Displaying results 1 - 30 of 227 in total
- Conference Session
- Minorities in Engineering Division Technical Session 5
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- 2017 ASEE Annual Conference & Exposition
- Authors
- Alisha B. Diggs, University of Michigan; Joi-lynn Mondisa, University of Michigan; Robert D, Scott, University of Michigan - College of Engineering
- Tagged Topics
- Diversity
- Tagged Divisions
- Minorities in Engineering
Paper ID #20306Toward A Systematic Review of the Preparing Future Faculty Program Ini-tiativesDr. Alisha B. Diggs, University of Michigan Alisha B. Diggs is a postdoctoral research fellow in the Center of Engineering Diversity & Outreach at the University of Michigan, Ann Arbor. She earned a PhD in Biomedical Engineering and Master’s Degrees in Biomedical Engineering and Materials Science and Engineering from the University of Michigan Ann Arbor, as well as a B.S. in Physics (cum laude) from Xavier University of Louisiana.Dr. Joi-Lynn Mondisa, University of Michigan Joi Mondisa is an Assistant Professor of Industrial
- Conference Session
- Moving the Needle: The Complexities of Race and Gender in Engineering Education
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Olgha B. Davis, North Carolina State University
- Tagged Topics
- Diversity
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- Minorities in Engineering
Paper ID #11800The Influence of Racial and Mathematical Identities on African AmericanMale Engineering Transfer StudentsMrs. Olgha B Davis, North Carolina State University Olgha B. Davis is currently a doctoral candidate at the department of Leadership, Policy, and Adult and Higher Education at North Carolina State University. She obtained her Bachelor’s degree in Biomedical Engineering from Boston University and worked in industry for 7 years prior to returning to graduate school. She earned her Master’s degree in Biomedical Engineering from North Carolina State University and the University of Chapel Hill. Ms. Davis
- Conference Session
- Moving the Needle: The Complexities of Race and Gender in Engineering Education
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Monique S. Ross, Purdue University, West Lafayette; Trina L. Fletcher, Purdue University, West Lafayette; Monica Farmer Cox, Purdue University, West Lafayette; Joyce B. Main, Purdue University, West Lafayette
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- Diversity
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- Minorities in Engineering
retaining underrepresented minorities and women in STEM. Prior to Purdue, she spent time in industry holding technical and operations-based roles and has experience with informal STEM community and outreach projects. She holds a BS degree in Industrial Technology and a MS degree in Engineering Management.Dr. Monica Farmer Cox, Purdue University, West LafayetteDr. Joyce B. Main, Purdue University, West Lafayette Joyce B. Main is an Assistant Professor in the School of Engineering Education at Purdue University. She holds a Ph.D. in Learning, Teaching, and Social Policy from Cornell University, and an Ed.M. in Administration, Planning, and Social Policy from the Harvard Graduate School of Education
Retaining Diverse Students in Civil Engineering and its Subdisciplines: Challenges and Opportunities
- Conference Session
- Women in Engineering Division Technical Session - Retention Programs for Diverse Students
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- 2016 ASEE Annual Conference & Exposition
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- Abbie B Liel P.E., University of Colorado, Boulder; Eva Leong
- Tagged Topics
- ASEE Diversity Committee, Diversity
- Tagged Divisions
- Minorities in Engineering, Women in Engineering
Paper ID #15507Retaining Diverse Students in Civil Engineering and its Subdisciplines: Chal-lenges and OpportunitiesDr. Abbie B Liel P.E., University of Colorado, Boulder Dr. Abbie B. Liel is an associate professor of Civil, Environmental and Architectural Engineering at the University of Colorado Boulder.Eva Leong Ms. Eva Leong is a Staff Engineer at Big R Bridge. She earned her M.S. degree in civil engineering at University of Colorado Boulder in 2012. c American Society for Engineering Education, 2016 Retaining Diverse Students in Civil Engineering and Its
- Conference Session
- Minorities in Engineering Division Technical Session 5
- Collection
- 2018 ASEE Annual Conference & Exposition
- Authors
- Monica Lauren Singer, AmeriCorps VISTA; Lizabeth T. Schlemer, California Polytechnic State University, San Luis Obispo; Emily E. Liptow, California Polytechnic State University, San Luis Obispo; Katherine C. Chen, Worcester Polytechnic Institute
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- Diversity
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- Minorities in Engineering
