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Activity of the ASEE Diversity Committee: Engaging a Community in Diversity, Advocacy, and Inclusive Practices

Conference Session: Building and Engaging Communities for Scholarship, Advocacy, and Action for Diversity, Equity, and Inclusion
Collection: 2018 ASEE Annual Conference & Exposition
Authors: Rebecca A. Bates, Minnesota State University, Mankato; Eric Specking, University of Arkansas; Adrienne Minerick, Michigan Technological University; Stephanie Farrell, Rowan University; Rocio C. Chavela Guerra, American Society for Engineering Education
Tagged Topics: ASEE Diversity Committee, Diversity
Tagged Divisions: International, Minorities in Engineering

ASEE Conference Location Vancouver 2011 2011-2013 Bevlee Watford San Antonio 2012 Atlanta 2013 2013-2014 Teri Reed & Adrienne Minerick Indianapolis 2014 2014-2015 Teri Reed Seattle 2015 2015-2016 Adrienne Minerick New Orleans 2016 2016-2017 Stephanie Farrell Columbus 2017 2017-2018 Eric Specking Salt Lake City 2018 2018-2019 Rebecca Bates

Relevance Score: 2.1575696

Student Education and Engagement at a Minority Institution

Conference Session: Minorities in Engineering Division Technical Session 2
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Ning Zhang, Central State University; Cadance Lowell, Central State University; Xiaofang Wei, Central State University; Desheng Liu, Ohio State University
Tagged Topics: Diversity
Tagged Divisions: Minorities in Engineering

Enhanced Collaboration in Teaching of the European UniversityAssociation in Brussels, Dec. 5, 2016. Retrieved fromhttps://www.researchgate.net/profile/Henk_Dekker/publication/311537070_Re-Inventing_Research_Based_Teaching_and_Learning/links/584b29a808aed95c24fac7f5.pdf[4] Asundi, S., Bernard, G.C. and Collier, W.E. (2019) An interdisciplinary research basededucation program for engaging plant /agriculture sciences, chemical sciences and engineeringstudents (iREP-4-PACE) at minority institutions, Paper presented at the 2019 ASEE AnnualConference & Exposition, Tampa, Florida, June 15-19, 2019.[5] Hernandez, P. R., Woodstock, A., Estrada, M., Schultz, P. W., (2018) UndergraduateResearch Experiences Broaden Diversity in the Scientific Workforce

Relevance Score: 0.050814856

Strategies to Increase the 4-year Graduation Rate of Engineering Students at XXX University

Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Patricia R Backer, San Jose State University; Cindy Kato, San Jose State University
Tagged Topics: Diversity
Tagged Divisions: Minorities in Engineering

Institute. (ERIC Document No. ED362404)[23] Lord, S., Camacho, M., Layton, R., Long, R., Ohland, M., & Wasburn, M. (2009). Who’s persisting inengineering? A comparative analysis of female and male Asian, Black, Hispanic, Native American and Whitestudents. Journal of Women and Minorities in Science and Engineering, 15(2), 167–190.[24] Krause, S., Middleton, J. & Judson, E. (2015). Factors Impacting Retention and Success of UndergraduateEngineering Students. ASEE Annual Conference Proceedings. Available:https://www.asee.org/file_server/papers/attachment/file/0005/4189/ASEE15_CHGS_Poster_v3f.pdf[25] Roy, J. (2019, July 15). Engineering by the numbers. ASEE. https://ira.asee.org/wp-content/uploads/2019/07/2018-Engineering-by-Numbers-Engineering

Relevance Score: 0.05071778

Understanding Non-Traditional Students in Engineering and Computing (Work in Progress)

Conference Session: Minorities in Engineering Division Technical Session 3
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Stephen Secules, Florida International University; Bruk T. Berhane, Florida International University; Haiying Long, University of Kansas; Anna Teresa Caringella; Andrea Pinto
Tagged Topics: Diversity
Tagged Divisions: Minorities in Engineering

