Conference Session

Minorities in Engineering Division Technical Session 1

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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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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

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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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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 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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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

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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

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interview with STEM Excellence coordinators and teacher while thelatter included a structured survey instrument completed by students about their experiences inthe program and general demographic data. At the end of the academic year, teachers performeda supplementary online survey. Findings suggest that students and teachers shared satisfactionwith involvement in the program, and that they thought about their work more creatively andobjectively. Analysis of focus group responses and open-ended survey data gave rise to threeprimary themes describing the perspectives of educators on their STEM Excellence programexperiences: (a) Increased understanding, (b) Increased recognition, and (c) Enhancedawareness. Results also showed that the impression of

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

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

Conference Session

Minorities in Engineering Division Technical Session 8

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Arnold Deffo, California Polytechnic State University, San Luis Obispo

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Minorities in Engineering

(%) 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

Conference Session

Minorities in Engineering Division Technical Session 9

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2020 ASEE Virtual Annual Conference Content Access

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Jeremi S. London, Virginia Polytechnic Institute and State University; Stephanie G. Adams, University of Texas at Dallas; Julia Machele Brisbane, Virginia Polytechnic Institute and State University; Crystal M. Pee, Virginia Polytechnic Institute and State University

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Minorities in Engineering

lead tobetter workplace experiences and ultimately better career outcomes for underrepresented engineeringfaculty.References[1] National Academy of Sciences, National Academy of Engineering, and Institute of Medicine.(2007). Beyond Bias and Barriers: Fulfilling the Potential of Women in Academic Science andEngineering. Washington, DC: The National Academies Press. https://doi.org/10.17226/11741[2] Berry, C. A., Cox, M. F., & Main, J. B. (2014). Women of Color Engineering Faculty: Anexamination of the experiences and the numbers. In ASEE Annual Conference, Indianapolis, Indiana.Retrieved from https://peer. asee. org/23314.[3] Ross, M. M. S., & Fletcher, M. T. L. (2015). African American Women in the Academe: AComprehensive Literature Re

Conference Session

Minorities in Engineering Division Technical Session 7

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William A. Kitch, Angelo State University; Andrea L. Robledo, Angelo State University

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, NM.Wlodkowski, R. J., and Ginsberg, M. B. (1995). A framework for culturally responsive teaching.Educational Leadership, 53(1), 17–21. /eric.ed.gov/?id=EJ511715

Conference Session

Minorities in Engineering Division Technical Session 3

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2020 ASEE Virtual Annual Conference Content Access

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Mauro Rodriguez Jr, California Institute of Technology; Karen Mariela Siles, IBM Corporation; Dora Louise Renaud, Society of Hispanic Professional Engineers

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Minorities in Engineering

Paper ID #31216A decade-long programmatic study of SHPE’s chapter reporting program:best practices, lessons learned, and outcomes for national engineeringdiversity chapter-based organizations (Experience)Dr. Mauro Rodriguez Jr, California Institute of Technology Dr. MauroRodriguez Jr is a post-doctoral researcher at the California Institute of Technology focusing on cavitation bubble dynamics in and near non-linear viscoelastic materials under the supervision of Professor Tim Colonius. He earned with doctorate in mechanical engineering from the University of Michigan, Ann Arbor under the supervision of Associate Professor

Conference Session

Minorities in Engineering Division Technical Session 2

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2020 ASEE Virtual Annual Conference Content Access

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Ning Zhang, Central State University; Cadance Lowell, Central State University; Xiaofang Wei, Central State University; Desheng Liu, Ohio State University

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research interests also include surface water quality monitoring, watershed management, and algal bloom monitoring. She has published several peer reviewed journal papers in the area of environ- mental science and engineering. She has been recently focusing on STEM program enhancement and advancement activates, such as curriculum revision and program accreditation.Dr. Cadance Lowell, Central State University Dr. Cadance Lowell is a Professor of Agriculture at Central State University and Chair of the Depart- ment of Agricultural and Life Sciences. She received a B.S. in Botany from Duke University, a M.S. in Botany from the University of Florida, Gainesville, and a Ph.D. in Horticulture from the University of Florida