Engineering Students.” ASEE/IEEE Frontiers in Education Conference. SaratogaSprings, NY, October 22-25, 2008[3] Tinto, V. “Learning Better Together: The Impact of Learning Communities on StudentSuccess.” Higher Education Monograph Series, Syracuse University, 2003[4] Gabelnick, F., J. MacGregor, R. S. Matthews, and B. L. Smith. Learning communities:Creating connections among students, faculty, and disciplines. San Francisco: Jossey-Bass,1990.[5] Chen, K. C., & Schlemer, L. T., & Lehr, J. L., & Liptow, E. E., & Duerr, J., & Finger, H., &Cabanez, J. B., “PEEPS: Cultivating a Cohort of Supportive Engineering Students and Buildinga Support Team for Institutional Change,” Paper presented at 2016 ASEE Annual Conference &
- 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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- Diversity
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- Minorities in Engineering
Paper ID #25496Underrepresented Minority Engineering Students’ Professional Experienceswith Cooperative Education: Perceived Benefits, Drawbacks, and Pathwaysto ParticipationBeata Johnson, Purdue University Beata Johnson is a PhD student in the School of Engineering Education at Purdue University. She received her BS in Chemical Engineering from Purdue University.Dr. Joyce B. Main, Purdue University-Main Campus, West Lafayette (College of Engineering) Joyce B. Main is Assistant Professor of Engineering Education at Purdue University. She holds a Ph.D. in Learning, Teaching, and Social Policy from Cornell University, and an Ed.M
- Conference Session
- Pathways to Success in STEM through Computer Science and Making
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- 2016 ASEE Annual Conference & Exposition
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- Stacy Kastner, Mississippi State University ; Sarah B. Lee, Mississippi State University; Tori Holifield, Mississippi State University
- Tagged Topics
- Diversity
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- Minorities in Engineering
about the potential of non-traditional learning environments and pedagogies, the extra- and co-curricular, to address issues of inequity within educa- tional institutions. Her research focuses on the political, ideological, and personal dimensions of literacy acquisition with special attention to techno- and cyber-literacy, disciplinary self-identity formation, and techno-feminist community outreach activities.Dr. Sarah B. Lee, Mississippi State University Dr. Sarah B. Lee is an Assistant Clinical Professor in the Department of Computer Science & Engineer- ing at Mississippi State University and is a Gender Studies faculty affiliate. She received her BS from the Mississippi University for Women, a Master’s
- Conference Session
- Cultivating Engineering Scholarship and Research Mindsets Among URM Students
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- 2015 ASEE Annual Conference & Exposition
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- Claude Villiers, Florida Gulf Coast University; Shelby Gilbert, Florida Gulf Coast University; Tony Anthony Barringer, Florida Gulf Coast University; Anthony M. Hyatt; J. Web Horton; David Hinds
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- Diversity
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- Minorities in Engineering
Appendix 2 - 2014 FGCU/NAACP S.T.E.M. Summer Camp SurveyPart A. DemographyGender: ☐ Female ☐ Male Current Grade: ☐ 9 ☐ 10 ☐ 11 County: ☐ Lee ☐ CollierRace: ☐ American Indian/Alaskan Native ☐American Indian/Alaskan Native ☐ Asian or other Pacific Islander ☐ Black or African American (not Hispanic) ☐ Hispanic or Latino ☐ White (not Hispanic) ☐ OtherPart B. Circle the best (only one) answer that fit best your experience...Scale: Strongly Agree (SA
- Conference Session
- Institutional Capacity and Supportive Structures in Engineering Education
- Collection
- 2016 ASEE Annual Conference & Exposition
- Authors
- Robert W. Whalin, Jackson State University; Ismael Pagán-Trinidad, University of Puerto Rico, Mayaguez Campus; Evelyn Villanueva, US Army Engineer Research and Development Center; David W. Pittman PE, US Army Engineer Research and Development Center
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- Diversity
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- Minorities in Engineering
thestudent outcomes. Furthermore, the high levels of research content broaden students’knowledge of creative and research work. Level of Exposition/Experience at ERIP Student Outcomes (SOs) Low Average High a. math/science/engineering… X b. conduct experiments… X c. engineering design… X d. multi-disciplinary teamwork... X e. problem solving… X f. professionalism & ethics… X g. communication skills
- Conference Session