%, the four-year graduation rate was 46%, and the six-year graduation rate was 59%. These quantitative data indicatethat both FTIC and transfer students at CEC share similar attributes; they are part-time students, need morefinancial support, are older than traditional students, and many do not earn their degrees within four or evensix years.All of the CEC graduation rates are considerably lower than reflected in some national data sets (see Table1). For instance, the national four-year graduation rate for engineering undergraduates is 32% (AmericanSociety for Engineering Education or ASEE, 2019), compared to just 14% at Florida InternationalUniversity. The six-year graduation rate for CEC and all engineering undergraduates in the US is

Relevance Score: 0.043350227

Initiatives to financially, academically, and socially support underrepresented minorities in STEM disciplines

Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Anitha Sarah Subburaj, West Texas A&M University; Pamela Renee Lockwood-Cooke, West Texas A&M University; Emily M. Hunt P.E., West Texas A&M University; Vinitha Hannah Subburaj, West Texas A&M University
Tagged Divisions: Minorities in Engineering

total number of continuingscholars.Table 1 Summary of proposed amounts and numbers of awards. Academic Year Number of S-STEM Awards Amount Year 1 (2017-2018) 11 $23,528 Year 2 (2018-2019) 25 $122,988 Total 36 $ 146,516Table 2 Summary of applications and awards for the two-year period of the program. 2017-2018 2018-2019 Number of Applicants 15 30 Number of New Awards 11 16 % Successful Applicants 83.5 80 Number of

Relevance Score: 0.042172562

Creating a Diverse Next Generation of Technically- and Community-Minded STEM Professionals (Experience)

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
Tagged Topics: Diversity
Tagged Divisions: Minorities in Engineering

c Society for Engineering Education, 2021Creating a Diverse Next Generation of Technically- and Community-Minded STEM Professionals Purdue UniversityAbstractIn 2019, the National Science Foundation Engineering Research Center, CISTAR, partnered withthe National Society of Black Engineer’s Summer Engineering Experience for Kids, NSBESEEK, to develop a summer program like no other! Through an NSF Research Experience andMentoring (REM) summer program, CISTAR was able to give students and teachers anopportunity to do 6-weeks of cutting-edge research at CISTAR and then “give back” bymentoring kids for 4-weeks at NSBE SEEK—all in one summer. In this paper, we elaborate onthe rationale for the program, namely

Relevance Score: 0.038986385

Black in Engineering: How the Social Justice Efforts of Black Academics Affect Change

Conference Session: Minorities in Engineering Division Technical Session 2
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Carlotta A. Berry, Rose-Hulman Institute of Technology; Audrey Bowden, Vanderbilt University; Monica Farmer Cox, The Ohio State University; Tahira N. Reid, Purdue University at West Lafayette (COE); Leroy L. Long III, Embry-Riddle Aeronautical University - Daytona Beach
Tagged Topics: Diversity
Tagged Divisions: Minorities in Engineering

Paper ID #33313Black in Engineering: How the Social Justice Efforts of Black AcademicsAffect ChangeDr. Carlotta A. Berry, Rose-Hulman Institute of Technology Dr. Carlotta A. Berry is a professor in the department of Electrical and Computer Engineering at Rose- Hulman Institute of Technology. She is the director of the multidisciplinary minor in robotics and co- director of the Rose building undergraduate diversity scholarship and professional development program. She has been the President of the Technical Editor Board for the ASEE Computers in Education Journal twice, most recently in 2020. She is a member of ASEE, IEEE

Relevance Score: 0.035496786

Update on Academics with Diversity Education and Mentorship in Engineering (ACADEME) Activities and Fellows

Conference Session: Minorities in Engineering Division Technical Session 4
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Teresa J. Cutright, University of Akron; Rebecca Kuntz Willits, University of Akron; Linda T. Coats; Debora F. Rodrigues, University of Houston; Lakiesha N. Williams, University of Florida
Tagged Topics: Diversity
Tagged Divisions: Minorities in Engineering

