Minority Faculty, the ADVANCE Executive Committee, and the UMBC Postdoc- toral Fellows Program for Faculty Diversity. She is bilingual in Spanish and English and specializes in intercultural and gender communication, and implicit bias, as they relate to the recruitment, retention, and advancement of underrepresented minority faculty.Dr. Renetta G. Tull, University of Maryland, Baltimore County Renetta Garrison Tull is Associate Vice Provost for Graduate Student Professional Development & Post- doctoral Affairs at the University of Maryland, Baltimore County (UMBC: An Honors University in Mary- land), where she is the Co-PI and Founding Director for the National Science Foundation’s PROMISE: Maryland’s Alliance for
Paper ID #17239Dark Matters: Metaphorical Black Holes that Affect Ethnic Underrepresen-tation in EngineeringDr. Renetta G. Tull, University of Maryland, Baltimore County Renetta Garrison Tull is Associate Vice Provost for Graduate Student Professional Development & Post- doctoral Affairs at the University of Maryland, Baltimore County (UMBC: An Honors University in Mary- land), where she is the Co-PI and Founding Director for the National Science Foundation’s PROMISE: Maryland’s Alliance for Graduate Education and the Professoriate (AGEP) for the 12 institutions in the University System of Maryland, and Co-PI Louis
Paper ID #12029An NSF AGEP Program’s Unintended Effect on Broadening Participation:Transforming ”Non-STEM” Graduate Students into Engineering EducationFaculty, Researchers, K-12 Educators, and AdvocatesDr. Renetta G. Tull, University of Maryland, Baltimore County Renetta Garrison Tull is Associate Vice Provost for Graduate Student Professional Development & Post- doctoral Affairs at the University of Maryland, Baltimore County (UMBC: An Honors University in Mary- land), where she is the Co-PI and Founding Director for the National Science Foundation’s PROMISE: Maryland’s Alliance for Graduate Education and the
Paper ID #14322Starting Points for Involving Underrepresented Graduate Students in Inter-national Engagement: A Case Study on the Collaborations Between the Uni-versity of Maryland Baltimore County (UMBC) and Educational Institutionsin Latin AmericaDr. Renetta G. Tull, University of Maryland, Baltimore County Renetta Garrison Tull is Associate Vice Provost for Graduate Student Professional Development & Post- doctoral Affairs at the University of Maryland, Baltimore County (UMBC: An Honors University in Mary- land), where she is the Co-PI and Founding Director for the National Science Foundation’s PROMISE: Maryland’s Alliance
evaluates programmatic inter- ventions designed to recruit, retain and advance diverse faculty at UMBC. Dr. Reed also routinely dis- seminates best practices learned from UMBC’s diversity initiatives at national and international venues. Dr. Reed is on the advisory board for the Mid-Atlantic Higher Education Recruitment Consortium.Dr. Renetta G. Tull, University of Maryland, Baltimore County Renetta Garrison Tull is Associate Vice Provost for Graduate Student Professional Development & Post- doctoral Affairs at the University of Maryland, Baltimore County (UMBC: An Honors University in Mary- land), where she is the Co-PI and Founding Director for the National Science Foundation’s PROMISE: Maryland’s Alliance for
Paper ID #23914Developing Humanitarian Engineering Perspectives Among UnderrepresentedScholars Through Engagement with the Sustainable Development Goals inGlobal ContextsDr. Renetta G. Tull, University of Maryland, Baltimore County Dr. Renetta Garrison Tull is Associate Vice Provost for Strategic Initiatives at the University of Maryland, Baltimore County (UMBC: An Honors University in Maryland). She serves Professor of the Practice for the College of Engineering and Information Technology, and is part of the Engagement Team. She is also on detail with the University System of Maryland (USM), where she is Special Assistant
Doctorate Fellow. As a GK-12 Fellow she taught and developed STEM curricula for middle school students. Through her research she seeks to identify methods of facilitating human interac- tion with advanced technologies, including mobile devices, to support learning. Specifically, her ongoing projects examine the design of intelligent tutoring systems, delivered on mobile devices, to support mid- dle school mathematics learning and exploring the design and usability aspects of mobile device use by children.Dr. Renetta G. Tull, University of Maryland, Baltimore County Renetta Garrison Tull is Associate Vice Provost for Graduate Student Professional Development & Post- doctoral Affairs at the University of Maryland