- Minorities in Engineering Division Poster Session
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- 2016 ASEE Annual Conference & Exposition
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- Gloria Guohua Ma, Wentworth Institute of Technology; Lili Ma, Wentworth Institute of Technology
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- Diversity
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- Minorities in Engineering
, accessed on 3/17/2016.4. F.B.V. Benitti," Exploring the educational potential of robotics in schools: A systematic review", Computers & Education, 2012.5. G Nugent, B Bruker, N Grandgenett, "The impact of educational robotics on student STEM learning, attitudes, and workplace skills", Robots in K-12 education: A new technology for learning, pp. 186-203, 2012.6. G. Nugent, B. Bruker, N. Grandgenett, and G. Welch, "Robotics camps, clubs, and competitions: Results from a US robotics project", Robotics and Autonomous Systems, Volume 75, Part B, pp. 686-691, January 2016.7. L. Blum and T. H. Cortina, "CS4HS: An Outreach Program for High School CS Teachers", SIGCSE'07, Proceedings of the 3 8th SIG CSE technical
- Conference Session
- Minorities in Engineering Division Technical Session 1
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Dianne Grayce Hendricks, University of Washington; Anat Caspi P.E., The Taskar Center for Accessible Technology; Heather A. Feldner, University of Washington; Molly Y. Mollica, University of Washington; Shawn M. Rundell, University of Washington; George Zatloka, Design Research Consultant; Jennifer Mankoff, University of Washington; Katherine M. Steele, University of Washington
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- Diversity
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- Minorities in Engineering
Appendix B: Expectationsfor Working with Collaborators and Need Experts).Examples of Accessible Design ProjectsHere we describe three example projects: Climbing Higher, e-NABLE Device and Research, andWild Thing Challenge and show examples of student-built prototypes (Fig. 1). To supportprototyping and best practices, students have access to a makerspace and are mentored by facultyand an independent design consultant. • Climbing Higher. Accessible climbing wall for adults with cognitive disabilities, in collaboration with Outdoors for All, a national organization that provides accessible recreational activities [17]. The team designed thermochromatic holds that change color when held by a climber in order to track progress
- 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
life activities of such individual,(B) a record of such impairment; or (C) being regarded as having such an impairment.” ForAmericans with disabilities, the right to equal opportunity is protected by law. Under ADA,hiring discrimination is prohibited and reasonable accommodations must be made for employeeswith disabilities. Particularly relevant to colleges and universities, The Rehabilitation Act of1973 prohibits institutions that receive federal funding from discriminating against individualswith disabilities, as well as from excluding such individuals from participating in or benefittingfrom federally-funded programs and activities. American institutions of higher educationreceiving federal funds are, like workplaces, required to make
- Conference Session
- Minorities in Engineering Division Technical Session 3
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- 2019 ASEE Annual Conference & Exposition
- Authors
- Julie Aldridge, Ohio State University; So Yoon Yoon, Texas A&M University; Monica Farmer Cox, Ohio State University; Joyce B. Main, Purdue University-Main Campus, West Lafayette (College of Engineering); Ebony Omotola McGee, Vanderbilt University
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- Diversity
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- Minorities in Engineering
owner of STEMinent LLC, a company focused on STEM education assessment and professional development for stakeholders in K-12 education, higher education, and Corporate America. Her research is focused upon the use of mixed methodologies to explore significant research questions in undergraduate, graduate, and professional engineering education, to integrate concepts from higher education and learning science into engineering education, and to develop and disseminate reliable and valid assessment tools for use across the engineering education continuum.Dr. Joyce B. Main, Purdue University-Main Campus, West Lafayette (College of Engineering) Joyce B. Main is Assistant Professor of Engineering Education at Purdue University
- Conference Session
- Minorities in Engineering Division Technical Session 2
- Collection
- 2017 ASEE Annual Conference & Exposition