STEM departments,” Psychol. Women Quart., vol. 39., no. 2, pp. 210-225, 2015.[5] L. Davis and R. Fry, “College faculty have become more racially and ethnically diverse, but remain far less so than students. PEW Research Center, 2019. [On-line]. Available: https://www.pewresearch.org/fact-tank/2019/07/31/us-college-faculty-student-diversity/. [ Accessed December 12, 2019].[6] D. F. Zellers, V. M. Howard, and M. A. Barcic, “Faculty mentoring programs: reenvisioning rather than reinventing the wheel,” Rev. Educ. Res., vol. 78, no. 3, pp. 552-588, 2008.[7] J. Roy, “Engineering by the numbers. Engineering college profiles and statistics,” ASEE, 2019.[8] A. J. Jaeger, K. J. Haley, F. D. Ampaw, and J. S. Levin

Relevance Score: 0.033416905

The Rising Doctoral Institute: Preparing Minority Students for the Transition into the Engineering Ph.D.

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
Tagged Topics: Diversity
Tagged Divisions: Minorities in Engineering

)are more likely to depart from the doctorate in engineering than their majority counterparts(Council of Graduate Schools, 2007). More recent data has shown that for every seven White orAsian students that obtain a Ph.D., only one underrepresented minority student will obtain adoctorate in engineering (National Academies of Sciences, Engineering, and Medicine, 2018;Women, Minorities, and Persons with Disabilities in Science and Engineering: 2019, 2019). Transitioning into the doctorate without having a proper understanding of what it entailscan make the journey unnecessarily difficult (Lovitts, 2001; Weidman, Twale, & Stein, 2001).Students often enter the doctorate, assuming that what made them successful as an undergraduatewill

Relevance Score: 0.03241063

First-Generation College Students and Othering in Undergraduate Engineering

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
Tagged Topics: Diversity
Tagged Divisions: Minorities in Engineering

including several papers on engineering education and the unique undergraduate curriculum at Rowan University, especially the Engineering Clinics. She has been involved in various outreach activities to recruit more women and minorities into engineering and is Program Chair Elect of the Women in Engineering Division of ASEE. She is the recipient of the 2011 New Jersey Section of ASCE Educator of the Year award as well as the 2013 Distinguished Engineering Award from the New Jersey Alliance for Action.Dr. Stephanie Farrell, Rowan University Dr. Stephanie Farrell is Professor and Founding Chair of Experiential Engineering Education at Rowan University (USA). Prior to 2016 she was a faculty member in Chemical Engineering at

Relevance Score: 0.030528644

Evaluation of an EPIC Student Experience to Broaden Participation in Engineering Programs (Work in Progress)

Conference Session: Minorities in Engineering Division Technical Session 5
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Fethiye Ozis P.E., Northern Arizona University; Tina Zecher, Northern Arizona University; Nena E. Bloom, Northern Arizona University
Tagged Topics: Diversity
Tagged Divisions: Minorities in Engineering

. American c Society for Engineering Education, 2021 Evaluation of an EPIC Student Experience to Broaden Participation in Engineering Programs (Work in Progress)AbstractRecruiting and retaining a diverse talent pool has been long recognized as essential to keep ournation’s economic and intellectual preeminence but is an area in which we continue to fall short.Historical barriers could be lifted by providing institutional initiatives to supportunderrepresented students in higher education engineering programs. The Equal Partners inInclusive Community (EPIC) program was established in fall 2019 to address the needs of andprovide support mechanisms for underrepresented minority (URM) groups

Relevance Score: 0.027972369

Minority Serving Institutions: America's Underutilized Resource for Strengthening the STEM Workforce Report – Implications for Historically Black Colleges and Universities (HBCUs)

Conference Session: Minorities in Engineering Division Technical Session 2
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Trina L. Fletcher, Florida International University; Tina L. Fletcher, University of Pennsylvania; Janelle L. Williams, Penn Center for Minority Serving Institutions; Brianna Benedict McIntyre, Purdue University; Brittany Nicole Boyd, Morgan State University; Kevrick Watkins
Tagged Topics: Diversity
Tagged Divisions: Minorities in Engineering

Diversity Relations liaison. In addition, Janelle obtained a M.Ed. in Student Affairs Leadership from Widener University. Coupling her interest in social justice, education and policy, Janelle earned an Ed.D. from Widener University in Higher Education Administration and Policy.Ms. Brianna Shani Benedict, Purdue University Brianna Benedict is a Graduate Research Assistant in the School of Engineering Education at Purdue University. She completed her Bachelor’s and Master’s of Science in Industrial and Systems Engineering c American Society for Engineering Education, 2019 Paper ID #27682 at North

