dropping out. We decided for our first yearthat we would concentrate on only one degree program – mechanical engineering (ME); and forthe second year we expanded to include civil engineering (CE) and environmental engineering(ENVE). The process of determining how many students might be eligible with our scholarshipcriteria (Table 1) opened up an examination of who was being admitted to our institution fromour “Partner Schools” (i.e., high percentage of free and reduced lunches). Anti-affirmative actionlaws in our state prohibit consideration of gender or ethnicity (and other protected classes) inadmissions to the state university. Because of this, financial need and 1st generation status is usedwhen recruiting or retaining diverse students. Our
high first-year to second-year retention rate. Average retention rates in engineeringfor students who are Pell-eligible are shown in Table 1, with Pell Grant eligible students showinglower retention rates for 2nd - 4th fall. Pell Grant eligible students represented 14% of the totalengineering undergraduate population during this time. It should be noted that first-generationstudents had the lowest retention rates of any group, with an average 4th fall retention inengineering of only 59%. First-generation students represented about 15% of the totalengineering cohort and in our most recent cohort, 57% of first generation students were also PellGrant eligible showing that our Pell Grant students were more likely to be first-generation thanthe
the SOEhas around 1000 students.The report summarized the design of the forum as well as the results generated. The first halfof the forum focused on the expression of the experience of underrepresented students.Students worked in small groups to discuss the following questions: 1. When has there been a time in which your race or gender led to you being treated differently, by either a faculty member, staff, or student? 2. In the School, when have you felt proud or confident as a student of color or woman student? 3. When have you felt ashamed or marginalized as a student of color or woman student? 4. How supported do you feel in the School of Engineering? 5. How accepted do you feel in the School of Engineering
communities. I was born and bred in Detroit, Michigan, an urban metropolis once known for itsautomotive and musical innovation, and more recently known for high crime rates anddeteriorating public schools. Notwithstanding, for me Detroit generates a sense of pride. There isgreat decay coexisting with great beauty, vulnerable and neglected people crossing paths withsuccessful leaders of various sectors. This reality has given me a sobering perspective of theseverity of disregard for certain populations in our nation; furthermore, I witnessed many in mycommunity labor to alleviate the condition of those suffering, which is the aspiration I nowembody. While many reference Detroit for its glory days of being the Motor City and Motown, Iwoefully
Intersection of Professional and Personal Identity of African American Engineering StudentsLow enrollment, retention, and graduation rates of African American engineering students in theUnited States are a cause for concern [1]. Consequently, over the last decade there has been anupsurge of research identifying factors that have contributed to the problems encountered byAfrican American students in higher education institutions in general, and in STEM fields inparticular [2, 3]. The key factors identified as contributing to the attrition of minority AfricanAmerican students include perceptions of racism on campus, internalization of stereotypes,feelings of alienation and rejection, and inadequate support systems [4, 5]. In this
)the Center for Engineering Outreach and Inclusion at Penn State, and (d) lessonslearned regarding the implementation of summer bridge programs for STEM students. 3Promising Practices for The Expansion and Sustainability of Summer Bridge Programs for Underrepresented Engineering Students at The Pennsylvania State UniversityDifferent Models for Summer Bridge Programs Summer bridge programs are widely used at universities to assist undergraduatestudents make the transition to college, be successful academically, and be retainedthrough graduation. These programs are typically for students who need additionalsupport (e.g., first-generation, low-income
forengineering. It is unknown how many incoming students chose to participate in these programs inplace of the Connect for Success Program.The Connect for Success Mentoring Program was sunset at the end of the Spring 2017 semester.3. Peer Leadership and Mentoring in Engineering InitiativeThe Engineering-to-Engineer Network launched in Fall 2017. The new initiative consists of twocore elements: (1) peer mentoring of all first-year engineering students by trained upper level peers,leveraging student driven social and technical events and (2) leadership and DEI training for upperlevel mentors. The goals of the program are to: ! Improve retention of female and URM students by increasing their sense of belong and confidence through connecting
been a subject of several studies though the majority has been in thearea of diversifying the student body. But a diverse student body needs a faculty body that reflects theracial and ethnic characteristics of the student body. Much has been done in the area of K-12 to attractstudents to choose STEM disciplines. One example is the Million Women Mentor, an organization ofwomen in key positions in academia, corporations or government who mentor potential female K-12protégés interested in pursuing a scientific or technical career. Efforts have also been directed atattracting women into faculty ranks. In this paper, faculty refers to Teaching and Research Faculty andTerm Faculty.What is diversity?Diversity is more than race or ethnicity. It
, regional, and local levels and authored journal articles, book chapters, policy briefs, and other publications on Latina/o student success.Ms. Mackenzie Sissel, Iowa State UniversityRonnia Estes, Iowa State UniversityDr. Erin Doran, Iowa State University Dr. Erin Doran is an Assistant Professor of Higher Education at Iowa State University. c American Society for Engineering Education, 2018LATINAS ENGINEERING IDENTITY 1 Engineering Identity for Latina Undergraduate Students: Exploring Development and Intersecting Identities Latina/o students remain underrepresented in the engineering industry
one source of information on how to movetoward parity with national demographics, national reports—produced by organizations, suchas the National Academy of Engineering (NAE) and the National Society of Black Engineers(NSBE), and committees, such as the Committee on Women in Science and Engineering(CWSE)—are an underutilized source of insights. This paper presents the results of a modifiedumbrella review of 29 national reports published during 1974–2016 related to broadeningparticipation of underrepresented groups in STEM. The reports in this analysis included 134unique recommendations, which were synthesized into five themes, broadly labeled: (1)Practices, (2) Policies, (3) Culture & Climate, (3) Information & Knowledge, and (4
isolation and impostor syndrome were exacerbated by negativeinteractions with their Asian international peers. Data were collected through semi-structuredinterviews with 23 Black PhD students regarding their doctoral experiences. Across theinterviews, participants expressed similar experiences in their programs: 1) Feelings of racialisolation from underrepresentation among their peers, 2) Perceptions that Asian peers werepositioned to be in STEM which made Black students feel as though they were impostors in theiracademic fields 3.) Interactions with Asian peers that challenged their sense of belonging in theirdepartments and programs, leading them to feel increased isolation and minimal support. Thisresearch affirms the need to create and employ
potential tokenism.Minority as an adjective is generally defined as the smaller number or less than half. Withwomen comprising over half of college enrollees, the term is only valid when consideringpopulations at the discipline level, and then it is redundant with "underrepresented." However, asindicated in the report title, "Women, Minorities, and Persons with Disabilities in Science andEngineering" [1], common usage of "minorities" emphasizes non-white racial or ethnic groupmembership. As the demographics of the U.S. change, this term will cease to be factuallymeaningful in that context as well. That tipping point for the college-aged population to becomeminority single-race/non-Hispanic white is likely in the next five to ten years [16]. When
interviewer, given that diversity -related topics can be sensitive todiscuss, efforts were made during protocol development to avoid language that might stigmatizeparticipants and prevent them from being authentic. In total, 19 undergraduates and 22 graduatestudents participated in the interviews (see T able 1). T he interviews lasted between 30-75 minutesand all participants were compensated for their time with a $20 Amazon gift card. Table 1: Summary of participant demographics Gender Race/Ethnicity Total Men Women Asian