Conference Session

Engineering Engagement Activities

Collection

2024 ASEE Annual Conference & Exposition

Authors

Yury Alexandrovich Kuleshov, Purdue University; Anne M Lucietto, Purdue University

Tagged Divisions

Engineering Technology Division (ETD)

Paper ID #44264Designing a Series of Activities to Expose High School Students to ManufacturingMr. Yury Alexandrovich Kuleshov, Purdue University Yury A. Kuleshov is a graduate student earning his Ph.D. in Technology degree from Purdue University, West Lafayette, Indiana. He received his Diploma in Engineering (6-year program) from Bauman Moscow State Technical University, where he majored in Robots and Robotic Systems, and specifically Underwater Robots and Vehicles, and his M.S. in Engineering Technology degree from Purdue University. He has experience working as an engineer, a research and teaching assistant, and an

Collection

1997 Annual Conference

Authors

Thomas J. Cortina

seen that students in the C++ sections averagedapproximately a 40% score, which indicates that a majority of the students in this class madesimple syntax errors in general as opposed to major algorithm or logical errors. On the otherhand, in classes like ADA95 and C, students had more difficulty with the program problems,earning sometimes less than an average 30% score on the programming problem. This indicatesthat these students had more difficulty with the algorithm and logic details of the program inaddition to the significant syntax errors. PASCAL VERSION What is the output of the following code fragment? x:= 0; for I := 1 to 5 do

Conference Session

Undergraduate Retention Activities

Collection

2005 Annual Conference

Authors

Rose Marra; Cherith Moore; Mieke Schuurman; Barbara Bogue

Session 2592 Women Engineering Students’ Self-Efficacy Beliefs – The Longitudinal Picture Rose M. Marra, Mieke Schuurman; Cherith Moore Barbara Bogue University of Missouri – Columbia / The Pennsylvania State UniversityIntroductionMany sources and historical data have shown the consistently low representation of women inundergraduate engineering curricula and in the engineering workforce. Specifically, womencomprise approximately only 20% of undergraduate engineering school enrollment nationwideand only about 8.5 % of the United State’s engineers 1. Establishing WIE programs atapproximately 50 colleges

Conference Session

The Citizen Engineer

Collection

2005 Annual Conference

Authors

Isadore Davis; barbara waugh; Charles Pezeshki; Lueny Morell; Tom Roberts

Session 1161 Citizen Engineers: Why and How We Engage City, State and Federal Governments On behalf of Engineering Education and Research Barbara Waugh, Ph.D. Director, University Relations Hewlett-Packard, Palo Alto, California Lueny Morell, M.S., P.E. Director, University Relations Hewlett-Packard, Palo Alto, California Isadore Davis Engineering Project Manager

Conference Session

Understanding Diversity, Equity, and Inclusion from Students' Perspectives

Collection

2018 ASEE Annual Conference & Exposition

Authors

Amy Trauth, University of Delaware; Tia Navelene Barnes, University of Delaware; Jenni Buckley, University of Delaware; Joshua A. Enszer, University of Delaware; Sarah Ilkhanipour Rooney, University of Delaware; Rachel Davidson, University of Delaware; Xiaoxue 'Vera' Zhang, University of Delaware

Tagged Topics

ASEE Diversity Committee, Diversity

variability in gender in K-12 preparation and self-efficacy by different STEM disciplines, and these differences were most significant in computerscience, physics, and general engineering rather than in biology and chemistry [1]. In addition,prior research suggests that distinctive cultures among the engineering disciplines are correlatedwith different experiences and opportunities among males and females [15]. In light of thisprevious research, we aimed to study the extent to which these factors and others influenceunderrepresentation in engineering at the institution, college, and department levels at ouruniversity.METHODS Our approach involved multiple focus groups that clustered students by engineeringdiscipline and demographics. Twelve

Collection

2010 ASEE Midwest Section Conference

Authors

Dave Sly; Daniel Bumblauskas; Frank Peters

the standard 45 contact hour semester schedule atISU if it was directly applied to a syllabus (which it was not).The Engineering Sales course was subsequently assigned to Dr. Dave Sly, a lecturer with a PhDin Industrial Engineering and an MBA, who had formal sales training with Dale Carnegie, andwho developed and ran a technical sales organization for over 20 years to sell engineeringsoftware globally. Dr. Sly then took the spreadsheet and created two engineering sales courses(Technical Sales 1 and Technical Sales 2).Along with the creation of the Sales Courses and subsequent Minor in Technical Sales, the IMSEdepartment assisted with the launch of a new Engineering Sales Club. The Sales club had a greatfirst year, with special recognition to

