“Advance Eng Girls To Women: An Innovative Engineering Faculty Student Mentoring Summit For Underrepresented Minority (Urm) Girls And Their Mothers”

Abstract

research centers on social justice and equity issues in adult and higher education. Critical, feminist and ecological frameworks underpin her interdisciplinary endeavors while employing mixed-methods. A recurring theme in her scholarship explores gender and diversity for girls and women in environmental sciences and engineering with an emphasis on their learning, socialization and career development. She has served as an evaluator and senior researcher on the ADVANCE-ENG Girls to Women: An Innovative Engineering Faculty-Student Mentoring Summit for Underrepresented Minority (URM) Girls and Their Mothers and managed a cadre of other environmental training programs. Christine Grant, North Carolina State University Dr. Christine Grant is a Full Professor of Chemical and Biomolecular (CBE) engineering at North Carolina State University (NCSU). She obtained a Bachelors degree in Chemical Engineering from Brown University in 1984; her graduate degrees (M.S. and Ph.D.) were both obtained from Georgia Institute of Technology in 1986 and 1989. She joined the NCSU faculty in 1989 after completing her doctorate and has moved through the ranks of Assistant and Associate to Full Professor-one of only 4 African-American women in the U.S. at that rank. Her research focuses on surface and interfacial phenomena in the areas of green chemical engineering and polymers. She has served her profession as a leader in the American Institute of Chemical Engineers (AIChE) as a member of both the Board of Directors and the Chemical Technology Operating Council. She is the recipient of the NSF Presidential Mentoring Award and the Diversity Award from the Council for Chemical Research (CCR). Grant serves as an Associate Dean of Faculty Development and Special Initiatives at NCSU.

Board 162: Engineering Education and Culturally Relevant Pedagogy in Pre-College: A Review and Synthesis of the Literature

“…Another article presented a strategy to develop a better understanding of the role of engineering women. Bowles et al [25] studied the impact of a full-day intervention on Black American female middle school students and their mothers. They were interested in gathering data about the impact of this one-day intervention on students' motivation.…”

“…Learning Environments [26], [27], [29], Students' knowledge [25] [26] and student's motivation [25], [27], [28], and the studies that are interested in understanding the student's conceptual change about what an Engineer does [25], [27].…”

“…During the two months of summer break, these underrepresented middle school students interrupt their education [42]. Another interesting learning context process that research has studied is the tutoring and role support [25], [41], [43], studies designed to establish a dialogue between students and professional engineers through the intervention of a woman or a man of color as a professional engineer. The research found support in different colleges of engineering that provide the student in engineering careers with tutoring students or professional engineers to provide motivating speech to specific URM population [25], [28], [39], [44].…”

“…Five researchers employed MM. Two studies used the wellknown Draw and Engineer Test (DAET) to get data from students and their conceptions of engineers' tasks [25], [45]. Bowles's team analyzed exit surveys and requests for survey satisfaction.…”

“…There are three research projects that clearly stated the engineering disciplines that they were focusing on. They situated their research using Civil Engineering [24], both Industrial Engineering and Biochemical Engineering [25], and both Electrical Engineering and Robotic Engineering lab activities [38]. The remaining articles did not report specific engineering disciplines.…”