A Retrospective on Undergraduate Engineering Success for Underrepresented Minority Students

May, G.S.; Chubin, Daryl E.

doi:10.1002/j.2168-9830.2003.tb00735.x

Cited by 267 publications

(266 citation statements)

References 37 publications

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“…In doing so, there have been numerous studies conducted analyzing the student body, recruitment, retention, and attainment of minority students 4,5,6 .Such studies, however, tend to focus primarily on students of color or female students. The studies regarding faculty of color focus on the importance of faculty mentoring, pedagogical practices, and faculty development 7,8,9 .…”

Section: Introductionmentioning

confidence: 99%

African American Women in the Academe: A Comprehensive Literature Review Through the Lens of Intersectionality

Ross¹,

Fletcher²,

Cox³

et al.

2015 ASEE Annual Conference and Exposition Proceedings

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A first year Engineering Education doctoral student at Purdue University. Ms. Trina L Fletcher, Purdue University, West LafayetteTrina Fletcher is an Engineering Education doctoral student at Purdue University. Her research focus includes process excellence and total quality management (TQM) methodologies as a way to improve engineering related activities within industry and education. She is also interested in research around recruiting and retaining underrepresented minorities and women in STEM. Prior to Purdue, she spent time in industry holding technical and operations-based roles and has experience with informal STEM community and outreach projects. She holds a BS degree in Industrial Technology and a MS degree in Engineering Management. Hispanic student numbers rose from 3 percent to 13 percent, Asian/Pacific Islander students rose from 2 percent to 6 percent, and the percentage of Black students rose from 9 percent to 14 percent. However, the faculty demographic has not kept pace with the increase in URM enrollment. The percentage of URM faculty has remained flat over the last 20 years, hovering at just a little over 5 percent.Researchers, educators, and practitioners believe that in order for students to succeed academically, they need role models and mentors with whom they can identify. Racial and ethnic diversity has both direct and indirect positive effects on the educational outcomes and experiences of students. The campus climate improves when the diversity of the student population matches that of the faculty. Students from majority groups equally benefit from learning and exchanging ideas in a multicultural environment, offering a wider range of research and a broader representation of alternative perspectives. Therefore, the shift in American demographics over the next ten years changes the question from whether colleges and universities want to support diversity in their faculty distribution to how colleges and universities will accommodate this necessity.Thus, this is a review of the literature on one demographic in engineering academe, the African American woman. African American women are at the intersection of two of the most pervasive prejudices in this country: racism and sexism. This review will unveil some of the unique challenges African American female engineering faculty due to the intersectionality of race and gender. In order, to increase the numbers, the engineering education community must first fully understand the barriers these women face.

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Section: Introductionmentioning

confidence: 99%

African American Women in the Academe: A Comprehensive Literature Review Through the Lens of Intersectionality

Ross¹,

Fletcher²,

Cox³

et al.

2015 ASEE Annual Conference and Exposition Proceedings

View full text Add to dashboard Cite

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“…Work has shown that the long-term establishment of teams can lead to students continually taking the same roles and not developing additional skills 14 . Additionally, work on teaming has indicated that cognitively diverse teams produce better solutions to problems 15 ; as educators we wish to expose our students to many ways of thinking to help transform them into better problem solvers. Finally, a maximum ratio of 5 student teams per instructor/TA has been implemented in Spring 2015 to ensure the teams can be given adequate attention.…”

Section: Critical Assessment Of Implementation and Plan For Improvementmentioning

confidence: 99%

Active Learning and Engagement in Mechanics of Solids

Ryan¹,

Kirn²

2015 ASEE Annual Conference and Exposition Proceedings

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A flipped classroom approach was applied to a solid mechanics course at a public state-funded national research university in Fall 2014. All course material was organized into lecture/flipped classroom pairings. Lecture time was used to explain and introduce new concepts, with limited problem solving. Students prepared for flipped classroom sessions by watching a series of videos demonstrating problem solving techniques. During flipped classroom meetings, students selforganized into teams of 4 to work assigned problems at whiteboards with instructor guidance and feedback. The flipped classroom led to a small increase in average student achievement, which was assessed by comparing exam scores to a consistent exam from a previous semester. Lower performing students were more successful in the flipped classroom, while the performance of high achieving students did not change appreciably. Based on course evaluations, the student response to the flipped classroom was overwhelmingly positive; however, some negative perceptions were expressed. Ongoing research will assess whether holding students more accountable for flipped classroom preparation and accomplishments can lead to greater student achievement.

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“…4 Furthermore, scholars have revealed that women and historically underrepresented racial/ethnic minorities (URMs) -Blacks, Hispanics, and Native Americans -face unique barriers (e.g., academic, social) to their success and ultimate degree completion in college, especially in science and engineering disciplines. [13][14][15][16][17][18][19][20] When comparing students' use and engagement with educational technology, differences also exist across gender. Researchers have shown that females report lower confidence, later adoption, less frequent use of educational technology such as multimedia, lower use for academic purposes, and interaction with less advanced forms of educational technology than males.…”

Section: Literature Reviewmentioning

confidence: 99%

Investigating First-Year Engineering Students' Educational Technology Use and Academic Achievement: Development and Validation of an Assessment Tool

Long

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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Previous scholars have examined the use of educational technology as a strategy for improving student outcomes and skills. Generally, past studies of technology have focused on devices such as computers and cellphones or word processing and web-based software. Students have reported positive perceptions of educational technology as it relates to their learning, involvement and connectedness, to name a few. However, differences exist in undergraduate students' reported technological skill and use by major, class rank, gender, and race/ethnicity. Since technology is ever-changing and context-specific, this paper describes the development and validation of a particular assessment tool -one focused on the specific types of and ways that educational technology is used by first-year engineering students (FYES). More specifically, the assessment tool was used in an investigation of the relationship between first-year engineering students' perceived (a) knowledge, (b) usefulness, as well as (c) frequency and nature of use of educational technology and their academic achievement (i.e., grades). Differences were analyzed by race/ethnicity and gender. After distributing the assessment tool and collecting data from nearly 500 students at a single institution, results revealed there are significant racial/ethnic differences in FYES' perceived usefulness as well as frequency and nature of use of educational technology. There are also significant gender differences in FYES' perceived knowledge and usefulness of educational technology. Furthermore, FYES' background characteristics significantly predict their final course grades in the second of two introductory engineering courses. Future work will explore the aforementioned findings in detail. However, this paper offers implications for practice, research, and theory surrounding the assessment tool.

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A Retrospective on Undergraduate Engineering Success for Underrepresented Minority Students

Cited by 267 publications

References 37 publications

African American Women in the Academe: A Comprehensive Literature Review Through the Lens of Intersectionality

African American Women in the Academe: A Comprehensive Literature Review Through the Lens of Intersectionality

Active Learning and Engagement in Mechanics of Solids

Investigating First-Year Engineering Students' Educational Technology Use and Academic Achievement: Development and Validation of an Assessment Tool

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