Conference Session

Engagement in Formal and Informal Learning Environments

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jeffrey H Rosen, Georgia Tech - CEISMC; Cher C Hendricks, Georgia Institute of Technology; Norman F. Robinson III, Georgia Institute of Technology - CEISMC; Julia Sonnenberg-Klein, Georgia Institute of Technology

Tagged Divisions

Minorities in Engineering

  2011   2012  communities. With this effort in place, Figure 1 shows the minority participation in 2009 was29%, with total participation at nearly 2500 students. This year, 2012-13 minority participationhas reached 30%, which is equal to the percentage of female participation in Georgia, while thetotal participation has neared 4500 participants. The other impact from this effort is the numberof minority students that advance through the FLL tournament system. In 2009, 29% of theminority participants that competedin qualifying competitions advanced Figure  2  to the second round, and of those Percentage   o f   Minority  participants  participants 28% advanced to the

Conference Session

FPD 9: First-Year Projects

Collection

2014 ASEE Annual Conference & Exposition

Authors

Thomas Shepard, University of St. Thomas; Broderick W. Carlin, University of St. Thomas

Tagged Divisions

First-Year Programs

to three different settings (white lines)Laboratory ActivityStudents were provided two lab sections to practice soldering and work on their project. Eachlab section was 100 minutes, had ~15 students and was staffed by the course instructor and 1-2undergraduate student mentors. These paid student mentors were typically sophomore or juniorengineering majors who had previously built the circuit. At the start of the first lab session all 15students were given a 10-15 minute lesson which included the following topics:  when/where soldering is used  what is a printed circuit board (PCB)  how to populate a PCB with components  what is solder  what is flux  how solder is different from conductive glue (i.e. metals are

Conference Session

Teamwork: Priming, Empathy, and Metacognition

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Andrea L. Schuman, Virginia Polytechnic Institute and State University; Lisa D. McNair, Virginia Polytechnic Institute and State University; David Gray, Virginia Polytechnic Institute and State University; Desen Sevi Özkan, Tufts University

Tagged Divisions

Liberal Education/Engineering & Society

. IntroductionMono-disciplinary solutions are falling short as we face complex issues (e.g. climate change,housing shortages, medical crises) in a globalized world where individuals with diverseexperiences and training work beyond disciplinary categories, often leading to expandedperspectives on daunting problems with socio-technical concerns [1]. As undergraduate studentsprepare for careers that will involve solving complex problems requiring input fromheterogeneous domains, they need practice working in interdisciplinary teams. However,students and instructors face challenges in these settings. Within undergraduate curricula, suchlearning objectives are often measured as individual outcomes in courses but accomplishedthrough teamwork. In these scenarios

Collection

2000 Annual Conference

Authors

Esther V. Reed; Matt W. Mutka

Session 2532 Mobile Computing Software Development Esther V. V. Reed and Matt Mutka Department of Computer Science and Engineering 3115 Engineering Building Michigan State University East Lansing, MI 48824-1226AbstractMobile computing has gained momentum and grown rapidly in recent years. Portable computingdevices such as notebooks, palmtops, and handheld devices are readily available and arebecoming quite common. Some devices have an embedded, proprietary operating system (OS),while

Conference Session

Design Pedagogy 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Hadi Ali, Arizona State University, Polytechnic campus; Andrew David Maynard, Arizona State University

Tagged Divisions

Design in Engineering Education

Activities (DFA) to address this need. 3 3. The changing nature of design problems3.1 Defining engineering design and complex engineering problemsThe general criteria for Student Outcomes (1) through (7) in accrediting engineering programs, 2020-2021, describe students’ ability to identify, formulate, and solve complex problems with considerations of“public health, safety, and welfare, as well as global, cultural, social, environmental, and economicfactors” (“ABET”, 2019, p. 5). In addition, the Accreditation Board puts the responsibility on faculty inengineering programs to develop and implement experiences for students which integrate

