Edwards, D., & Lingle, J., & Gale, J. D. (2013, June), Providing an Engineering Context to Promote Global Awareness and Engage Underrepresented Minority High School Mathematics Students  Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. 10.18260/1-2--22391

\bibitem{asee_peer_22391}
  Edwards, D., \& Lingle, J., \& Gale, J. D. (2013, June), \emph{Providing an Engineering Context to Promote Global Awareness and Engage Underrepresented Minority High School Mathematics Students}
  Paper presented at 2013 ASEE Annual Conference \& Exposition, Atlanta, Georgia.
  10.18260/1-2--22391

Douglas Edwards, Jeremy Lingle, and Jessica D Gale.  "Providing an Engineering Context to Promote Global Awareness and Engage Underrepresented Minority High School Mathematics Students".  2013 ASEE Annual Conference & Exposition, Atlanta, Georgia, 2013, June.  ASEE Conferences, 2013.  https://peer.asee.org/22391 Internet.  11 Jan, 2025

\bibitem{asee_peer_22391}
  Douglas Edwards, Jeremy Lingle, and Jessica D Gale.
  "Providing an Engineering Context to Promote Global Awareness and Engage Underrepresented Minority High School Mathematics Students".
  \emph{2013 ASEE Annual Conference \& Exposition, Atlanta, Georgia, 2013, June}.
  ASEE Conferences, 2013.
  https://peer.asee.org/22391 Internet.  11 Jan, 2025

@INPROCEEDINGS{asee_peer_22391
author = "Douglas Edwards, Jeremy Lingle, and Jessica D Gale"
title = "Providing an Engineering Context to Promote Global Awareness and Engage Underrepresented Minority High School Mathematics Students"
booktitle = "2013 ASEE Annual Conference \& Exposition"
year = "2013"
month = "June"
address = "Atlanta, Georgia"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/22391}
number = {10.18260/1-2--22391}
}

TY  - CPAPER
AB  -         Providing an Engineering Context to Promote Global Awareness             and Engage Underrepresented Minority High School                            Mathematics StudentsThe need to increase the percentage of underrepresented minorities in STEM fields is a topic ofinterest and discussion at local, state, and national levels. According to the National Academy ofSciences 2011 report, Expanding Underrepresented Minority Participation: America’s Scienceand Technology Talent at the Crossroads:        Underrepresented minority groups comprised 28.5 percent of our national population in        2006, yet just 9.1 percent of college-educated Americans in science and engineering        occupations (academic and nonacademic), suggesting the proportion of underrepresented        minorities in S&E would need to triple to match their share of the overall U.S.        population. (p. 3)As a result of this awareness, efforts have increased to motivate and engage underrepresentedminority students in STEM.This paper focuses on the use of the 21st Century Skill of Global Awareness to provide anengineering context for a high school mathematics class intended to motivate and engageunderrepresented minorities. Math4-OR (Mathematics of Industry and Government [MIG]) is afourth year applied mathematics course offered in the state of Georgia. The course focuses onindustrial engineering and operations research concepts. ****** is working with a 99% AfricanAmerican high school to center the context of the MIG curriculum around providing electricityfor rural South Africans. The students, who are in a cohort of the MIG class and a partneringengineering technology class, will construct solar panels for a rural school in Evaton, SouthAfrica with a goal of fundraising to travel to the school to install the solar panels. The currentpaper will describe the structure of this interdisciplinary project and the initial evaluation of theglobal awareness, motivation, and engagement of the student cohort.
AU  - Douglas Edwards
AU  - Jeremy Lingle
AU  - Jessica D Gale
CY  - Atlanta, Georgia
DA  - 2013/06/23
PB  - ASEE Conferences
TI  - Providing an Engineering Context to Promote Global Awareness and Engage Underrepresented Minority High School Mathematics Students
UR  - https://peer.asee.org/22391
DO  - 10.18260/1-2--22391
ER  -