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- Robert W. Whalin, Jackson State University; Qing Pang, Jackson State University; La Shon N. Lowe, Jackson State University; Josie H. Latham, Jackson State University, Undergraduate Studies and CyberLearning
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- Diversity
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- Minorities in Engineering
with the first summer cohort of 24 students in 2009 and has continued with the essentialqualities unchanged thru the summer of 2016 (and presumably beyond). The SEEP is open toany student who has applied to and been accepted to enroll at Jackson State University for thefall semester with a major in one of the five ABET accredited engineering (or computer science)degree programs. Major components of the SEEP program are (a). students are enrolled forcredit in College Algebra (3hrs) and University Success (2 hrs.) the first summer term and inTrigonometry (3 hrs.) the second summer term, (b). SEEP students are housed together incampus dormitories, (c). classes are in mornings (M-Th) in the two story modern (2009)Engineering Building where all
- Conference Session
- Minorities in Engineering Division Technical Session 4
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- 2020 ASEE Virtual Annual Conference Content Access
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- Carin Queener, University of Michigan; Joi-lynn Mondisa, University of Michigan; Dorian Davis; Renaldo C. Blocker, The "Why You?" Initiative, Inc.
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- Diversity
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- Minorities in Engineering
groups reported that theirinvolvement in a pre-college summer program for Black STEM students helped them achieveacademic, social, and professional expectations [17]. Specifically, entering college having anetwork of peers, faculty and administrators gave students access to resources they might nothave otherwise utilized, in addition to a sense of family. Likewise, there are numerous examplesof successful mentoring programs in higher education like the Meyerhoff Scholars Program [18],the Merit Program for Emerging Scholars at the University of Illinois at Urbana-Champaign[19], the Adventor Program [20] and others.Generally, there are three primary components to a mentoring program: (a) program values, (b)access to faculty and peers, and (c
- 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
://www.nsf.gov/statistics/2016/nsb20161/#/report/chapter-2/undergraduate-education-enrollment-and-degrees-in-the-united-states . [Accessed Feb. 02,2018].[3] M. Estrada, M. Burnett, A. G. Campbell, P. B. Campbell, W. F. Denetclaw, C. G. Gutierrez,et al., “Improving underrepresented minority student persistence in STEM,” CBE – Life SciencesEducation, 15, es5, Fall 2016.[4] D. Bergen-Cico and J. Viscomi, “Exploring the association between campus co-curricularinvolvement and academic achievement,” Journal of college student retention: Research, theory& practice 14(3): 329-343, 2012.[5] B.A. Boateng, and B. Thomas, “How can we ease the social isolation of underrepresentedminority students?” Academic Medicine 86(10): 1190, 2011.[6] W. C. Lee, and H. M
- Conference Session
- Assessing URM Programs Targeting the K-16 Continuum
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- 2015 ASEE Annual Conference & Exposition
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- Walter C. Lee, Virginia Tech; Kelly J. Cross, Virginia Tech; Andrea M. Ogilvie P.E., Virginia Tech
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- Diversity
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- Minorities in Engineering
Annual Conference & Exposition, June 24-27, 2001.6. L. Lenaburg, O. Aguirre, F. Goodchild and J. U. Kuhn, Expanding pathways: A summer bridge program for community college STEM students, Community College Journal of Research and Practice, 36(3), 2012, pp. 153-168.7. C. A. Amenkhienan and L. R. Kogan, Engineering students' perceptions of academic activities and support services: Factors that influence their academic performance, College student journal, 38(4), 2004, pp. 523- 540.8. J. L. Groh and B. M. Holloway, Complementary pair and group mentoring programs for undergraduate women in engineering, Advancing Women: Transforming Engineering Education, 2011
- Conference Session
- Minorities in Engineering Division Technical Session 5
- Collection
- 2017 ASEE Annual Conference & Exposition
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- Comas Lamar Haynes, Georgia Tech Research Institute; Rosario A. Gerhardt, Georgia Institute of Technology; Valerie Martin Conley Ph.D., University of Colorado, Colorado Springs; Sylvia L. Mendez, University of Colorado Colorado Springs
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- Diversity
