Conference Session

Minorities in Engineering Division Technical Session 6

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Denise M. Driscoll, Purdue University at West Lafayette (PPI); Maeve Drummond Oakes, CISTAR, Purdue University

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Diversity

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Minorities in Engineering

Paper ID #34970Creating a Diverse Next Generation of Technically- and Community-MindedSTEM Professionals (Experience)Dr. Denise M. Driscoll, Purdue University at West Lafayette (PPI) Dr. Denise M. Driscoll, Purdue University Dr. Driscoll is an experimental social psychologist with ex- pertise in stereotyping and prejudice, attitude and persuasion, diversity and inclusion, and managerial and intercultural business communication. Her experiences as an academic, diversity consultant, and admin- istrator over the last 30 years have helped her integrate broadening participation and inclusion practices across research

Conference Session

Minorities in Engineering Division Technical Session 5

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Mais Kayyali, Florida International University; Mohamed ElZomor, Florida International University; Piyush Pradhananga, Florida International University

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Diversity

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Minorities in Engineering

) graduates’ attributes and current employers’ expectations.Therefore, with the growing demands from industry, it has become vital for engineeringprograms to focus on equipping students with non-technical or professional knowledge and skills[1]. Brunhaver et al. explain that with technical knowledge and skills becoming “less central orless sufficient” for performing engineering work, professional knowledge and skills have becomemore significant [2]. As such, programs are now tasked with widening their focus towards notonly ensuring that their graduates obtain adequate in-depth discipline specific knowledge,decision making and problem-solving skills but also towards ensuring that graduates areacquainted with ample informal pedagogies to support the

Conference Session

Minorities in Engineering Division Technical Session 5

Collection

2019 ASEE Annual Conference & Exposition

Authors

Harriet Hartman, Rowan University; Ralph Alan Dusseau P.E., Rowan University; Beena Sukumaran, Rowan University; Stephanie Farrell, Rowan University; Tiago R. Forin, Rowan University; Stephanie Lezotte, Rowan University; Kauser Jahan P.E., Rowan University; Sarah K. Bauer, Rowan University; Danilo Zeppilli

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Diversity

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Minorities in Engineering

college students (FGCS) face considerable obstacles to college success,including a lack of role models in the family, a lack of familial mentoring and support, a lack offamiliarity with the college climate, and, generally, lower socioeconomic status [1-6]. They tendto be less academically prepared for college, and English is not their native language for a higherproportion than of continuing-generation college students (CGCS) [3]. However, in many ways,recent research suggests that FGCS are very similar to CGCS. They respond to the same factorsencouraging college persistence and success [7-8], and often demonstrate considerable “grit” inpursuing their undergraduate careers (9), a factor instrumental in undergraduate achievement.Indeed, Boone and

Conference Session

Minorities in Engineering Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

Cynthia Kay Pickering, Science Foundation Arizona; Caroline Vaningen-Dunn, Science Foundation Arizona; Anita Grierson, Science Foundation Arizona; Anna Tanguma, Science Foundation Arizona

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Diversity

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Minorities in Engineering

deliverables of the KickStarter program include: 1. Sustainable proposal development technical assistance infrastructure at Science Foundation Arizona (SFAz) tailored to the needs of CC-HSIs, which will increase the submission of competitive NSF proposals; 2. Robust collection of mutually-beneficial, widely-informative, STEM-focused, online networks and professional learning communities (PLCs) that support critical partnerships needed to be competitive at NSF; 3. Data-capture capabilities that support CC-HSIs’ ability to improve their NSF competitiveness and effectively implement projects; and 4. Roadmap that other Hispanic-serving institutions can adapt to accomplish similar goals.As a result of the CC-HSIs

Conference Session

Minorities in Engineering Division Technical Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Sonia Jacqueline Garcia, Texas A&M University; Maria Claudia Alves , Texas A&M University; Matthew Pariyothorn, University of Houston; Ahmarlay Myint M.S., Access and Inclusion; Alexandra K. Hardman, Texas A&M University Access and Inclusion

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Diversity

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Minorities in Engineering

1ELCIR Program – Engineering Learning Community Introduction to Research: A research andglobal experience program supporting first generation, low-income, and underrepresentedminority students.INTRODUCTION:The College of Engineering at Texas A&M University has set some ambitious goals: to increasediversity in engineering and to better prepare the engineers who are joining today’s global anddynamic workforce. Some of the issues that need to be addressed at our college are: 1) increasethe retention of underrepresented minority (URM) and first generation students in engineering,2) enhance the participation of those students in engineering research and study abroadprograms, and 3) pave the way for those students to enroll in graduate programs in