Conference Session

Computers in Education 7 - Modulus 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Rahman Adekunle; John Kofi Eshirow Jr., University of Virginia; Jacob Lam Herring, University of Virginia; Sin Lin, University of Virginia; Rider W. Foley, University of Virginia

Tagged Topics

Diversity

Tagged Divisions

Computers in Education

Paper ID #33704Research-practitioner Partnerships Supported by the Computer Science forAll Program: A Systematic EvaluationRahman AdekunleMr. John Kofi Eshirow Jr., University of Virginia John Eshirow is a first-generation fourth-year student at the University of Virginia majoring in Systems Engineering with a concentration in Economic Systems and a minor in Engineering Business. Originally from the Bronx, he grew to have a passion for understanding and developing the intersection of business, engineering, and technology. In the future, John hopes to be an investor and strategic advisor to companies whose mission is

Conference Session

TUESDAY PLENARY & Corporate Member Council Keynote Speaker

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kavitha Chintam, Northwestern University

Tagged Topics

Corporate Member Council (CMC)

technical merits or impacts of their work, but to also consider the social, health,political, and/or environmental impacts of their work. This analysis of the context in whichengineering research and solutions are embedded is not commonly done in engineering, wherethe technical aspects are often divorced from the societal aspects [20]. The question of how toteach researchers to make these connections is not settled, but there is an increasing number ofresources showing how engineering and social justice are connected: • General engineering and social justice o Free Radicals “Science Under the Scope” [21] o Donna Riley’s Engineering and Social Justice book [22] o Caroline Baillie’s “Engineering and Social Justice

Conference Session

Fostering Student Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Christel Heylen, Katholieke Universiteit Leuven, Belgium; Herman Buelens, Katholieke Universiteit Leuven, Belgium; Jos Vander Sloten, Katholieke Universiteit Leuven, Belgium

Tagged Divisions

Educational Research and Methods

correspond generally well with the original guidance-tasks, on which the questionnairewas based. Because the newly constructed scales confirm the classification made onbeforehand, the scales can be interpreted well. Theoretical minimum, midpoint and maximumscores on these scales are 1; 3.5 and 6 respectively. 1) The first scale, CB1, is constructed based on 8 items concerning the ‘Tutor guidance of team learning and cooperation’. The items loading highest on this component are: ‘The tutor encourages us to listen to each other.’ and ‘The tutor encourages us to respect each other’s opinion.’ The scale’s reliability coefficient is 0.90 (Cronbach’s alpha14). A mean score of 4.20 (s.d. = 0.69) indicates that the students were merely

Conference Session

Student Learning and Assessment II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Amir Karimi, University of Texas, San Antonio; Randall D. Manteufel, University of Texas, San Antonio

Tagged Divisions

Mechanical Engineering

homework assignments. Closedbook exams are used in both courses and the same number of exams was given in each course.Table 1 also provides a comparison of average grade point averages (GPA),on a 4.0 gradingsystem, for the two courses. The average GPA might be misleading since the comparison doesnot exhibit a significant difference in the GPA numbers. However, one should note that gradesof W (withdraw) have no influence on the course GPA. The last column in Table 1 shows that ahigh percent of students had received grades of W without influencing the course GPA. UTSAhas a very generous drop date policy, which allows students to drop courses until near the end ofthe semester. The reason for most students dropping a course and receiving grades of W

Conference Session

Graduate Student Experiences

Collection

2006 Annual Conference & Exposition

Authors

Scott Rogers, Georgia Institute of Technology; Jeremy Noonan, Purdue University; Jaemeen Baek, Georgia Institute of Technology; Sangil Lee, Georgia Institute of Technology; Ulas Tezel, Georgia Institute of Technology; Grant Michalski, Georgia Institute of Technology; Chia-Hung Hou, Georgia Institute of Technology

Tagged Divisions

Graduate Studies

groups due to thelow response rates. There are also other validity concerns that are more specific to particularstudies.Table 1. Responses generated by some recent engineering education survey studies. Author(s) Response Rate Napp2 109 21.8% St. Clair & Baker3 369 14.8% Zydney et al.4 155 43.7% Baker et al.5 45 40.9% Brawner et al.6 586 (511 usable) 36.2% Puerzer & Rooney7 96 46.2