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- Minorities in Engineering
Paper ID #18703A Symbiotic Solution for Facilitating Faculty Transitions in Engineering AcademiaDr. Comas Lamar Haynes, Georgia Tech Research Institute Comas Lamar Haynes is a Principal Research Engineer / faculty member of the Georgia Tech Research In- stitute and Joint Faculty Appointee at the Oak Ridge National Laboratory. His research includes modeling steady state and transient behavior of advanced energy systems, inclusive of their thermal management, and the characterization and optimization of novel cycles. He has advised graduate and undergradu- ate research assistants and has received multi-agency funding for
- Conference Session
- Developing Quality Experiences that Retain Diverse Engineering Talent
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- 2016 ASEE Annual Conference & Exposition
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- Tizoc Cruz-Gonzalez, University of Michigan; Sarah Rose Sobek, University of Michigan ; Julianna Marie Abel, University of Minnesota, Twin Cities
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minorities in science and engineering, 18(1).10. Richardson, G., Hammrich, P.L., and Livingston, B., Improving elementary school girls’ attitudes, perceptions, and achievement in science and mathematics: Hindsights and new visions of the sisters in science program as an equity reform model, J. Wom. Minor. Sci. Eng., vol. 9, no. 3, pp. 333–348, 2003.11. Valla, J. M., & Williams, W. M. (2012). Increasing achievement and higher-education representation of under- represented groups in science, technology, engineering, and mathematics fields: a review of current K-12 intervention programs. Journal of women and minorities in science and engineering, 18(1).12. About AAAS: Mission & History. (2016, January 6). Retrieved
- Conference Session
- Minorities in Engineering Division Technical Session 7
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- 2021 ASEE Virtual Annual Conference Content Access
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- Brandon Bakka, University of Texas at Austin; Vivian Xian-wei Chou, University of Texas at Austin; Maura J. Borrego, University of Texas at Austin; Patricia Clayton, Wake Forest University ; Gabriella P. Sugerman, University of Texas at Austin; Cassandra Prince, LGBTQ+ STEM Issues and Advocacy; Jeffrey Marchioni, The University of Texas at Austin; Ria Upreti
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., Kellam, N., & Jayasuriya, S. (2020). A Review of the State of LGBTQIA+ Student Research in STEM and Engineering Education. 2020 ASEE Virtual Annual Conference Content Access Proceedings, 34045. https://doi.org/10.18260/1-2-- 34045Marine, S. B., & Nicolazzo, Z. (2014). Names that matter: Exploring the tensions of campus LGBTQIA centers and trans* inclusion. Journal of Diversity in Higher Education, 7(4), 265–281. https://doi.org/10.1037/a0037990Miller, R. A. (2018). Toward Intersectional Identity Perspectives on Disability and LGBTQIA Identities in Higher Education. Journal of College Student Development, 59(3), 327–346. https://doi.org/10.1353/csd.2018.0030Miller, R. A., Vaccaro, A
- Conference Session
- Minorities in Engineering Division Technical Session 7
- Collection
- 2017 ASEE Annual Conference & Exposition
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- Jacques C. Richard, Texas A&M University; So Yoon Yoon, Texas A&M University; Noemi V. Mendoza Diaz, Texas A&M University; Tanya Dugat Wickliff, Texas A&M University
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Paper ID #20240Enculturation of Diverse Students to the Engineering Practices through First-Year Engineering ExperiencesDr. Jacques C. Richard, Texas A&M University Dr. Richard got his Ph. D. at Rensselaer Polytechnic Institute, 1989 & a B. S. at Boston University, 1984. He was at NASA Glenn, 1989-1995, taught at Northwestern for Fall 1995, worked at Argonne National Lab, 1996-1997, Chicago State, 1997-2002. Dr. Richard is a Sr. Lecturer & Research Associate in Aerospace Engineering @ Texas A&M since 1/03. His research is focused on computational plasma modeling using spectral and lattice Boltzmann methods
- Conference Session
- Minorities in Engineering Division Technical Session 1
- Collection
- 2017 ASEE Annual Conference & Exposition
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- 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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) outreach and recruitment efforts, (2) undergraduate research, (3) learningcommunities, (4) international research experiences, and (5) community college recruitment,transfers, and retention. Since these five areas are closely interwoven, they have been condensedto (A) recruitment, (B) retention, and (C) continuation and recruitment to graduate school. Thefollowing sections highlight these areas and best practices employed on each Alliance institution.RecruitmentRecruitment to STEM majors was the first focal point for the NSF LSAMP programsolicitations. The emphasis was placed on increasing the number of URM STEM majors. Itinvolved the engagement of feeder community colleges and recruitment of transfer students tothe universities. The focus also