Conference Session

Minorities in Engineering Division Technical Session 6

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Elizabeth A. Sanders, University of Michigan; Molly H. Goldstein, University of Illinois at Urbana-Champaign; Gretchen M. Forman, University of Illinois at Urbana-Champaign

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, and Brownell, Sara E, “Buildingbetter bridges into stem: A synthesis of 25 years of literature on stem summer bridgeprograms,” CBE Life Sciences Education, vol. 16, no. 4, p. es3, 1/12/2017.[9] Tomasko, David L, Ridgway, Judith S, Waller, Rocquel J, and Olesik, Susan V, “Researchand Teaching: Association of Summer Bridge Program Outcomes with STEM Retention ofTargeted Demographic Groups,” Journal of College Science Teaching, vol. 45, no. 4, 3/2016.[10] B. Nemelka, J. Askeroth, and J. Harbor, “Summer Start: Supporting Success forConditionally Admitted Students in a Summer Bridge Program,” Summer Academe: A Journal ofHigher Education, vol. 11, pp. 1–13, Feb. 2018.[11] J. L. Taylor and T. Harmon, “Bridge Programs in Illinois: Results of the 2010

Conference Session

Minorities in Engineering Division Technical Session 2

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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

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Paper ID #31742Success Expectations of Low-Income Academically Talented Students inEngineering - a Preliminary Study at a Hispanic-Serving InstitutionDr. Aidsa I. Santiago-Rom´an, University of Puerto Rico, Mayaguez Campus Dr. Aidsa I. Santiago-Rom´an is a Professor and Chair in the Engineering Sciences and Materials (CIIM) Department at the University of Puerto Rico, Mayag¨uez Campus (UPRM). Dr. Santiago earned a BS and MS in Industrial Engineering from UPRM and Ph.D in Engineering Education from Purdue University. Dr. Santiago has over 20 years of experience in academia and has been successful obtaining funding and

Conference Session

Minorities in Engineering Division Technical Session 4

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Authors

Kyle F. Trenshaw, University of Rochester; Elif Miskioğlu, Bucknell University; Derek Rushton, University of Rochester; Philip Asare, Bucknell University

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Minorities in Engineering

Paper ID #29957What’s in a story? Comparative analysis of role model and mentornarrativesDr. Kyle F Trenshaw, University of Rochester Kyle Trenshaw is currently the Educational Development Specialist at the University of Rochester’s Cen- ter for Excellence in Teaching and Learning. He received his B.S. in chemical engineering from the University of Missouri in 2009, and his M.S. (2011) and Ph.D. (2014) in chemical engineering from the University of Illinois, Urbana-Champaign. His research interests include science, technology, engineer- ing, and mathematics (STEM) education; supporting diversity in STEM fields with an

Conference Session

Minorities in Engineering Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Robert V. Pieri, North Dakota State University; Austin James Allard, Turtle Mountain Community College ; Teri Ann Allery; Ann Vallie, Nueta Hidatsa Sahnish College; Bradley Bowen, Virginia Tech; Karl Haefner; Lori Nelson, Nueta Hidatsa Sahnish College; Danny Luecke; Michael Maloy Parker, Cankdeska Cikana Community College

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Minorities in Engineering

Paper ID #31243Pre-engineering Collaboration as a Tool to Facilitate Decolonization ofNative American StudentsDr. Robert V. Pieri, North Dakota State University Dr. Robert Pieri is Professor of Mechanical Engineering at North Dakota State University (NDSU) in Fargo, ND. He has many conference publications on engineering education and design. His primary interest areas include: Engineering Education, CADD, Design, Fracture Mechanics, Materials Science and Alternative Energy Options. Prior to joining NDSU, he worked for Allied-Signal Corporation and in the aircraft supply industry. Prior to his industrial experience he taught

Conference Session

Minorities in Engineering Division Technical Session 5

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Keith A. Schimmel P.E., North Carolina A&T State University; C. Dean Campbell, North Carolina A&T State University; Marcia Gumpertz, North Carolina State University; Yvette Maria Huet, University of North Carolina, Charlotte; Ajit D. Kelkar, North Carolina A&T State University; John P. Kizito, North Carolina A&T State University

