June 24, 2017
June 24, 2017
June 28, 2017
Minorities in Engineering
In this paper, the impact of the Engineering Ambassador Program (EAP), which engages undergraduate engineering students as Ambassadors in K-12 outreach activities, on the stimulation of interest in STEM, self-efficacy, and actual academic attainment of Ambassadors is presented. The collected data over several years reveals that over 2/3 of activity leaders and project coordinators of the EAP at Howard University (HU) expressed higher confidence in their ability in understanding and succeeding in engineering because of their EAP experience. Also, the activity leaders and project coordinators achieved higher major and overall grade point averages (GPAs). Furthermore, improved academic performance in the courses related to the projects that Ambassadors were exposed to such as hands-on earthquake and coastal engineering projects was attained. Lastly, the Ambassadors exhibited a shorter time to degree completion with their peers who did not participate in the EAP.
Mosleh, M., & Marin-Artieda, C. (2017, June), Impact of Engineering Ambassador Program on Academic Attainment of Minority Students in Engineering Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. https://peer.asee.org/28464
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