- Conference Session
- Minorities in Engineering Division Technical Session 2
- Collection
- 2018 ASEE Annual Conference & Exposition
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- Donna Auguste, University of Colorado, Boulder; Tanya D. Ennis, University of Colorado, Boulder; Shelly Lynn Miller, University of Colorado Boulder; Joseph L. Polman, University of Colorado Boulder
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STEM: Unpackingthe STEM Identity Work of Historically Underrepresented Youth in STEM,” ICLS Proceedings.pp. 418-425, 2016.[8] Jay L. Lemke, “Across the Scales of Time: Artifacts, Activities, and Meanings in EcosocialSystems,” Mind, Culture and Activity, vol. 7, no. 4, pp. 273-290, 2000. doi:10.1207/S15327884MCA0704_03[9] Joseph L. Polman and Diane Miller, “Changing Stories: Trajectories of Identification AmongAfrican American Youth in a Science Outreach Apprenticeship,” American EducationalResearch Journal, vol. 47, no. 4, pp. 879-918, Dec. 2010.[10] Heidi B. Carlone, Catherine M. Scott and Cassi Lowder, “Becoming (Less) Scientific: ALongitudinal Study of Students’ Identity Work from Elementary to Middle School Science,”Journal of Research in
- Conference Session
- Minorities in Engineering Division Technical Session 2
- Collection
- 2019 ASEE Annual Conference & Exposition
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- Melissa Danforth, California State University, Bakersfield; Charles Lam, California State University, Bakersfield; Ronald Hughes, California State University, Bakersfield; Stephanie Salomon, California State University, Bakersfield
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Retention through a Summer Research Program for First and Second Year Students at a Minority-Serving Institution," in American Society for Engineering Education Annual Conference, Columbus, OH, USA, 2017.[4] M. Estrada, M. Burnett, A. G. Campbell, P. B. Campbell, W. F. Denetclaw, C. G. Gutierrez, S. Hurtado, G. H. John, J. Matsui, R. McGee, C. Moses Okpodu, T. J. Robinson, M. F. Summers, M. Werner-Washburne and M. Zavala, "Improving Underrepresented Minority Student Persistence in STEM," CBE Life Sciences Education, vol. 15, no. 3, p. es5, Fall 2016.[5] M. J. Graham, J. Frederick, A. Byars-Winston, A.-B. Hunter and J. Handelsman, "Increasing Persistence of College Students in STEM," Science, vol. 341, no. 6153, pp. 1455
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- Institutional Capacity and Supportive Structures in Engineering Education
- Collection
- 2016 ASEE Annual Conference & Exposition
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- 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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moreconfidence and motivation as a minority in engineering. When asked to consider how theirpersonal identities intersect with engineering, five out of the seven female students in the classexpressed feelings of being excluded from engineering because of their gender. In the Week 4reflections, these five female students used words such as “self conscious,” “disadvantage,” and“insecure” when reflecting on being a woman in engineering. One student wrote that “manypeople don’t take me seriously when I tell them I am an engineering major [b]ecause they think Ilook more like a liberal arts student.” Another student wrote that her identity as a Hispanic, low-income, and female caused “conflict in my personal life because close family and family friendsdon’t
- Conference Session
- Minorities in Engineering Division Technical Session 2
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- 2019 ASEE Annual Conference & Exposition
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- Reginald Perry, Florida A&M University/Florida State University; Charmane V. Caldwell, Florida A&M University/Florida State University
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objectives.This analysis focuses only on first-time-in-college (FTC) students who were admitted into an engineering major during the summer orfall semester of each cohort year from 2000 to 2017. Summer admits must have continued enrollment into the university thefollowing fall semester to be included in the analysis. For each program, the relative academic performance of the engineeringstudents who participated in the LC program is compared to those engineering students who did not participate. Performancemeasures which are examined include the (a) mean grade point average (GPA) after the first fall semester, (b) odds ratio of being onacademic warning after the first fall semester, (c) graduation rates and odds ratio for students in the first three LC