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Minorities in Engineering

Paper ID #31116Minority STEM Doctoral Student Success (Experience)Dr. Keith A. Schimmel P.E., North Carolina A&T State University Keith Schimmel is a Professor of Applied Engineering Technology, Director of the Applied Science and Technology PhD Program, and Education Director for the NSF CREST Bioenergy Center at North Car- olina Agricultural and Technical State University.Dr. C. Dean Campbell, North Carolina Agricultural and Technical State University Dr. C. Dean Campbell has served as Assistant Dean for Academic Services in the Graduate College at North Carolina Agricultural and Technical State University since 2012

Conference Session

Minorities in Engineering Division Technical Session 7

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2020 ASEE Virtual Annual Conference Content Access

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Breigh Nonte Roszelle, University of Denver; Ronald R. DeLyser, University of Denver; Goncalo Martins, University of Denver; Christina Paguyo, University of Denver

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students developtheir own personal identities as engineers. As published previously by Atadero et al., studentswith inclusive professional identities will possess four different attributes: (a) the necessarytechnical knowledge, skills, and abilities to work in their chosen field, (b) an appreciation forhow all kinds of diversity strengthen engineering and computer science as disciplines, (c)knowledge of how to act in inclusive ways and create inclusive environments within their fields,and (d) consideration of diverse populations who are impacted by their professional practice [3].Attributes (a), (b), and (d) were kept in mind when analyzing both the logistics of the activities,as well as the student experience. Attribute (c) was not considered for

Conference Session

Minorities in Engineering Division Technical Session 9

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2020 ASEE Virtual Annual Conference Content Access

Authors

Samara Rose Boyle, Rice University; Canek Moises Luna Phillips, Rice University; Yvette E. Pearson P.E., Rice University; Reginald DesRoches, Rice University; Stephen P. Mattingly, University of Texas at Arlington; Anne Nordberg, University of Texas at Arlington; Wei Wayne Li, Texas Southern University; Hanadi S. Rifai P.E., University of Houston

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Paper ID #31234An Exploratory Study of Intentionality Toward Diversity in STEM FacultyHiringMs. Samara Rose Boyle, Rice University Samara is an undergraduate studying neuroscience at Rice University in Houston, TX. She works as a research assistant for Dr. Yvette E. Pearson in the George R. Brown School of Engineering. Her primary research focus is the advancement of diversity, equitDr. Canek Moises Luna Phillips, Rice University Dr. Canek Phillips is a Research Scientist at in the George R. Brown School of Engineering at Rice University where his research interests touch broadly on efforts to promote greater equity for

Conference Session

Minorities in Engineering Division Technical Session 5

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2020 ASEE Virtual Annual Conference Content Access

Authors

Mais Kayyali, Florida International University; Mohamed ElZomor, Florida International University; Piyush Pradhananga, Florida International University

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Minorities in Engineering

not beingfilled or might be awarded to non-engineering programs. Additionally, with PBF metricsaffecting state university funding, the pressures of reaching these set goals for each of the metricsbecome eminent. Hillman et al. [6] found that PBF models negatively affect minority-servinginstitutions and as a result, can change their institutional missions. It is important to note thatwith more students in the 4+1 programs, universities can: a) increase the number of strategicdegrees produced and thus positively affect one of the set PBF metrics; and b) utilize theseprograms to retain talent by identifying top candidates for doctoral programs, which can increasethe number of strategic degrees awarded. Not to mention, students in the 4+1

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

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Minorities in Engineering

Associate Full All faculty Figure 1. Percentage of engineering tenured/tenure track oft women, African American or Hispanic (a) between 2009 and 2018 and (b) by academic rank during 2018-2019 year (data compiled from Roy [7])Only 24.7% of the tenure track assistant professors, 20.1% of the associate professors and 12.3%of the full professors in engineering; leading women to be only 17.4% of the total faculty [7].The rank of full professor was filled by only 1.9% African American faculty and 3.6% Hispanicfaculty members. Although there were no American Indian or Pacific Islander/Hawaiian tenuredor track faculty, there was some marginal representation in the non-tenure track positions

Conference Session

Minorities in Engineering Division Technical Session 3

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2020 ASEE Virtual Annual Conference Content Access

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Joel Alejandro Mejia, University of San Diego; Melissa M. Arana; Mireya Becker Roberto, University of San Diego; Nicole G. Reyes