Paper ID #20436Hashtag #ThinkBigDiversity: Social Media Hacking Activities as HybridizedMentoring Mechanisms for Underrepresented Minorities in STEMDr. Renetta G. Tull, University of Maryland, Baltimore County Dr. Renetta Garrison Tull is Associate Vice Provost for Graduate Student Professional Development & Postdoctoral Affairs at the University of Maryland, Baltimore County (UMBC: An Honors University in Maryland). She is also on detail with the University System of Maryland (USM), where she is Spe- cial Assistant to the Senior Vice Chancellor for Academic Affairs, and Director of Pipeline Professional Programs for
culture of higher education in order to achieve academic success. Dr. Smith has received several awards and grants that recognize her research on diversity issues in higher education. Dr. Smith’s publi- cations have been featured in research and practice oriented journals such as African –American Research Perspectives and Equity & Excellence in Education. In addition, she is the author of the book, Mentoring At-Risk Students through the Hidden Curriculum of Higher Education (Lexington Books, 2013). She can be reached via email at bsmith@stthomas.edu.Dr. Renetta G. Tull, University of Maryland, Baltimore County c American Society for Engineering Education, 2018
education.Renetta Garrison Tull, University of California, DavisDr. Meagan C Pollock, Engineer Inclusion As an engineer turned educator, through her company, Engineer Inclusion, Dr. Meagan Pollock focuses on helping others intentionally engineer inclusion™ in education and the workforce.Dr. Sharnnia Artis, George Mason University Dr. Sharnnia Artis is the Assistant Dean of Access and Inclusion for the Henry Samueli School of Engi- neering and Donald Bren School of Information and Computer Sciences at the University of California, Irvine. She is responsible for programs at the pre-college, undergraduate, and graduate levels to facili- tate the recruitment, retention, and overall success of students from traditionally underrepresented
://www.engineeringchallenges.org 3the evaluation of these correlations along with the results of student surveys will provide the additionalinsight needed to further develop strategies to improve student retention and success.Acknowledgements:The authors thank The Koret Foundation, Chevron Corporation, the Mike and Jody Coffey Foundation,AT&T, the UC Davis College of Engineering and the Offices of the Chancellor and Provost for their supportduring the course of this study. Fruitful discussions with Renetta Tull, Vice Chancellor for Diversity, Equityand Inclusion, and her staff and the technical support of Everett Wilson, Director of Strategic Analysis
organize a list of skills to be assessed, action steps, and target completion dates. 17Throughout the mentoring relationship, mentors should also evaluate themselves using a reverseIDP. For this, consider The Mentor Mirror by Dr. Renetta Tull. 18 It flips the standard mentee IDPquestions around to help the mentor see if they are providing the mentoring experience theirmentee needs. Finally, note that the IDP is not a once-and-done process. Both mentor and menteeshould return to it yearly to evaluate progress and update goals.Part 2. Establishing Commitments and Expectations. Incorrect assumptions can doom thementoring relationship. For example, should the mentor assist with professional development orintroduce the mentee to influential
Programs,” presented at the 2014 ASEE Annual Conference & Exposition, Jun. 2014, p. 24.650.1-24.650.16. Accessed: Feb. 12, 2023. [Online]. Available: https://peer.asee.org/graduate-internship-externship-experiences- in-nibib-funded-graduate-training-programs[31] N. Barr, “Extending WID to Train Mechanical Engineering GTAs to Evaluate Student Writing,” in 2016 ASEE Annual Conference & Exposition Proceedings, New Orleans, Louisiana: ASEE Conferences, Jun. 2016, p. 26873. doi: 10.18260/p.26873.[32] R. G. Tull, M. A. Nino, and K. M. Holmes, “Building a Community of Practice Among STEM Graduate Students to Foster Academic and Professional Success,” presented at the 2014 ASEE Annual Conference & Exposition, Jun