Relevance Score: 0.026962401

Engaging Minority and Underrepresented Engineering Students to Fight “Sophomore Slump” Through a Summer Research and Enrichment Program (Research)

Conference Session: Minorities in Engineering Division Technical Session 6
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Lei Miao, Middle Tennessee State Univ.; Cen Li, Middle Tennessee State University
Tagged Topics: Diversity
Tagged Divisions: Minorities in Engineering

: “The TNT board” has been accepted by the Multidisciplinary EngineeringDivision of the ASEE 2021 annual conference [14].Below is the summary of the student survey completed by the participants after the summerresearch program: (1) all students learned something new and useful; (2) all students believedthat the summer program will likely help them in their future study; (3) 10 out of 11 participantsthought that they were introduced to undergraduate research and creative work; (4) 9 out of 11students thought that the summer program increased their self-confidence; and (5) all peoplethought that the summer program was great and would recommend it to a friend. The studentsalso had the following comments about the summer program: • Collaboration

Relevance Score: 0.026664633

Success Expectations of Low-income Academically Talented Students in Engineering: A Preliminary Study at a Hispanic-serving Institution

Conference Session: Minorities in Engineering Division Technical Session 2
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Aidsa I. Santiago-Roman, University of Puerto Rico, Mayaguez Campus; Manuel A. Jimenez, University of Puerto Rico, Mayaguez Campus; Luisa Guillemard, University of Puerto Rico, Mayaguez Campus; Sonia M. Bartolomei-Suarez, University of Puerto Rico, Mayaguez Campus; Oscar Marcelo Suarez, University of Puerto Rico, Mayaguez Campus; Nelson Cardona-Martínez, University of Puerto Rico, Mayaguez Campus; Carla López del Puerto, University of Puerto Rico, Mayaguez Campus; Nayda G. Santiago, University of Puerto Rico, Mayaguez Campus; Pedro O. Quintero, University of Puerto Rico, Mayaguez Campus; Anidza Valentín-Rodríguez, University of Puerto Rico, Mayaguez Campus
Tagged Topics: Diversity
Tagged Divisions: Minorities in Engineering

& Exposition, Seattle, Washington.[10] Miguel, A. (2018), “ECE Scholars: NSF S-STEM Grant”. Proceedings of the 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah[11] Morris, M. L., & Hensel, R. A. M., & Dygert, J. (2019,), “Retention-focused, S-STEM Supported Program”. Proceedings of the 2019 ASEE Annual Conference & Exposition , Tampa, Florida

Relevance Score: 0.026664633

WIP: Leaving Engineering: An Examination of the Reasons that Influence Black Women to Depart

Conference Session: Minorities in Engineering Division Technical Session 8
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Harriet Paige Brown, Purdue University, West Lafayette; Jacqueline Ann Rohde, Purdue University, West Lafayette; Allison Godwin, Purdue University, West Lafayette
Tagged Topics: Diversity
Tagged Divisions: Minorities in Engineering

doctrine, feminist theory, and antiracist politics,” University of Chicago Legal Forum, vol. 1989, no. 8, pp. 139-167, 1989.[25] M. Omi and H. Winant, Racial formation in the United States (Third Edition). New York, NY: Routledge, 2014.[26] P. G. Price, “Critical race theory,” Oxford Research Encyclopedia of Education. [Online]. Available: https://doi.org/10.1093/acrefore/9780190264093.013.1 [Accessed: April 2019][27] H. L. Chen, M. M. Grau, S. Brunhaver, S. K. Gilmartin, S. Sheppard, and M. Warner, “Designing the Pathways of Engineering Alumni Research Survey (PEARS),” ASEE Annual Conference and Exposition, Conference Proceedings, 2012.[28] G. Guest, K. M. MacQueen, and E. E. Namey, Applied thematic analysis

Relevance Score: 0.026160741

The MEP Census: Characterizing Essential Programmatic and Intrastructural Elements of Minority Engineering Programs (MEP) Nationwide