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Minorities in Engineering

possibilities and building a platform for bilingual people to use their uniquevoice, it might encourage the individual to start creating engineering knowledge in differentlanguages to maintain inclusivity among bilingual audiences.AcknowledgementsThis material is based upon work supported by the National Science Foundation under Grant No.1826354. Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the authors and do not necessarily reflect the views of the National ScienceFoundationReferences[1] P. Levitt and B. N. Jaworsky, "Transnational migration studies: Past developments and future trends," Annu. Rev. Sociol., vol. 33, pp. 129-156, 2007.[2] P. Sánchez and G. S. Kasun, "Connecting

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

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Minorities in Engineering

rate, grades by course, GPA, participation in organizations, Co-ops and research, retention rates, number of students in S-POWER; b. Scholar surveys and twice-yearly focus groups that have concentrated on timely themes (e.g., the financial aid process, learning in classes, the value of grades, etc.); c. Network analysis of interactions between the leadership team and S-POWER Scholars.Preliminary Results a. Self-reported students’ increased self-confidence in seeking out resources, improved study habits and technical skills, a clarified sense of their engineering identity and careers after graduation. b. Community College scholars have found especially rewarding the broader and

Conference Session

Minorities in Engineering Division Technical Session 8

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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

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moredepth.AcknowledgementsThe authors would like to thank the Chemical Engineering Pipeline Center in the DavidsonSchool of Chemical Engineering through a generous donation from 3M and the participants ofthis survey.References[1] A. M. Beutel and D. J. Nelson, “The gender and race-ethnicity of faculty in top science and engineering research departments,” Journal of Women and Minorities in Science and Engineering, vol. 11, pp. 389-402, 2005.[2] C. A. Berry, M. F. Cox, and J. B. Main, “An examination of the numbers: African American female faculty in engineering,” ASEE Annual Conference and Exposition, Conference Proceedings, 2014.[3] National Science Foundation, Women, minorities, and persons with disabilities in science and

Conference Session

Computing -- Increasing Participation of Women and Underrepresented Minorities

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2020 ASEE Virtual Annual Conference Content Access

Authors

Laura K. Dillon, Michigan State University; Maureen Doyle, Northern Kentucky University; Linda Ott, Michigan Technological University; Wendy Powley, Queen's University; Andrea E Johnson, Spelman College

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Minorities in Engineering, Pre-College Engineering Education, Women in Engineering

surveyed ACM Celebrations was at least as high or higherthan those for GHC 2011. Moreover, 50% of the student respondents who attended an ACMCelebration reported never having attended a technical conference, and 20% reported being first-generation college students.3. MethodIn preparation for the panel, the four panelists were asked to provide individual responses to thefollowing five items via email: a. Describe a regional BPC7 program you feel was particularly effective in engaging students who typically do not attend larger, national programs. b. What partners have worked with you in organizing successful regional BPC programs? c. What model has worked to fund regional BPC programs you have been involved with? d. What

Conference Session

Minorities in Engineering Division Technical Session 1

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2020 ASEE Virtual Annual Conference Content Access

Authors

Mohamed ElZomor, Florida International University; Piyush Pradhananga; Arif Mohaimin Sadri, Florida International University

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. Mann “Positioning Students to Understand Urban Sustainability Strategies through Vertical Integration : Years 1 through 3 Positioning Students to Understand Urban Sustainability Strategies through Vertical Integration : Years one through three Abstract : Common,” in ASEE’s 123rd Annual Conference and exposition, 2016.[7] C. Greenhow and B. Robelia, “Old communication, new literacies: Social network sites as social learning resources,” J. Comput. Commun., vol. 14, no. 4, pp. 1130–1161, 2009.[8] Y. Liu, “Social Media Tools as a Learning Resource,” J. Educ. Technol. Dev. Exch., vol. 3, no. 1, 2010.[9] S. Azhar and J. M. Abeln, “Investigating social media applications for the construction industry

Conference Session

Minorities in Engineering Division Technical Session 6

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Henriette D. Burns, Southern Illinois University, Edwardsville; Mark McKenney, Southern Illinois University, Edwardsville; Matt Johnson; Sharon Locke; Ann Vogel, iBIO Institute; Colin Wilson, Southern Illinois University; Georgia Bracey, Southern Illinois University, Edwardsville