- Conference Session
- Minorities in Engineering Division Technical Session 7
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- 2020 ASEE Virtual Annual Conference Content Access
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- A. Mehran Shahhosseini, Indiana State University; Farman A. Moayed, Indiana State University; Alister McLeod, Indiana State University
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over a five-year period. STARS targeted 26 students through: a) a strategic outreachcampaign to recruit eligible underrepresented students; b) a suite of enhanced program activitiesto improve student support, persistence, retention, and graduation rates, c) a diverse projectmanagement team with content area expertise; and d) an external evaluation. Among the 26scholarship recipients, one was a transfer student and nine were females. To be considered forthe scholarship, students were required to have a minimum grade point average (GPA) of 2.8 orhigher (on a 4.0 scale) and an estimated financial need of $5,000 or more. The scholarshiprecipients were enrolled full-time and were either U.S. citizens or permanent residents.Deploying STARS resulted
- Conference Session
- Curricular and Non-curricular Models for Diverse Learners in Engineering
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- 2015 ASEE Annual Conference & Exposition
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- Gustavo B. Menezes, California State University, Los Angeles; Adel A. Sharif, California State University, Los Angeles; Arturo Pacheco-Vega, California State University, Los Angeles; Deborah Soonmee Won, California State University, Los Angeles; Tonatiuh Rodriguez-Nikl, California State University, Los Angeles; Gisele Ragusa, University of Southern California; Crist Simon Khachikian, California State University, Northridge
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course grades at the end of each quarter virtuallyimpossible. In addition, there were no mechanisms in place to give credit to students wanting toleave the program. Thus, the team agreed that the core values and objectives of the programcould still be met in a one year-program via semi-independent quarters. There were severalbenefits to running the program in the aforementioned format: (a) the new scheme does not havean impact on scheduling or grade assignment; (b) students have the option to leave the program Page 26.1385.9at the end of each quarter and, at the same time, new students can join it at any quarter as long aspre-requisites are met
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- Minorities in Engineering Division Technical Session 3
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- 2020 ASEE Virtual Annual Conference Content Access
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- Lisa Y. Flores, University of Missouri; Rachel L. Navarro, University of North Dakota; Heather Hunt, University of Missouri; Hang-Shim Lee, Konkuk University ; Patton O. Garriott, University of Denver
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SCCTmodel. In addition, we performed multigroup analyses using path analyses to compare theassociations among the SCCT variables across Latinx and White students who attended one HSI.Across these studies, we found that (a) SCCT predictors accounted for a significant amount ofthe variance in academic satisfaction and persistence, (b) self-efficacy and social supports wereespecially important in academic satisfaction and persistence, and (c) relations among the SCCTvariables were generally consistent across Latinxs and Whites, suggesting that educationalinterventions would be equally effective for these students [16-21]. However, when we examinedthe data of Latinx students only across three time points, each a year apart, results of a latentgrowth
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- Minorities in Engineering Division Technical Session 8
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- 2020 ASEE Virtual Annual Conference Content Access
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- Arnold Deffo, California Polytechnic State University, San Luis Obispo
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(%) 40 Section 1 30 Section 2 20 10 0 1 2 3 4 5 6 7 8 9 10 Rating Figure 2: Q2 Response Distribution in Pre-project Survey b. Post-Project Results We summarize below the results of the post-project survey. • Q1: Thinking back on your experience as part of this group project, on a scale of 1 (very dissatisfied) to 10 (very satisfied), how satisfied are you with your