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
Tagged Topics: Diversity
Tagged Divisions: Minorities in Engineering

undergraduate and graduate level. Dean Vaughan is focused on enhancing the College’s student/faculty interface by fostering successful academic and professional outcomes in an increasingly multi-cultural and diverse engineering environment. Off campus, he is or has been a member of various professional associations and currently sits on nu- merous boards and committees that focus on engineering education and issues that positively impact the lives of young people. Dean Vaughan served on the National Executive Committee of the GEM Con- sortium in Alexandria VA which funds graduate degrees in Engineering and Science. Dean Vaughan is c American Society for Engineering Education, 2019

Relevance Score: 0.025600243

Using Classroom Activities to Integrate Concepts of Diverse Thinking and Teaming into Engineering Design (Experience)

Conference Session: Minorities in Engineering Division Technical Session 7
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Breigh Nonte Roszelle, University of Denver; Ronald R. DeLyser, University of Denver; Goncalo Martins, University of Denver; Christina Paguyo, University of Denver
Tagged Topics: Diversity
Tagged Divisions: Minorities in Engineering

interests include first-year engineering experiences, assessment, inclusive excellence, and active learning pedagogy, including project-based learning.Dr. Ronald R. DeLyser, University of Denver Ronald R. DeLyser is currently an Associate Professor Emeritus of the University of Denver where he served on the faculty between 1986 and 2019. He has received all of his degrees in Electrical Engineering: the B.S. degree from the University of Florida, Gainesville, in 1974; the M.S. degree from the University of New Mexico, in 1978; and the Ph.D. degree from the University of Colorado, Boulder in 1991. Dr. DeLyser, a member of the U.S. Air Force between 1965 and 1986, held a teaching position at the United States Air Force

Relevance Score: 0.024353178

Work in Progress: Building Career Goals and Boosting Self-efficacy in Engineering Students

Conference Session: Minorities in Engineering Division Technical Session 4
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Sonia M. Bartolomei-Suarez, University of Puerto Rico, Mayaguez Campus; Carla Lopez Del Puerto, University of Puerto Rico, Mayaguez Campus; Pedro O. Quintero, University of Puerto Rico, Mayaguez Campus; Luisa Guillemard, University of Puerto Rico, Mayaguez Campus; Aidsa I. Santiago-Roman, University of Puerto Rico, Mayaguez Campus; Manuel Rodriguez-Martinez, University of Puerto Rico, Mayaguez; Manuel A. Jimenez, University of Puerto Rico Mayaguez; Nayda G. Santiago, University of Puerto Rico, Mayaguez Campus; Nelson Cardona-Martinez, University of Puerto Rico, Mayaguez Campus; Oscar Marcelo Suarez, University of Puerto Rico, Mayaguez Campus
Tagged Topics: Diversity
Tagged Divisions: Minorities in Engineering

Engineering Education from Purdue University. Dr. Santiago has over 20 years of experience in academia and has been successful in obtaining funding and publishing for various research projects. She’s also the founder and advisor of the first ASEE student chapter in Puerto Rico. Her research interests include investigating students’ understanding of difficult concepts in engineering sciences, especially for underrepresented populations (Hispanic students). She has studied the effective- ness engineering concept inventories (Statics Concept Inventory - CATS and the Thermal and Transport Concept Inventory - TTCI) for diagnostic assessment and cultural differences among bilingual students. She has also contributed to the

Relevance Score: 0.024211358

Transitioning to the Middle Years: Learning from RedShirt Engineering Students

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
Tagged Topics: Diversity
Tagged Divisions: Minorities in Engineering

question: How do the curricular, advising, and cohort-building elements of the RedShirt program impact the students’ experiences in the sophomore orjunior year at their university and in engineering? RedShirt students in the sophomore and junioryears responded to a semi-structured list of questions through focus group participation, withsome individual follow-up interviews.The thematic findings from sophomores and juniors include: academic strategies for respondingto more challenging classes; adjusting to new peer groups; developing identity as a minoritizedstudent; effects of advising interactions; and, dealing with living arrangements and other externalfactors. Additionally, themes from 2019-2020 include how students adapted to the

