Virtual On line
June 22, 2020
June 22, 2020
June 26, 2021
Diversity and NSF Grantees Poster Session
Over the last 7 years, a collaboration of 13 HBCU Electrical and Computer Engineering (ECE) programs has been working together to implement Experiment Centric Pedagogy (ECP) to improve their student learning experience. The lessons learned and best practices of that effort have encouraged the 13 partners to expand the scope of their collaboration to address the full learning and working experience of students, faculty and staff and to expand the group to include other minority serving institutions (MSIs) with ECE and similar programs. Recently, the group has expanded to include 2 additional HBCUs and 2 Hispanic Serving Institutions (HSIs) and received funding for a Mega REU/RET site. The augmented group has been developing new technical research collaborations and exploring how to realize the most effective working infrastructure for the evolving consortium. By identifying the primary barriers to future success, it has become clear that a new support organization is necessary if MSI collaborations (like ECP) are to work together as one. With the assistance of the Electrical and Computer Engineering Department Heads Association (ECEDHA), the group has created a new organization, the Inclusive Engineering Consortium (IEC), consisting of a core group of collaborators and a second, much larger group of affiliated members from other universities, industry and professional societies. The first face-to-face meeting of the IEC was held in July 2019 in coordination with the Intel (IEC’s first founding partner) HBCU Consortium Meeting in Hillsboro, Oregon. Participants included representative from IEC institutions and industrial partners. This paper will provide a summary of the outcomes from the workshop’s sessions: Broad Appeal Programs; Investment in Leaders/Future Leaders; Strategic Connections; Infrastructure; and Building IEC.
The overall IEC vision is organized as a virtual super department with broadly based strengths in education, scholarship and service. Collectively, IEC can function as the equal of any ECE program, accomplish more and have a greater impact on its students, faculty and staff through access to resources and opportunities not available individually. This workshop began IEC’s efforts to more fully engage MSIs in the US education and research enterprise; graduate more and better prepared minority engineers; increase efficiency and productivity at MSIs; and develop a sustainable and effective infrastructure to support minority students, faculty and staff at all universities.
Prior to the workshop, participants met online to review work-to-date, workshop plans and pre-workshop participant tasks including conducting a personal SWOT and preparing background/interest slides. Each of the sessions produced a list of immediate short-term goals for IEC with proposed strategies, necessary resources, a core group to work to achieve the goals, timeline, etc. identified. A similar list of long-term goals was also produced. After the workshop, participants have organized into working groups to begin building infrastructure (e.g. newsletter, website), identify additional barriers to student and faculty success, to begin new research and education collaborations and met regularly online to share accomplishments and ideas. Participants have also completed a series of surveys on their workshop-related experiences.
Kelly, J. C., & Chouikha, M. F., & Scott, C. J., & Connor, K. A., & Geddis, D., & Ndoye, M., & Abraham, S., & Velez-Reyes, M., & Zein-Sabatto, S., & Yaqub, R. (2020, June), The Inclusive Engineering Consortium Stakeholders' Workshop Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--35340
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