Conference Session

Topical Public Policy Issues

Collection

2006 Annual Conference & Exposition

Authors

Richard Devon, Pennsylvania State University; Elizabeth Kisenwether, Pennsylvania State University; Richard Schuhmann, Pennsylvania State University; Robert Pangborn, Pennsylvania State University; Kim Barron, Pennsylvania State University

Tagged Divisions

Engineering and Public Policy

designedto internationalize the curricula. A pilot class in International Entrepreneurship was offered forthe first time in spring 2005, and currently (spring 2006) the programs are offering a course inInternational Entrepreneurship and Organizational Leadership. Both the pilot course in 2005 andthe current offering involve students working through the spring semester in non-isotopic,multicultural, interdisciplinary teams with economics students from Corvinus University inBudapest, Hungary with students traveling to Budapest for a follow-up 1-week on-sitecollaboration with their counterparts at Corvinus University in the first summer session. Demandfor the class has doubled from 2005 to 2006 and is at its capacity (i.e. filled with 16 students).Some

Conference Session

FPD XI: Tidbits and Cookies

Collection

2012 ASEE Annual Conference & Exposition

Authors

Peter Thomas Tkacik, University of North Carolina, Charlotte; Jae Hoon Lim, University of North Carolina, Charlotte; Patricia A. Tolley P.E., University of North Carolina, Charlotte; Kimberly Warren, University of North Carolina, Charlotte

Tagged Divisions

First-Year Programs

experiencesilluminated an interesting facet of social dynamics that they encountered in relation to youngermale and female students. Findings derived from the larger survey data and thematic analysis ofthe interview data collected from 77 traditional engineering students were partially used tocontextualize the unique aspects of the transition experiences and perspectives of transfer/non-traditional students.IntroductionDuring the last two decades, there has been a growing public consensus that it is vital to preparea qualified engineering workforce that will generate a profound impact on the nation’s economyand prosperity.1 Based on the most recent U.S. Bureau of Labor Statistics projections2, thedemand for qualified engineering graduates nation-wide will grow

Conference Session

Student Learning and Teamwork

Collection

2012 ASEE Annual Conference & Exposition

Authors

Susan H. Sarapin M.A., Purdue University; Marilyn A. Dyrud, Oregon Institute of Technology; Marvin I. Sarapin, Purdue University, West Lafayette

Tagged Divisions

Engineering Technology

activities.Dr. Marilyn A. Dyrud, Oregon Institute of Technology Marilyn Dyrud is a Full Professor in the Communication Department at Oregon Institute of Technology and regularly teaches classes in business and technical writing, public speaking, rhetoric, and ethics. She is part of the faculty team for the Civil Engineering Department’s integrated senior project. She is active in ASEE as a regular presenter, moderator, and paper reviewer. She has also served as her Campus’ Representative for 17 years, as Chair of the Pacific Northwest Section, and as section newsletter Editor. She was named an ASEE Fellow in 2008, and two years later received the McGraw Award. Currently, she is on two division boards, Engineering Technology

Conference Session

Action on Diversity - Supporting Students at Multiple Levels

Collection

2017 ASEE Annual Conference & Exposition

Authors

Beverly Louie, University of Colorado, Boulder; Beth A Myers, University of Colorado Boulder; Janet Y Tsai, University of Colorado Boulder; Tanya D Ennis, University of Colorado Boulder

Tagged Topics

ASEE Diversity Committee, Diversity

Ennis, University of Colorado Boulder TANYA D. ENNIS is the current Engineering GoldShirt Program Director at the University of Colorado Boulder’s College of Engineering and Applied Science. She received her M.S. in Computer Engineering from the University of Southern California in Los Angeles and her B.S. in Electrical Engineering from Southern University in Baton Rouge, Louisiana. Her career in the telecommunications industry included positions in software and systems engineering and technical project management. Tanya most recently taught mathematics at the Denver School of Science and Technology, the highest performing high school in Denver Public Schools. Tanya is currently a PhD candidate in the School of

Conference Session

Addressing the NGSS, Part 3 of 3: Supporting High School Science Teachers in Engineering Pedagogy and Engineering-Science Connections

Collection

2014 ASEE Annual Conference & Exposition

Authors

J. Jill Rogers, University of Arizona; Beau R. Vezino, University of Arizona; James C. Baygents, University of Arizona; Jeffrey B. Goldberg, University of Arizona