Relevance Score: 0.02405882

Analysis of the State of Tenure-line Black Engineering Faculty in Research-intensive (R1) Institutions

Conference Session: Minorities in Engineering Division Technical Session 9
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Girum Urgessa P.E., George Mason University
Tagged Topics: Diversity
Tagged Divisions: Minorities in Engineering

tenure-line black engineering faculty in research-intensive (R1) institutionsIntroduction and Rationale for the StudyThe American Society for Engineering Education (ASEE) dubbed the 2014-2015 academic yearas the Year of Action in Diversity. Supporting this significant event and recognizing the urgentneed of increasing diversity, deans of engineering schools across the United States signedpledges to act on four major diversity initiatives. One of these initiatives addresses thecommitment of developing and implementing proactive strategies for increasing therepresentation of women and underrepresented minorities within the engineering professoriate[1]. One general measure of success outlined in the pledge is a “notable increase” in

Relevance Score: 0.023411594

Increasing Access to Undergraduate Research: Housing Student Research in the Engineering Diversity Office

Conference Session: Minorities in Engineering Division Technical Session 6
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Cynthia Howard-Reed, The Pennsylvania State University; Erin A Hostetler, Pennsylvania State University
Tagged Topics: Diversity
Tagged Divisions: Minorities in Engineering

timeline. Proposals are then reviewed by Student Research staff. To serve the maximumnumber of students, students new to research receive preference during the selection process. Asnoted earlier, program staff are able to leverage their position in CEOI to recruit students fromtraditionally underserved populations to apply.Through the Fall 2019 semester, over 400 College of Engineering students have participated inthe undergraduate research program during its 12-semester tenure. Table 1 shows thedemographics for the program. It is common for underrepresented students to engage in researchat rates slightly lower than their proportion in the general population [15, 18, 19]. However, asshown in Figure 1, female participants in the undergraduate

Relevance Score: 0.022682874

Allies, Advocates, and Accomplices: A Critical Look at the Relationships Between white and Black women in Engineering Education

Conference Session: Minorities in Engineering Division Technical Session 5
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Kristen Moore, University at Buffalo, The State University of New York; Monica Farmer Cox, The Ohio State University
Tagged Topics: Diversity
Tagged Divisions: Minorities in Engineering

,” ASEE Annu. Conf. Expo. Conf. Proc., vol. 2017-June, 2017, doi: 10.18260/1- 2--28244.[9] J. A. Rohde, A. Kirn, and A. Godwin, “Engineering allies: The personalities of cisgender engineering students,” ASEE Annu. Conf. Expo. Conf. Proc., vol. 2017-June, 2017, doi: 10.18260/1-2--28248.[10] D. M. Riley and A. L. Pawley, “Complicating difference: Exploring and exploding three myths of gender and race in engineering education,” ASEE Annu. Conf. Expo. Conf. Proc., 2011.[11] B. Love, We Want to Do More Than Survive by Bettina L. Love. Penguin Random House, 2019.[12] K. Quianmo, How women of color can navigate relationships with white “allies.” .[13] “On Making Black Lives Matter: The Way Forward from

Relevance Score: 0.022524985

Classroom Practices that Support Minoritized Engineering Students’ Sense of Belonging (Research)

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
Tagged Topics: Diversity
Tagged Divisions: Minorities in Engineering

author their identities as engineers and negotiate their multiple identities in the current culture of engineering. Dina has won several awards including the 2018 ASEE/IEEE Fron- tiers in Education Conference Best Diversity Paper Award, 2019 College of Engineering Outstanding Graduate Student Research Award and the Alliance for Graduate Education and the Professoriate (AGEP) Distinguished Scholar Award. Dina’s dissertation proposal was selected as part of the top 3 in the 2018 American Educational Research Association (AERA) Division D In-Progress Research Gala.Dr. Jessica Mary Smith, Colorado School of Mines Jessica M. Smith is Associate Professor in the Engineering, Design & Society Division at the Colorado

Relevance Score: 0.022524985

The Role of E-Mentoring in the African American Higher Education Experience (Work in Progress)