Conference Session

Minorities in Engineering Division Technical Session 7

Collection

2017 ASEE Annual Conference & Exposition

Authors

Dina Verdín, Purdue University, West Lafayette (College of Engineering); Allison Godwin, Purdue University, West Lafayette (College of Engineering)

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Diversity

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Minorities in Engineering

College Student in EngineeringAbstractThis research study explored first-generation college students’ in engineering post-graduationcareer intentions based on responses to a quantitative survey. In this paper, we answer thefollowing research questions: 1) How do first-generation college students’ measures of physics,mathematics, and engineering identity constructs differ compared to non-first-generation collegestudents? and 2) How does a physics identity influence first-generation college student’s choice ofan engineering major and career aspirations? The data came from the Intersectionality of Non-normative Identities in the Cultures of Engineering (InIce) survey. InIce was completed by 2,916first-year engineering college students enrolled in

Conference Session

Minorities in Engineering Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Danny Luecke; Robert V. Pieri, North Dakota State University; Austin James Allard, Turtle Mountain Community College ; Paula Comeau, North Dakota State College of Science; Michael Maloy Parker, Cankdeska Cikana Community College; Karl Haefner; Alexa D. Azure, United Tribes Technical College

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Diversity

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Minorities in Engineering

generation of K-12 students will have undergone a periodof prolonged grief, which may transition into pathological grief and higher education willneed to adapt [1]; [7].Essentially, higher education now faces a generation of learners who have lived througha historical trauma, and it is prudent to explore how other populations have faced andmet this challenge with relative success. The focus of this paper is to look at thesuccessful Pre-Engineering Education Collaborative (PEEC, pronounced as a mountain‘peak’) that operated in North Dakota primarily through distance learning pre-COVIDand describe the take away lessons learned that may be integrated into mainstreamclassrooms in order to ensure successful college and university experiences

Conference Session

Minorities in Engineering Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Amanda Melinda McLeroy, North Carolina Agricultural and Technical State University; Evelyn Sowells-Boone, North Carolina Agricultural and Technical State University

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Diversity

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Minorities in Engineering

Paper ID #33767Parental Academic Socialization and the Advancement of Black Women inSTEM: A Literature Review (Research)Ms. Amanda Melinda McLeroy, North Carolina Agricultural and Technical State University Amanda McLeroy is a second-year Rehabilitation Counseling Ph.D. student at North Carolina A&T State University. She holds a B.S. in Psychology from George Mason University, and an M.S. in Clinical and Mental Health Counseling from Columbus State University. Although she has been in the mental health field for four years, Amanda has recently integrated her previous knowledge and experiences into the STEM field to

Conference Session

Minorities in Engineering Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Arielle Marie Rainey, Colorado School of Mines; Dina Verdin, Arizona State University, Polytechnic campus; Jessica Mary Smith, Colorado School of Mines

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Diversity

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Minorities in Engineering

. MethodsData for this study came from students enrolled in ten, four-year ABET-accredited universities inthe United States west, south, and mountain regions, n = 819. Data were cross-sectional, collectedin the Fall of 2018. Demographic information on the participants can be found in Table 1. A four-level variable was created to categorize students who are the first in their families to attend college(i.e., first-generation college students) who receive a Federal Pell grant, first-generation collegestudents who do not receive a Pell grant, students who have at least one parent with a Bachelor’sdegree (i.e., continuing-generation college students) who receive a Pell grant, and continuing-generation college students who do not receive a Pell grant. An

Conference Session

Minorities in Engineering Division Technical Session 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

Harvey Abramowitz EngScD, Purdue University Northwest, Hammond; Roy L. Hamilton, Purdue University Northwest

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Minorities in Engineering

Chancellor for Educational Opportunity Programs and Director of the Purdue University Northwest Ronald E. McNair Post-Baccalaureate Achievement Pro- gram, a federal program designed to prepare first generation/low-income students and students from un- derrepresented disciplines for graduate study. In addition, he also provides administrative leadership to other Purdue Northwest Programs that provide educational access and success for underrepresented stu- dent populations for student beginning in sixth grade through graduate study. He recently developed and implemented programing that addresses the needs of pre-college students interested in the STEM disciples using the arts and sports. He also teaches courses such as