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.[31] Chambers, David Wade. "Stereotypic images of the scientist: The Draw‐a‐Scientist Test." Science education 67, no. 2 (1983): 255-265.[32] NVivo Software, qsrinternational.com, Retrieved from https://www.qsrinternational.com/nvivo/nvivo-products[33] V. Braun and V. Clarke, “Using thematic analysis in psychology,” Qualitative Research in Psychology, vol. 3, ed. 2, pp. 77-101, 2006.[34] B. Glaser and A. Strauss, The discovery of grounded theory: Strategies for qualitative 10research, Aldine Publishing Company, 1967. 11

Conference Session

Minorities in Engineering Division Technical Session 5

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2020 ASEE Virtual Annual Conference Content Access

Authors

Deanna Christine Easley Sinex, University of Pittsburgh; Mary E. Besterfield-Sacre, University of Pittsburgh; Wendy Carter-Veale, University of Maryland, Baltimore County; Drew G. Yohe, University of Pittsburgh; Steven Abramowitch, University of Pittsburgh; Sylvanus N. Wosu, University of Pittsburgh

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Paper ID #30807The Pitt STRIVE Program: Adopting Evidence-Based Principles ”TheMeyerhoff and PROMISE Way”Ms. Deanna Christine Easley Sinex, University of Pittsburgh Deanna C.E.Sinex is a Bioengineering Ph.D. candidate at the University of Pittsburgh. She earned her B.S. in Mechanical Engineering from the University of Maryland, Baltimore County. Her research involves the development and application of engineering concepts and active learning techniques in clinical and institutional learning environments to help improve the literacy of fundamental, yet critical aspects of health.Dr. Mary E. Besterfield-Sacre, University of

Conference Session

Minorities in Engineering Division Technical Session 6

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2020 ASEE Virtual Annual Conference Content Access

Authors

Sarah Hug, University of Colorado, Boulder; Wendy Chi, University of Colorado, Boulder

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Minorities in Engineering

settings. In this paper, we describe the waysacademic contexts have shaped and re-shaped the study of the S-STEM projects, particularlyregarding a) quantitative student comparisons and b) patterns of 2 to 4-year transfer.Students under study exhibit various markers of systemic oppression by income, citizenshipstatus, gender, ethnicity, and race, indicating a need to consider intersectionality and socialjustice aims in any comparative data analysis. In addition, the institutions, nearly all designated“Hispanic-Serving Institutions,” vary in institutional infrastructure, leading to differing access tostudent level data and comparison data. While it is tempting to quantitatively compare S-STEMstudents’ course outcomes and time-to-degree directly to

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2020 ASEE Virtual Annual Conference Content Access

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Patricia R Backer, San Jose State University; Cindy Kato, San Jose State University

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Minorities in Engineering

] Johnson, M.J., & Sheppard, S. D. (2004). Relationships between engineering students and faculty demographicsand stakeholders working to affect change. Journal of Engineering Education, 93, 139-151.[2] Marra, R. M., Rodgers, K. A., Shen, D., & Bogue, B. (2012). Leaving engineering: A multi-year singleinstitution study. Journal of Engineering Education, 100(2), 225-246.[3] Besterfield-Sacre, M., Moreno, M., Shuman, L. J., & Atman, C. J. (2001). Gender and ethnicity differences infreshmen engineering student attitudes: A cross-institutional study. Journal of Engineering Education, 90(4), 477-489.[4] Marra, R. M., Rodgers, K. A., Shen, D., & Bogue, B. (2009). Women engineering students and self-efficacy: Amulti-year, multi-institution

Conference Session

Minorities in Engineering Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jidong Huang, California State University, Fullerton; Sudarshan T. Kurwadkar, California State University, Fullerton; Doina Bein, California State University, Fullerton; Yu Bai, California State University, Fullerton; Salvador Mayoral, California State University, Fullerton

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Minorities in Engineering

students andtheir non-URM peers, which starts early on in lower-division math and science courses as thesecourses build the foundation for upper-division ECS courses. a) NATURAL SCIENCE AND MATHEMATICS b) CIVIL & ENVIORONMENTAL ENGINEERING 50 50 URM STUDENTS URM STUDENTS