Conference Session

Track: Pre-college - Technical Session 3

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Whitney Gaskins, University of Cincinnati; Darryl Dickerson, Purdue University, West Lafayette; Virginia Lynn Booth-Womack, Purdue University, West Lafayette; Delano White, The Gaskins Foundation

Tagged Topics

Diversity, Pre-College

to enroll in the program. Each session lasts two hours, generally from 9 – 11am. The first hour of each session is spent using the “​A​ssessment and LE​​arning in ​K​nowledge ​S​paces” (ALEKS) web-based instructional software. Students work through the program individually with monitoring from volunteers. For the 2​nd​ hour of the session, the students participate in hands-on and/or group projects that 1) help reinforce the lessons learned in their classroom and ALEKS and 2) help increase student excitement and efficacy towards learning STEM concepts.  Students enter the program at the beginning of their 3​rd​ grade year. These students are grouped as a cohort. The first cohort in West Lafayette launched in 2017. The first cohort for

Conference Session

Track: Pre-college - Technical Session 4

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Tanya D. Ennis, University of Colorado, Boulder; Beth A. Myers, University of Colorado, Boulder

Tagged Topics

Diversity, Pre-College

process [1]. Figure 1 provides arepresentation of conjecture mapping which defines the high level conjecture, embodiments,mediating processes and outcomes used to frame the design. When designing learningenvironments, the process begins with establishing a high level conjecture which outlines thekind of learning the design attempts to support. Embodiments generate the mediating processesthat produce the desired outcome. These embodiments could include tools, materials, tasks andparticipant structures, and discursive practices. A design may or may not include all theseelements. Mediating processes are required to produce outcomes; they utilize particular tools fora particular task in a learning environment enacted in certain ways to produce

Conference Session

Track: Pre-college - Technical Session 2

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Lauren A. Griggs, Virginia Commonwealth University; Briana Nicole James, Virginia Commonwealth University

Tagged Topics

Diversity, Pre-College

MISSIONThe LSAMP program is a National Science Foundation funded program that assistsuniversities and colleges in their efforts to significantly increase the numbers ofstudents matriculating into and successfully completing high quality degreeprograms in science, technology, engineering and mathematics (STEM)disciplines.The LSAMP Program seeks to transform undergraduate STEM education primarilythrough 1. Innovative, evidence-based recruitment and retention strategies 2. Relevant educational experiences in support of racial and ethnic groups historically underrepresented in STEM disciplines LSAMP PROGRAM PRIORITIES1. Increase individual student retention and progression to baccalaureate degrees for underrepresented racial and ethnic

Conference Session

Track: Pre-College - Technical Session 11

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Christine Newman, Johns Hopkins University; Margaret Hart, Johns Hopkins University; Andrea M. Perry, Garrison Forest School; Anitra Michelle Washington, Western High School; Laura Garcia

Tagged Topics

Diversity, Pre-College

. 9College counseling:Garrison Forest School (GFS) has 2 counselors for 60‐70 students (senior class), who also advise juniors Every week the counselors offer college workshops for juniors and seniors, outreach with parents. These students have generally been supported by parents and their school since early elementary.  The  expectation is that they’ll go to college.  The school has a 100% placement rate in 4‐year colleges.Western High School has 1 College Bound counselor in the school and 1 senior counselor for 300 students.  Because this is a high poverty, majority minority school district, these students are likely to be first generation to college and not have as much home support as their GFS counterparts.Teacher

Conference Session

Track : Pre-College - Technical Session 10

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Beth A. Myers, University of Colorado, Boulder; Angela R. Bielefeldt, University of Colorado, Boulder; Jacquelyn F. Sullivan, University of Colorado, Boulder

Tagged Topics

Diversity, Pre-College

aid, first-generation college-attendance and socioeconomic status.Research Question: Is there a critical threshold (minimum) for high school grade point averageand standardized test score(s) that accurately predicts underrepresented minority student success,defined as six-year graduation, in engineering? Does the threshold vary by higher educationinstitution? We investigated whether the data supports using a singular combined threshold usingboth high school grade point average (HSGPA) and standardized test scores, or whether the datasuggests using another model for predicting success in engineering as measured by a six-yearengineering graduation rate.Background: During 2005-2015, 81% of all U.S. undergraduate engineering degrees wereawarded

Conference Session

Track: Pre-college - Technical Session 6

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Malle R Schilling, University of Dayton; Margaret Pinnell, University of Dayton

Tagged Topics

Diversity, Pre-College

question (Question 1), please describe the camp(s) you attended. 3. Have you taken any engineering or technical classes at school? For example, a drafting or computer-aided design (CAD) modeling class, a Project Lead the Way class, or a programming class (ALICE, JAVA, Python, C++, etc.). O Yes O No O Unsure 4. Do you participate in any STEM activities at school? For example, this can include being a part of academic teams such as science or math teams or being a part of a robotics team. O Yes O No O Unsure 5. How interested are you in learning more about engineering? O I am very interested in learning more about engineering. O I am somewhat interested in learning more about engineering. O I am

Conference Session

Track: Pre-college - Technical Session I

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Cheryl Beauchamp, Virginia Tech; Cherie D. Edwards, Virginia Tech; Walter C. Lee, Virginia Tech; David B. Knight, Virginia Tech; Glenda D. Young Collins, Mississippi State University

Tagged Topics

Diversity, Pre-College

out-of-school programs have received both private and federal support toimprove the educational and career development of diverse individuals to work in STEM fields(Educate to Innovate, n. d.). Academic institutions and other organizations, such as the NationalSociety of Black Engineers (NSBE), point to outreach programs as a critical component to raiseSTEM interest (Jeffers, Safferman, & Safferman, 2004). Many of these summer STEM programsreflect the general principles for K-12 engineering education (Committee on K-12 EngineeringEducation in the United States, 2009) to include an emphasis on engineering design, STEMknowledge, and teamwork skills. Project-based learning (PBL) strategies implemented in STEMoutreach programs promote