Conference Session

Minorities in Engineering Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

Mitchell L. Springer PMP, SPHR, SHRM-SCP, Purdue University, West Lafayette (College of Engineering)

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Diversity

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Minorities in Engineering

. 333] there hadto be a better way to express the value of diversity in the workforce other than just to avoidlitigation, after all we are all human beings with something to contribute.Then, around the late 1990s, the concept of diversity in the workforce took a decidedly differentturn. Organizations began talking about diversity as more than simply a race or gender issue andstarted looking at it as an array of diverse characteristics representative of the general employeepopulation. The familiar characteristics associated with age, race, gender, religion, physicalability/disability, and national ethnicity were still identified, as they should be, but additionalcharacteristics depicted in Figure 1, such as family situation, sexual orientation

Conference Session

Minorities in Engineering Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Daniel Knight, University of Colorado Boulder; Beverly Louie, University of Colorado Boulder; Janet Y. Tsai, University of Colorado Boulder

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Diversity

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Minorities in Engineering

required to meet thedemands of the future. A comprehensive examination from the national reports [1] of suchprograms summarized five themes over the past 40+ years that include: the approaches used,policies implemented, establishing institutional culture and climate, information and knowledgegenerated, and investments made. These key features demonstrate the increasing awareness andpurposeful actions needed to encourage increased and successful engagement from racial andethnic minorities, women, low income students and other non-majority identities. Engineeringcolleges began offering support services to students who were underrepresented in engineeringand responded by developing minority and/or women in engineering programs that featuredembedded

Conference Session

Minorities in Engineering Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Stephanie Lezotte, Rowan University; Harriet Hartman, Rowan University; Stephanie Farrell, Rowan University; Tiago R. Forin, Rowan University

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Diversity

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Minorities in Engineering

. Other servicesprovided by the Disabilities Resources office include academic coaching and tutoring, anacademic honor society for high-achieving students with disabilities, introduction to UniversalDesign, transition resources, and faculty mentors.In the following we present results from a survey conducted in the university’s College ofEngineering (COE) in the AY 2018-19. The purpose of the survey was to monitor change for theclimate of diversity and inclusivity during the third year of the NSF-funded project mentionedabove.1 Students were asked about their experiences and perceptions of inclusivity regardingseveral categories of potential ‘otherness’: gender and sexual orientation, race/ethnicity, religion,socioeconomic status, first-generation

Conference Session

Minorities in Engineering Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

Dianne Grayce Hendricks, University of Washington; Camille Birch; Celina Gunnarsson, Massachusetts Institute of Technology

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Diversity

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Minorities in Engineering

integratingdiversity and ethics into engineering coursework instead of presenting this material as anoptional add-on or special topic.Briefly, we are building this curriculum in three contexts, with the goal of implementing all threesimultaneously starting in Autumn 2018. 1) Three quarters of pilot rounds where we introduced this material in two class sessions and one assignment in a large introductory bioengineering course taught by the authors (2017-18). These materials are now integrated into the course and beginning in Autumn 2018 will be included in future course offerings. 2) First offering of a new honors section of the introductory course for students to delve deeper into topics involving ethics and diversity (Winter

Conference Session

Minorities in Engineering Division Technical Session 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jamie R. Gurganus, University of Maryland, Baltimore County; Liang Zhu, University of Maryland, Baltimore County; Charles D. Eggleton, University of Maryland, Baltimore County; Shuyan Sun

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Diversity

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Minorities in Engineering

function as a scientist. Sample items include “use technical science skills”, “generate a research question”, and “use scientific literature and/or reports to guide research and develop theories.” High reliability was reported in previous studies [10][11]. 2. Science/Engineering Identity: Scientific identity will be measured by five items from the Scientific Identity Scale [10] that ask students to assess how much being a scientist/engineer is viewed as part of how they identify themselves. Sample items include “have a strong sense of belonging to the community of scientists”, “feel like I belong in the field of science”, and “have come to think of myself as a scientist

Conference Session

Minorities in Engineering Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Mohamed ElZomor, Florida International University; Piyush Pradhananga; Arif Mohaimin Sadri, Florida International University

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Diversity

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Minorities in Engineering

, in general, have found the Social Media platforms to be effective forlearning as well as in supporting overall class-deliverables. It can be concluded that the P-valueis greater than 0.05 for all variables indicating there is no significant difference in means of pre-and post-course results. Table 1: Paired t-test analysis of the Effectiveness of Social Media Variable Course Absolute t Degree P- S.N. Mean of Value Difference Freedom 1. Effectiveness of Social Media Sustainability