Tagged Divisions

K-12 & Pre-College Engineering

operating in two states, 29 diverse high schools,within 15 different school districts and 30 teachers deliver the course to over 450 students. 301of the 450 students in the 2013-14 cohort took ENGR 102 HS for University of Arizona credit.This paper will discuss ENGR 102 HS program history, core curriculum, spin-off research anddevelopment, keys to success, teacher training and program logistics.1. IntroductionIn order to remain competitive in the global market, the United States must continue to train thebest and brightest students in Science, Technology, Engineering and Mathematics (STEM)fields. One way to increase the pool of students seeking engineering degrees is to reach out tothose who are less inclined to choose and be prepared for an

Conference Session

FPD 4: Peers and Perceptions

Collection

2014 ASEE Annual Conference & Exposition

Authors

Joseph Pow, Chester F. Carlson Center for Imaging Science, RIT; María Helguera, Rochester Institute of Technology; Elizabeth Pieri, Chester F. Carlson Center for Imaging Science, Rochester Institute of Technology; Sadie Wolters; Michael Glynn Augspurger, Chester F. Carlson Center for Imaging Science, Rochester Institute of Technology; Briana A. Neuberger, Chester F. Carlson Center for Imaging Science, Rochester Institute of Technology; Victoria Scholl, Rochester Institute of Technology; Elizabeth Bondi, Rochester Institute of Technology

Tagged Divisions

First-Year Programs

format of the peerevaluation used by Cohort 1 to use as a point of departure for designing their own uniqueinstrument, tailored to reflect their thoughts on how to provide classmates with meaningfulfeedback. They used this instrument unchanged in the fall quarter. Since each cohort designsand builds a different device, and is given the freedom to pursue its development in whateverway they wish, circumstances within the class may dictate changes in the form or administrationof the peer evaluations. This became apparent to the students of Cohort 2 as they approached theend of the winter quarter. During that quarter they had divided themselves into five groupsbased on the five technical approaches they wanted to evaluate for their system. Each of

Conference Session

Holy Cow! We’re Going Online When? 

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Monica Palomo P.E., California State Polytechnic University, Pomona; Bettina Jeanine Casad, University of Missouri - St. Louis

Tagged Divisions

Civil Engineering

, voice volume, music and videos at the start of the class. etc.). 4. Instructor’s camera on. Positive 1. Playing music at the start of the class. 1. Zoom orientation session to demonstrate rapport with 2. Asking for team photos. how the virtual classroom would work students 3. Starting and ending class talking about and to give a LMS orientation. their interests. 2. Playing music at the start of the class. 4. Inviting students to share their work on 3. Asking for virtual team photos. the board. 4. Starting and ending

Conference Session

Lessons for New Engineering Educators

Collection

2011 ASEE Annual Conference & Exposition

Authors

John Marshall, University of Southern Maine

Tagged Divisions

New Engineering Educators

participants populating our schools are becoming more diverse. They are coming fromdifferent cultures and have different learning styles. They also have different interests anddifferent levels of maturity. As technical teachers, we frequently teach a blend of theoreticaland applied engineering topics. Our goal is to provide our students with the skills andknowledge they need to safely and accurately accomplish their jobs to high standards of qualityin a cost effective manner.Central to providing effective instruction is knowing something about how people learn. Themore we know about the learning process the more effective we can be in designing anddelivering appropriate instruction. A one-size-fits-all teaching method lacks the flexibilityneeded to

Conference Session

Biomedical Engineering Division: Developing Lab and Research Skills for BioE/BME Students

Collection

2022 ASEE Annual Conference & Exposition

Authors

Casey Ankeny, Northwestern University; Amy Adkins, Northwestern University; David O'Neill, Northwestern University

education field’s recognized enthusiasm for developing self-directedlearners [6] and knowledge that reflective techniques can foster this skill [5], little work has beendone to optimize reflective techniques in the classroom. Even fewer have implemented suchtechniques in a laboratory-based courses. Thus, this study investigated the implementation of tworeflective practices in a laboratory course that uses standards-based grading: 1) reflective surveysafter work completion and 2) engineering notebooks to be completed during course sessions(“reflect-while-doing”). We hypothesized that reflecting while completing deliverables inaddition to post-submission reflection would enhance student receptiveness to standards-basedgrading as well as learning as

