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Board 84: Towards a National Agenda for Broadening the Participation of African Americans in Engineering and Computer Science: Insights from Year 1

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Conference

2018 ASEE Annual Conference & Exposition

Location

Salt Lake City, Utah

Publication Date

June 23, 2018

Start Date

June 23, 2018

End Date

July 27, 2018

Conference Session

NSF Grantees Poster Session

Tagged Topics

Diversity and NSF Grantees Poster Session

Page Count

5

Permanent URL

https://peer.asee.org/29636

Download Count

38

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Paper Authors

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Walter C. Lee Virginia Tech Orcid 16x16 orcid.org/0000-0001-5082-1411

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Dr. Walter Lee is an assistant professor in the Department of Engineering Education and the assistant director for research in the Center for the Enhancement of Engineering Diversity (CEED), both at Virginia Tech. His research interests include co-curricular support, student success and retention, and diversity in STEM. Lee received his Ph.D in engineering education from Virginia Tech, his M.S. in industrial & systems engineering from Virginia Tech, and his B.S. in industrial engineering from Clemson University.

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Jeremi S. London Arizona State University, Polytechnic campus

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Dr. Jeremi London is an Assistant Professor of Engineering at Arizona State University in the Polytechnic School. London is a mixed methods researcher with interests in research impact, cyberlearning, and instructional change in STEM Education. Prior to ASU, London worked at the National Science Foundation, GE Healthcare, and Anheuser-Busch. She earned B.S. and M.S. degrees in Industrial Engineering, and a Ph.D. in Engineering Education from Purdue University.

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Bevlee A. Watford Virginia Tech

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Watford is Professor of Engineering Education, Associate Dean for Academic Affairs, Director of the Center for the Enhancement of Engineering Diversity and the 2017-18 President of ASEE.

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Teirra K. Holloman Virginia Tech

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Teirra Holloman is a doctoral student in engineering education at Virginia Polytechnic Institute and State University, where she serves as a graduate research assistant. Teirra received her BS in Industrial Engineering from Clemson University. Her research interests revolve around broadening participation in engineering.

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Gilbert Jew Arizona State University

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Atota Bedane Halkiyo Arizona State University

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Atota Halkiyo is a second year master’s student in Education Policy at Arizona State University. He received bachelor’s and master’s degrees in English Language and Literature and English as a Second Language from Jimma University and Addis Ababa University in Ethiopia. Before moving to the U.S., Atota taught ESL courses at Mada Walabu University for seven years where he also served as the university's Quality Assurance Director, Teachers Development Leader, Pedagogy Trainer and English Language Center Coordinator. Atota was Principal Investigator of a project titled “Engendering Higher Education Curricula”, examining gender responsiveness in formal and hidden curriculum and the education system of the the university in Bale Robe, Ethiopia. Atota's academic interests are equity and quality in higher education, particularly for international and underrepresented populations.

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Abstract

Project funded by Division of Engineering Education and Center (EEC)

While broadening participation is a national problem, to date, efforts tend to respond with local solutions. Though valuable, such efforts are insufficient and have only led to incremental progress. If the goal is wide-scale improvements, we argue that there is a need to take a step back and re-examine what has been done in terms of research and practice. Accordingly, the proposed work engages multiples sources to present a nationwide solution to a national problem and, hopefully, spark a change in the demographic trends of engineers and computer scientists—an area where progress has been stagnant. The purpose of this study is to (1) critically evaluate the research-to-practice cycle as it relates to broadening participation; and (2) set a national agenda for broadening the participation of African Americans in engineering and computer science that is informed by existing literature and subject matter experts. To address this purpose, our three-phase project entails the following: (1) a systematic review of the literature on barriers to participation and proposed solutions for each juncture of the education-to-workforce pathway; (2) interviews with subject-matter experts to discuss their professional experiences regarding broadening the participation of African Americans, and what can be done to gain momentum in this regard; and (3) a Delphi study to reach consensus on the key issues, gaps in our understanding, significant questions, and breakdowns in the Innovation Cycle of Educational Practice and Research. This project started in January 2017 and is well underway. Our poster will present a summary of the results from Phase 1, our progress in Phase 2, and plans for Phase 3.

Lee, W. C., & London, J. S., & Watford, B. A., & Holloman, T. K., & Jew, G., & Halkiyo, A. B. (2018, June), Board 84: Towards a National Agenda for Broadening the Participation of African Americans in Engineering and Computer Science: Insights from Year 1 Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. https://peer.asee.org/29636

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