Conference Session

Minorities in Engineering Division Technical Session 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jenni Buckley, University of Delaware; Marcos Miranda, Ohio State University ; Amy Trauth, University of Delaware; Marianne T. Johnson, University of Delaware; Michael L. Vaughan, University of Delaware; Tasha Zephirin, Purdue University-Main Campus, West Lafayette (College of Engineering); Darryl Dickerson, Purdue University-Main Campus, West Lafayette (College of Engineering); Rachel A. Davidson, University of Delaware

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Diversity

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Minorities in Engineering

, where historically underrepresentedstudents (URM, def: non-white, non-Asian) compose approximately 12-16% of the student body(1). Lack of diversity limits the talent base and creative capital of the entire engineeringprofession (2). For this reason, institutions have been investing in Minority EngineeringPrograms (MEPs) within their undergraduate engineering colleges (3,4). MEPs serve as umbrellaorganizations that offer financial, academic, and social support, with overarching objectives ofimproving representation and retention of URM undergraduate students in engineering programs(3-7). Although programmatic elements and administrative infrastructure may vary byinstitution, there is no question that MEPs in general are effective in URM

Conference Session

Minorities in Engineering Division Technical Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Samuel Paul Merriweather, Texas A&M University; Harriet A. Lamm, Texas Engineering Experiment Station, TAMUS; Shannon D. Walton, Texas A&M University; Karen L. Butler-Purry, Texas A&M University; Judy Kelley, West Texas A&M University; Krystal E. Thomasson, Texas A&M University-Corpus Christi; John David Rausch Jr., West Texas A&M University; Frank Pezold, Texas A&M University - Corpus Christi; Kendall T. Harris, Prairie View A&M University

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Minorities in Engineering

undergraduate (UG) students (such as usingparticipation in research and motivation to enroll in graduate school enrollment [1-5]), theAlliance has demonstrated its impact across a range of academic success indicators.The Alliance is now composed of three of the five original universities from the TAMUS and isfocused on increasing the participation of STEM URMs who successfully complete a Bachelorof Science (BS) degree and who are prepared and ready to matriculate into doctoral programs.The foci of this paper are the remaining three Alliance institutions which are  Texas A&M University (TAMU): Highest Research Activity (R1) University and Lead Institution  Prairie View A&M University (PVAMU): Moderate Research Activity (R3

Conference Session

Minorities in Engineering Division Technical Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Lola Brown, City College of the City University of New York; Ardie D. Walser, City College of the City University of New York; Rawlins Beharry, City College of the City University of New York

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Minorities in Engineering

-economic/socio-political landscape over the past several years has impacted theseprograms and will offer revised best practices and recommendations on expandingAS/BE programs.IntroductionTwo-year schools are attractive to many students who are identified as a member of anunderrepresented group (e.g., women, Black, Latino, Native American) in science,technology, engineering and math (STEM) careers because they offer lower tuition costs,regularly scheduled remedial courses, an array of support services, supplementalinstruction and are generally located near the student’s home [1-2]. Many of thesestudents seek to continue their education, aspiring to attain a bachelor degree at a four-year institution and some ultimately seek to earn a graduate

Conference Session

Minorities in Engineering Division Technical Session 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

Beata Johnson, Purdue University; Joyce B. Main, Purdue University-Main Campus, West Lafayette (College of Engineering)

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Minorities in Engineering

American,and Pacific Islander engineering graduates remain significantly underrepresented in engineering[1]. Progress in increasing the retention and persistence of underrepresented populations inengineering degree programs and the engineering workforce has been slow [2]. Furthermore,even less progress has been made in diversifying the engineering workforce, with marginalchange in the proportion of underrepresented minority engineers in the workforce in recentdecades [3], [4]. To address problems of diversification and retention in the STEM workforce,we must explore potential mechanisms to support these aims.The transition from college to the workforce is a critical period for retaining a diverse STEMworkforce. Early retention in STEM careers is

Conference Session

Minorities in Engineering Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Mayra S. Artiles Ph.D., Arizona State University; Juan M. Cruz, Rowan University; Sarah Anne Blackowski, Virginia Polytechnic Institute and State University; Holly M. Matusovich, Virginia Polytechnic Institute and State University; Stephanie G. Adams, University of Texas at Dallas; Gwen Lee-Thomas, Quality Measures LLC

