Team Teaching of Institutional Core Curricula

Download Paper |


2021 ASEE Virtual Annual Conference Content Access


Virtual Conference

Publication Date

July 26, 2021

Start Date

July 26, 2021

End Date

July 19, 2022

Conference Session

Minorities in Engineering Division Poster Session

Tagged Division

Minorities in Engineering

Tagged Topic


Page Count




Permanent URL

Download Count


Request a correction

Paper Authors


Peter Golding University of Texas at El Paso

visit author page

Undergraduate Program Director in Engineering Innovation & Leadership, Professor in the Department of Engineering and Leadership at UTEP, and Director of the Center for Research in Engineering & Technology Education at the University of Texas at El Paso.

visit author page


Diane Elisa Golding University of Texas at El Paso

visit author page

Diane is a passionate educator and proponent for K-12 engineering education and the education of future teachers.She is an assistant professor at the University of Texas at El Paso (UTEP). Diane serves as the director for the UTEP YES! She Can program that support minorities and minorities within minorities in personal and STEM self-efficacy. She earned her undergraduate and graduate degrees from UTEP and holds a doctorate from the Rossier School of Education, University of Southern California.

visit author page


Carla Ann Judith Navar University of Texas at El Paso

visit author page

CREaTE Research Assistant
Freshman Undergraduate, Mechanical Engineering

visit author page

Download Paper |


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.

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

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2021 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015