HBCUs and Chemical Engineering: Analysis of Baccalaureate Programs (original) (raw)
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is an Instructional Associate Professor in the Cullen College of Engineering at the University of Houston. He has dedicated his career to increasing the number of students who are in the pipeline to pursue STEM careers. He believes that exposing students to STEM early will have a lasting impact upon their lives and academic pursuits. He is a co-founder of the St. Elmo Brady STEM Academy (SEBA). SEBA is an educational intervention aimed at exposing underrepresented fourth and fifth grade students to hands-on, inquiry based STEM experiments and activities. Henderson is a part of the William A. Brookshire Dept. of Chemical & Biomolecular Engineering and he was recently appointed by the Dean of the College as the Director of the Program for Mastery in Engineering Studies (PROMES), a program aimed at increasing engineering student achievement, engagement, and retention. His research interests are in engineering identity formation and persistence among underrepresented students, especially Black males. He was most recently recognized by INSIGHT Into Diversity Magazine as an Inspiring STEM Leader Award recipient. He was also recently awarded a Young Alumni Achievement Award from the University of Illinois' College of Liberal Arts & Sciences (2019); and the Science Spectrum Trailblazer Award, by career communications group as a part of the 34th Black Engineer of the Year STEM Conference (2020).
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Dr. Long's research interests include: (a) students' technology use, (b) diversity and inclusion, as well as (c) student retention and success, with a particular focus on students in STEM fields. He has conducted and published research with the Movement Lab and Center for Higher Education Enterprise (CHEE) at OSU. Dr. Long has assisted with research, funded by NSF, to study factors that broaden minority student participation and success in STEM fields, (award ID: 1132141). Dr. Long has taught undergraduates in the First-Year Engineering Program and Department of Mechanical Engineering at OSU and served as a facilitator for both the University Center for the Advancement of Teaching (UCAT) and Young Scholars Program (YSP) at OSU. Furthermore, he has worked in industry at Toyota through participation in INROADS and he has a high record of service with organizations such as the American Society of Engineering Education (ASEE) and National Society of Black Engineers
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African Americans remain under-represented in the physical sciences and engineering fields. In the physical sciences the greatest increases for African Americans were in earth sciences and atmospheric sciences. The number of physics degrees earned by African Americans remained flat despite a 58% growth in the field overall. Between 2003 and 2013, bachelor’s degrees earned in engineering by African Americans in the US increased 10%. However, the increase was significantly less than gains in engineering degrees seen across all US bachelor’s degree recipients. Of all the fields examined in this report, engineering technology is the only field in which African Americans are earning bachelor’s degrees at approximately the same proportion as all US bachelor’s degree recipients. Though there were increases in specific disciplines between 2003 and 2013, the current growth rate shows no sign of a change in status for African Americans in the physical sciences and engineering.