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Minorities in Engineering

. To accomplish the first goal, we held the RDI intervention insummer 2019 with 17 URM participants (8 African-American, 6 Hispanic or Latina(o), 1 NativeAmerican, and two of mixed ethnic-racial identities). To accomplish the second goal, we heldThe RDI intervention concurrent with the 3rd iteration of the Dissertation Institute (DI) with theparticipation of 33 URM doctoral engineering students in the proposal and doctoral stages. Weused the same networks reported elsewhere in our execution of the DI, to advertise the RDI eventand students applied to the RDI program after the April 15 signing deadline with their graduateschools. The RDI had the following list of workshops and sessions offered. Table 1 organizesthem by content to

Conference Session

Minorities in Engineering Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

Cherish C. Vance, Texas A&M University; Bria Perkins, Texas A&M University; Jaida Bannister; Janie M. Moore, Texas A&M University

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Diversity

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Minorities in Engineering

perceptions of these services, and/orwhy they choose not to participate. The issues of marginalization and isolation will bespecifically addressed. All sessions will be audio-recorded and transcribed for further analysis.Recruitment will be conducted via campus-wide email, with additional identifying effort focusedon race/ethnic-specific campus organizations (NSBE, SHPE, MANNRS, etc.) and other similarprograms to those listed by Estrada [3]. Students must meet the requirements of 1) upper-levelclassification, and 2) declared major within either COALS or COE. Once knowledge gaps areidentified, students will be introduced to the CS & SSP with which they are unfamiliar.Additionally, students will provide suggestions to improve and clarify how these

Conference Session

Minorities in Engineering Division Technical Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

John D. Carpinelli, New Jersey Institute of Technology; Angelo J. Perna, New Jersey Institute of Technology; Linda S Hirsch, New Jersey Institute of Technology

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Diversity

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Minorities in Engineering

education community, and have been found to improvestudents’ research skills, as well as skills in teamwork and communications18-21. Attitudinalsurveys and other instruments have been developed to evaluate the effectiveness of individualundergraduate research programs with generally positive results including increased enrollmentin graduate programs but no strong conclusions as to why some participants chose not to pursuegraduate studies have been formulated22-27. Many evaluations focus on the impact providingresearch skills has on changing students’ negative attitudes toward the research requirements forgraduate studies and whether students feel prepared to be successful in graduate school. Fewstudies focus on other factors that may impact

Conference Session

Minorities in Engineering Division Technical Session 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

Claude Brathwaite, City College of the City University of New York; Julianne Vernon, Vanderbilt University

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Minorities in Engineering

who pursue, andgraduate with Baccalaureate Degrees in Science, Technology, Engineering and Mathematics(STEM). Since its inception in November 1992, over 17,500 baccalaureate degrees have beenawarded to underrepresented minority students at CUNY. International Research (IR)experiences are increasingly seen as important components of the High Impact undergraduateactivities that lead to graduation, and continuation to graduate study. This paper will emphasize 1) how elements of the approach integrate into the NYCLSAMP program operations, 2) the university sites research facilities/activities 3) participantrecruitment, 4) pre-departure activities and 5) models for campus wide participation. Thepartnerships were formed over a ten year span

Conference Session

Minorities in Engineering Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

Idalis Villanueva, Utah State University; Laura Ann Gelles, Utah State University - Engineering Education; Marialuisa Di Stefano, Utah State University; Buffy Smith, University of St. Thomas; Renetta G. Tull, University of Maryland, Baltimore County; Susan M Lord, University of San Diego; Lisa Benson, Clemson University; Anne Therese Hunt, Hunt Consulting Associates; Donna M. Riley, Purdue University-Main Campus, West Lafayette (College of Engineering); Gery W. Ryan, Pardee RAND Graduate School in Policy Analysis

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Minorities in Engineering

, integrating sustainability and professional ethics into the engineering curriculum, and communication of science and engineering concepts to non-technical audiences.Dr. Marialuisa Di Stefano, Utah State University Marialuisa Di Stefano is a Postdoctoral Research Fellow at Utah State University, advancing research projects on bilingual education in New England and in Puerto Rico. She is an education researcher and advocates for historically marginalized groups in elementary education. Her research interest lies in bridging perspectives between transnational civic education, bilingual education, and STEM education, and how such intersections may lead to a more equitable education system. During the last 5 years, she worked