Conference Session

STEM Issues

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Reg Pecen, Sam Houston State University; Ulan Dakeev, Sam Houston State University; Faruk Yildiz, Sam Houston State University

Tagged Divisions

Engineering Technology

Energy Conservation and Conversion Division at American Society of Engineering Education (ASEE). Dr. Pecen holds a B.S in EE and an M.S. in Controls and Computer Engineering from the Istanbul Technical University, an M.S. in EE from the University of Colorado at Boulder, and a Ph.D. in Electrical Engineering from the University of Wyoming (UW, 1997). He served as a graduate assistant and faculty at UW, and South Dakota State University. He served on UNI Energy and Environment Coun- cil, College Diversity Committee, University Diversity Advisory Board, and Graduate College Diversity Task Force Committees. His research interests, grants, and more than 50 publications are in the areas of AC/DC Power System Interactions

Conference Session

First-Year Programs: Unique Projects & Pedagogies

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Michelle M. Blum, Syracuse University

Tagged Divisions

First-Year Programs

question portion, indicating that they comprehendedthe IBL lessons. Initial exam comparisons indicated that the IBL approaches support increasedstudent learning of the conceptual aspects of technical concepts.IntroductionMany educational experts recommend that a fundamental paradigm shift needs to occur inengineering education [1]. Both students and teachers need to acquire and implement pedagogicalskills that currently are not prevalently found in college teaching of engineering. This work aimsto address the following problems; first, the majority of university engineering classes are stilltaught in an archaic presentation lecture style [2]. Second, most students are unaware of thebenefits of inductive learning and think that they prefer

Conference Session

Trends in Mechanical Engineering II

Collection

2009 Annual Conference & Exposition

Authors

David Willis, Southern Methodist University; Paul Krueger, Southern Methodist University; Alice Kendrick, Southern Methodist University

Tagged Divisions

Mechanical Engineering

.**Questionnaires for the “Before” measurement were completed on the afternoon of the First Day on campus,following an orientation session. “After” questionnaires were completed on the Final Day, after all REU activitieswere completed.***Item asked on Final Day questionnaire only.Evaluation of the REU Program At the REU site under study, a seminar on engineering graduate study was added as the result ofrecommendations by participants in Year 1. This seminar was well received by participants, whocommented that it helped them consider what types of graduate programs they might consider. Italso introduced or reinforced an interest by some students in pursuing doctoral work andbecoming a university professor

Conference Session

Laboratories in Electrical and Computer Engineering Technology

Collection

2009 Annual Conference & Exposition

Authors

Arif Uluagac, Georgia Institute of Technology; Walter E. Thain Jr.; Thomas Fallon, Southern Polytechnic State University; John Copeland, Georgia Institute of Technology

Tagged Divisions

Engineering Technology

. Figure 1: An illustration of the laboratory environmenta. Introduction to Encryption Mechanisms: In this lab, students are exposed to somefundamental knowledge and concepts of popular encryption mechanisms. Specifically, thestudent is introduced to the basics of symmetric and asymmetric encryption5 (aka public key-based) mechanisms using the free Gnu Privacy Guard (GPG6) tool. The lab’s objective is tocomplement the students' understanding of the utilization of primitive encryption andcryptography operations, which, in general, are based on rigorous mathematical theories in thetextbooks. More specifically, students learn how to create their own key, encrypt a text message,and upload their keys on available public key servers. After obtaining and

Conference Session

New Research on Retention of URM Groups in STEM

Collection

2009 Annual Conference & Exposition

Authors

Deborah Trytten, University of Oklahoma; Anna Wong Lowe, University of Oklahoma; Susan Walden, University of Oklahoma

Tagged Divisions

Minorities in Engineering

endangers our society’s ability to recruita sufficiently large population of engineers1, it robs engineering of the unique perspectives that adiverse talent pool can provide2, and is socially unjust. However, solving the problem of under-representation may not remove racial inequality from engineering education. While AsianAmerican students are not under-represented in engineering, they are still members of a minoritypopulation and face both discrimination and stereotyping. Since they are not under-representedin engineering, they may have reduced social support infrastructure (scholarships,ethnically/racially specific technical societies, support staff), and encounter less understanding oftheir minority status. Asian American students also have to