Conference Session: Minorities in Engineering Division Technical Session 4
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Nagash Antoine Clarke , University of Michigan; Joi-lynn Mondisa, University of Michigan; Kinnis Gosha, Morehouse College
Tagged Topics: Diversity
Tagged Divisions: Minorities in Engineering

Mentoring System," pp. 213-221,2019.[16] A. Di Prospero, N. Norouzi, M. Fokaefs, and M. Litoiu, "Chatbots as assistants: an architectural framework," pp. 76-86.[17] E. W. Huff, N. A. Mack, R. Cummings, K. Womack, K. Gosha, and J. E. Gilbert, "Evaluating the Usability of Pervasive Conversational User Interfaces for Virtual Mentoring," pp. 80-98.[18] S. L. Mendez, V. M. Conley, K. Johanson, K. Gosha, N. A. Mack, C. L.Haynes, & R. A Gerhardt. "The Use of Chatbots in Future Faculty Mentoring: A Case of the Engineering Professoriate." Paper presented at the ASEE Annual onference and Exposition, Conference Proceedings, 2019.[19] I. Rae, "How Telepresence Robots Shape Communication," 2015.[20] R. Beale and

Relevance Score: 0.022242848

Solving the Engineering Pipeline Challenge: Revised, Validated, and Cost-optimized

Conference Session: Attracting Young Minds: Part I
Collection: 2012 ASEE Annual Conference & Exposition
Authors: Robert W. Whalin P.E., Jackson State University; Qing Pang, Jackson State University
Tagged Divisions: Minorities in Engineering

Page 25.1169.8 Table 3. Student Intake (Graduates) Table 4 shows the number of graduates by year of graduation, the first class starting in2014 with 25% graduating in four years and 25% graduating in five years. The steady statenumber of graduates is an additional 10%, 20% or 40% of the 2010 graduating class ofengineers. Year Cohort 10% 20% 40% 2018 1 3,918 7,836 15,672 2019 1& 2 7,836 15,672 31,344 2020 2&3 7,836 15,672 31,344 Table 4. Projected Graduates by Year Table 5

Relevance Score: 0.021655077

Improving Retention And Continuing Education Through Undergraduate Research Program

Conference Session: Recruitment and Retention
Collection: 2008 Annual Conference & Exposition
Authors: Salil Desai, North Carolina A&T State University; Leotis Parrish, North Carolina A&T State University; Marcia Williams, North Carolina A&T State University
Tagged Divisions: Minorities in Engineering

AC 2008-2019: IMPROVING RETENTION AND CONTINUING EDUCATIONTHROUGH UNDERGRADUATE RESEARCH PROGRAMSalil Desai, North Carolina A&T State University Salil Desai is an Assistant Professor in the Department of Industrial and Systems Engineering at North Carolina A&T State University. He received his Ph.D. in Industrial Engineering from University of Pittsburgh in 2004. He has been involved in undergraduate research activities including the Intel Undergraduate Research Program (IURP) and NSF REU program. He also conducts outreach activities with local schools through the Engineers Starters Program. He is an active member of ASEE, IIE, SME, and ASME.Leotis Parrish, North Carolina A&

Relevance Score: 0.02158701

WIP: Mitigating Transfer Shock for Undergraduates in Engineering to Increase Diversity

Conference Session: Minorities in Engineering Division Technical Session 8
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Claire Duggan, Northeastern University; Rachelle Reisberg, Northeastern University; Richard R. Harris, Northeastern University; Brad Lehman; Russell Faux; Luis Rafael Frias II
Tagged Topics: Diversity
Tagged Divisions: Minorities in Engineering

the creation and maintenance of a program supporting transfer URM students into engineering. This effort has considerable implications for the STEM professions, such as engineering, where racial/ethnic minorities, first-generation, women and the socio-economically disadvantaged constitute a disproportionately low percentage of the workforce. As noted in the ASEE yearly report, only 11.4% of bachelor’s degrees in engineering were earned by Hispanic students and only 4.2% were earned by Black/African American students in the 2018 academic year. [1] As a result of this talent development challenge, colleges and universities around the country are placing a growing emphasis on programs that allow students to gain work and research experience and