Conference Session

Institutional Capacity and Supportive Structures in Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Emily E Liptow, California Polytechnic State University; Katherine C. Chen, California Polytechnic State University, San Luis Obispo; Robin Parent, California Polytechnic State University; Jaclyn Duerr, California Polytechnic State University, San Luis Obispo; Dylan Henson, California Polytechnic State University

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Diversity

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Minorities in Engineering

identification with the duties,responsibilities, and knowledge associated with a professional role” 7. The path to becoming anengineer involves more than just gaining technical knowledge and skills; it involves the personaland social process of identifying with the profession. The development of an engineering identityis a challenge for many students because the field of engineering is typically associated with“things” (i.e. math, science, machines, technology) versus with actual people20. For URM andfirst-generation students developing an engineering identity is additionally challenging when theculture of engineering may clash with these students cultural, ethnic, gender, and/orsocioeconomic identity.Metacognition is often associated with exploring

Conference Session

Minorities in Engineering Division Technical Session 2

Collection

2018 ASEE Annual Conference & Exposition

Authors

Reginald E. Rogers Jr., Rochester Institute of Technology (COE); Todd Pagano, Rochester Institute of Technology/National Technical Institute for the Deaf

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Minorities in Engineering

the Year Award from the National Society of Black Engineers.Dr. Todd Pagano, Rochester Institute of Technology/National Technical Institute for the Deaf Todd Pagano is the Associate Dean for Teaching & Scholarship Excellence and Professor of Chemistry at Rochester Institute of Technology’s National Technical Institute for the Deaf (RIT/NTID) where he is responsible for oversight of NTID’s undergraduate research initiatives and has mentored over sixty Deaf/Hard-of-Hearing undergrads in his own scientific research projects. He was the founding director of the Laboratory Science Technology program at NTID; a unique degree granting program for Deaf/Hard- of-Hearing students. In this role he led the design and

Conference Session

Minorities in Engineering Division Technical Session 4

Collection

2019 ASEE Annual Conference & Exposition

Authors

Wendy A. Dannels, Rochester Institute of Technology/National Technical Institute for the Deaf; Chris Campbell, Rochester Institute of Technology; Brian Trager, Rochester Institute of Technology; Byron Behm, Rochester Institute of Technology

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Minorities in Engineering

Paper ID #27113Relying on Sight as the Primary Sense: Employing Deaf Students in STEMand Design FieldsMs. Wendy A. Dannels, Rochester Institute of Technology/National Technical Institute for the Deaf Wendy A. Dannels is a research associate professor in the Center on Access Technology at the Rochester Institute of Technology/National Technical Institute for the Deaf (NTID). Her primary goal is to generate more collaborative partnerships that will assist lifelong learners in deaf education and the greater deaf and hard-of-hearing communities, particularly putting them on an equal footing in term of accessibility issues

Conference Session

Minorities in Engineering Division Technical Session 4

Collection

2017 ASEE Annual Conference & Exposition

Authors

Renata A. Revelo, University of Illinois, Chicago; Joel Alejandro Mejia, Angelo State University; Idalis Villanueva, Utah State University

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Minorities in Engineering

10 8 6 4 1 Gender Race Ethnicity Language Generation Generation in the US in college Figure 1: Frequency of Demographic Markers Used for the 36 Analyzed Articles A detailed description of a participant’s ethnicity was discussed in only six articles.Overall, the majority of studies did not describe the term used to identify the Latinx populationof the study. The following terms were used in the studies reviewed: Chicana/o, Hispanic,Latina/o

Conference Session

Minorities in Engineering Division Technical Session 4

Collection

2017 ASEE Annual Conference & Exposition

Authors

Kelly J. Cross, University of Illinois, Urbana-Champaign; Kathryn B.H. Clancy, University of Illinois, Urbana-Champaign; Ruby Mendenhall, University of Illinois, Urbana-Champaign; Princess Imoukhuede, University of Illinois Urbana Champaign; Jennifer R. Amos, University of Illinois, Urbana-Champaign

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Minorities in Engineering

willreport summative data to maintain anonymity of the participants and only use identifyinginformation to solicit further participation in the research study.Data AnalysisData analysis consisted of classic statistical testing including 1) the internal consistency tomeasure data reliability and compare with published results; 2) Pearson correlations amongconstructs to measure the strength of relationship between the various subscales; and 3) analysisof variance to determine if there is a (statistically) significant difference among the populationmeans. The statistics were calculated using the SPSS statistical software. The general descriptivestatistics for each subscale were also calculated for the data set.Results and DiscussionThe discussion is