A Three Year Evaluation Of A Nacme Program
- Conference
- Location
-
Honolulu, Hawaii
- Publication Date
-
June 24, 2007
- Start Date
-
June 24, 2007
- End Date
-
June 27, 2007
- ISSN
-
2153-5965
- Conference Session
-
Special programs and activities for minorities in engineering
- Tagged Division
-
Minorities in Engineering
- Page Count
-
9
- Page Numbers
-
12.147.1 - 12.147.9
- DOI
-
10.18260/1-2--2835
- Permanent URL
-
https://peer.asee.org/2835
- Download Count
-
441
Paper Authors
Mary Anderson-Rowland Arizona State University
MARY R. ANDERSON-ROWLAND, PhD, is the PI of three academic programs and a fourth program for transfer students. An Associate Professor in Industrial Engineering at Arizona State University, she was the Associate Dean of Student Affairs in the Fulton School of Engineering at ASU from 1993-2004. She received the ASEE Minorities Award 2006, the SHPE Educator of the Year 2005, and won the National Engineering Award in 2003, the highest honor given by the AAAES. In 2002 she was named the Distinguished Engineering Educator by the Society of Women Engineers. A SWE and ASEE Fellow, she is the Chair of PIC IV and a frequent speaker on career opportunities in engineering, especially for women and minority students.
Dana Newell Arizona State University
DANA C. NEWELL is the Director of the Center for Engineering Diversity and Retention at Arizona State University. She also serves as the Associate Director for Student Outreach and Retention Programs for the Ira A. Fulton School of Engineering at ASU. Ms. Newell received her Bachelors degree in 1993 from the University of Arizona in Applied Mathematics. She received her Masters degree in 1996 in Higher Education Administration, Student Services. In her five-year tenure at ASU, she has won many awards including Outstanding Supervisor of the Year and Outstanding Program for the WISE Program from the ASU Commission on the Status of Women.
Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract
A THREE YEAR EVALUATION OF A NACME PROGRAM
Mary R. Anderson-Rowland and Dana C. Newell Arizona State University
Abstract In the fall of 2003, a National Action Council for Minorities in Engineering (NACME) Program was begun in the Ira A. Fulton School of Engineering at Arizona State University (ASU). The funding for this program was part of 13 five-year block grants given to colleges and universities by NACME that fall. This paper looks at the over all ASU NACME program: its successes, areas in which improvement is desired, and the best practices that have developed during the three years. The purpose of the NACME program is to graduate underrepresented students and to encourage them to go on to graduate school. The paper includes the summary of the semester evaluations submitted by the students and a summary of the retention of the students.
I. Introduction
Since 1974, NACME (the National Action Council for Minorities in Engineering) has provided leadership and support at the national level to increase the representation of successful African American, American Indian, and Latino women and men in engineering and technology, math- and science-based careers. NACME is a leader, but works closely with many other organizations to achieve their aim.1 NACME is widely known as the nation’s largest private source of scholarships for underrepresented minority women and men in engineering. Over 15% of all minority engineering graduates since 1974 have received scholarship support from NACME and are now leaders in government, industry and academics.2
In 2003 NACME embarked on a new NACME Success Strategy. Although NACME had worked with certain universities over the years, in an effort to dramatically increase the representation of African American, American Indians, and Latinos (underrepresented minorities) in the critical field of engineering, NACME selected key institution to participate in a new scholarship program. This program not only supports the success of individual students, but also builds the participating institutions’ capability to improve their minority enrollment and degree-completion rates.2 In 2003, Arizona State University, through its Ira A. Fulton School of Engineering (which includes computer science and construction), became one of the first 13 new “Block Grant” program schools, selected from over 110 applicants. ASU was very pleased with this distinction since we are not yet a minority institution, although we are nearing 20% URM students at ASU and have 19.5% URM students in the Fulton School of Engineering.3 NACME now has a total of 44 institutional partners in this program.4
The NACME grants are helping the institutions recruit, admit, educate and graduate successful minority engineering students. The institutions are serving as models of best practices in developing a “culturally competent” campus that welcomes and supports the achievement of all
Anderson-Rowland, M., & Newell, D. (2007, June), A Three Year Evaluation Of A Nacme Program Paper presented at 2007 Annual Conference & Exposition, Honolulu, Hawaii. 10.18260/1-2--2835
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: © 2007 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