Pilot Intervention to Improve "Sense of Belonging" of Minorities in Engineering (original) (raw)

Belonging in Engineering for Black, Latinx, and Indigenous Students: Promising Results From an Educational Intervention in an Introductory Programming Course

IEEE Transactions on Education

This study demonstrates the efficacy of an ecological belonging intervention in a first-year engineering programming course to increase belonging for Black, Latinx, and Indigenous (BLI) students and close academic equity gaps. Background: Introductory programming courses are often challenging for students and can shape belonging in engineering. BLI students may be particularly susceptible to interpreting struggle as confirmation that they do not belong in predominantly white spaces, which can negatively influence academic outcomes. Research Questions: "What are the effects of an ecological belonging intervention on BLI students' feelings of belonging within their first-year engineering course?" and "What are the effects of an ecological belonging intervention on BLI students' performance on a weekly computer programming assignment?" Methodology: The intervention was implemented with 691 students in Spring 2022 and was designed to normalize the struggle to address threats to belonging and close equity gaps in BLI students' academic performance. A pre-/post-semester survey measuring belonging was analyzed using repeated-measures ANOVA, and pass/fail academic records were analyzed using logistic regression. Findings: The targeted belonging intervention for BLI engineering students can help to address issues of isolation and

Investigating the Effect of Freshman Minority Engineering Student Participation in a Minority Summer Bridge Program on Engineering Self-Efficacy and Early Academic Success at a Predominantly-White Institution

2017 ASEE Annual Conference & Exposition Proceedings

(NCSU) focused on researching diversity Issues in Engineering. Dr. Adams graduated with his Ph.D. in Civil Engineering from NCSU in December 2014 after completing his dissertation which focused on Transportation Engineering Materials. During his time as an undergraduate and as a graduate student at NCSU, Dr. Adams actively participating in a wide range of efforts aimed at increasing the recruitment, retention, and advancement of minority student groups studying engineering on campus. These personal experiences fueled his desire to pursue research opportunities in the field of Diversity in Higher Education, specifically in STEM disciplines. During his time as a postdoctoral research, Dr. Adams has established the Minority Summer Research Program at NCSU and is conducting research related to various diversity issues on campus.

CAREER: Actualizing Latent Diversity in Undergraduate Engineering Education

2020 ASEE Virtual Annual Conference Content Access Proceedings

Her research focuses what factors influence diverse students to choose engineering and stay in engineering through their careers and how different experiences within the practice and culture of engineering foster or hinder belongingness and identity development. Dr. Godwin graduated from Clemson University with a B.S. in Chemical Engineering and Ph.D. in Engineering and Science Education. Her research earned her a National Science Foundation CAREER Award focused on characterizing latent diversity, which includes diverse attitudes, mindsets, and approaches to learning, to understand engineering students' identity development. She has won several awards for her research including

Classroom Practices that Support Minoritized Engineering Students’ Sense of Belonging (Research)

2021 ASEE Virtual Annual Conference Content Access Proceedings

graduated from the Colorado School of Mines in May 2020 with a Bachelor's in Environmental Engineering and is currently pursuing a Master's in Humanitarian Engineering at the same university. Her research focuses on belongingness, funds of knowledge, and engineering identity and how these factors vary among different demographics of first-generation college students.

AC 2007-578: MIND LINKS 2007: RESOURCES TO MOTIVATE MINORITIES TO STUDY AND STAY IN ENGINEERING

2007

MIND is the acronym for the American Society for Engineering Education (ASEE) MINorities in Engineering Division. The MIND Links project gathers useful web links and information on resources that would allow minority students and minority faculty to find and take full advantage of the myriad of programs and information designed to promote their participation in the engineering and technology disciplines. This paper provides more than 600 links.

Minority Status and Belonging: Engineering Math as a Vehicle to Build Community

2021 CoNECD, 2021

Boulder in the Department of Civil, Environmental, and Architectural Engineering (CEAE). She recently became the director for the Engineering Plus program, which offers a design-focused, flexible Bachelor's degree. Professor Bielefeldt was formerly the faculty director of the Sustainable By Design Residential Academic Program, a living-learning community where interdisciplinary students learn about and practice sustainability. Bielefeldt is also a licensed P.E. Professor Bielefeldt's research interests in engineering education include service-learning, sustainable engineering, social responsibility, ethics, and diversity.

MIND Links 2011: Resources to Motivate Minorities to Study and Succeed in Engineering

2011 ASEE Annual Conference & Exposition Proceedings

Penn State. His interests are in engineering design education, innovative design, global design, and global engineering education. He has introduced multinational design projects in a freshman introductory engineering design course in collaboration with institutions in Latin America and the Caribbean as part of his effort to contribute to the formation of world class engineers for the Americas. He is actively involved in the International Division of the American Society for Engineering Education and in the Latin American and Caribbean Consortium of Engineering Institution (LACCEI) as Vice-President for Research. His email is iee1@psu.edu.

Belongingness Uncertainty: A Comparative Study of African-American Engineering Students’ Experiences at PWI and HBCU

Annual meeting program American Educational Research Association, 2019

The study examines institutional and professional belongingness as it relates to the perceived interpersonal, instructional, and institutional opportunity structures available for African-American (AfA) engineering students at a Predominantly White Institution (PWI), and a Historically Black University (HBCU) within the Phenomenological Ecological Systems theory (PVEST). A stratified random sample of 65 AfA students (79% male) participated in 11 focus group interviews. Phenomenological analyses of

Are There Differences in Engineering Self-Efficacy Between Minority and Majority Students Across Academic Levels?

2011 ASEE Annual Conference & Exposition Proceedings

completed her Bachelor's and Master's degrees in Mechanical Engineering from Michigan Technological University in 2006 and 2008 respectively. During her undergraduate tenure she was an active member of the National Society of Black Engineers (NSBE) and currently serves on the Board of Directors. She is also the President of the ASEE student chapter at Michigan Tech. As the recipient of a King-Chavez-Parks graduate fellowship, Ms. Jordan has agreed to seek an engineering faculty position upon completion of her Ph.D. degree. She is also the recipient of a GEM Fellowship. Tammy Haut Donahue obtained earned a Ph.D. from the University of California at Davis where she received the Allen Marr Distinguished Dissertation Award in Biomedical Engineering. Dr. Haut Donahue was a post-doctoral fellow in the Department of Orthopedic at Pennsylvania State University before joining the faculty at Michigan Technological University in Mechanical Engineering-Engineering Mechanics.