Tag Archives: Foor

Barriers to Broadening Participation in Engineering Competition Teams

Abstract Despite years of efforts to increase diversity in STEM, engineering continues to be a white male dominated discipline. This low representation of female and minority students is especially visible in student, experiential-learning, engineering competition teams (SELECT). SELECT provide some … Continue reading

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Advisor Perspectives on Diversity in Student Design Competition Teams

Abstract Engineering competition teams provide some students the opportunity to design authentic engineering artifacts, manage budgets and logistics, exercise engineering analysis and decision making, build an engineering artifact and develop and practice professional skills. In a research study examining the … Continue reading

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Leadership, Management, and Diversity: Missed Opportunities within Student Design Competition Teams

Abstract Engineering competition teams provide some students the opportunity to design authentic engineering artifacts, manage budgets and logistics, exercise engineering analysis and decision making, build an engineering artifact and develop and practice professional skills. In a research study examining the … Continue reading

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Inclusion or Exclusion? The Impact of the Intersection of Team Culture and Student Identity and Pathway on Team Diversity

Abstract Student, Experiential-Learning, Engineering Competition Teams (SELECT) provide an opportunity for engineering students to practice technical and professional engineering skills. Tremendous academic and financial resources are dedicated to SELECT teams, both from institutions of higher education and from companies that … Continue reading

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Building Diversity in Engineering Competition Teams by Modeling Industry Best-Practices

Abstract Each year, thousands of students compete in student, experiential-learning, engineering competition teams (SELECT) to practice and improve their engineering skills. SELECT attract tremendous resources from both industry and academia. Despite considerable efforts over the past decades to recruit and … Continue reading

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Unseen Differences

Available from: ASEE Archive Trytten, D. A., C. E. Foor, T. J. Murphy, R. L. Shehab, S. E. Walden and R. Pan (2014). Unseen Differences. ASEE Prism. Washington, D.C., American Society for Engineering Education. 24: 42.

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“You choose between TEAM A, good grades, and a girlfriend – you get to choose two!” – How a culture of exclusion is constructed and maintained in an engineering design competition team

Abstract Engineering student design-build competition teams provide an opportunity for engineering students to practice engineering technical and professional skills. However, as the student quoted in the title states, the opportunity has conditions attached to inclusion and acceptance. Using a case … Continue reading

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‘We Weren’t Intentionally Excluding Them…Just Old Habits’: Women (Lack of) Interest and an Engineering Student Competition Team

Abstract Student, experiential-learning, engineering, competition teams (SELECT) provide an opportunity for engineering students to practice engineering technical and professional skills. The low representation of women in SELECT is often rationalized as a lack of interest by individual women rather than … Continue reading

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“Do They Even Have That Anymore”: The Impact of Redesigning a Minority Engineering Program

Abstract Academic areas such as science, mathematics, and engineering have been pressed to supply our technological society’s ever increasing demand for an educated and skilled workforce. Attempting to broaden participation, minority and multicultural engineering programs (MEPs) operate within institutional climates … Continue reading

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Grabbing from my Racial Toolkit: Ethnic-Racial Socialization Between and Among African-American, Asian-American, Hispanic American, and Native American Students.

Abstract Racial socialization refers to the ways people are equipped to negotiate within a racially and ethnically based society. Very little is discussed in the literature about intersections between and among Native American, Hispanic, Asian American, and African American undergraduate … Continue reading

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Using qualitative data to bring positive culture into engineering programs

Abstract The Research Institute for STEM Education (RISE) examines success in engineering from the perspective of achieving equity of outcome. Equity ensures that opportunities and formal and informal knowledge are available to all students for participation and success in engineering … Continue reading

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The Role of Pre-Collegiate Heuristic Knowledge: Expanding the Local Model of Minority Student Success

Abstract To make money, one must first have money. Similarly, to acquire knowledge, one must first know how to play the game of knowledge acquisition. The Local Model of Minority Student Success (LMMSS) introduced by Padilla, Trevino, Gonzalez and Trevino … Continue reading

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‘Imaginary engineering’ or ‘re-imagined engineering’: Negotiating Gendered Positions in the Borderland of a College of Engineering

Abstract Explanations for women’s continued underrepresentation in science, technology, engineering, and mathematics (STEM) have popularly employed a “leaky pipeline” metaphor. Recently, however, some have found the pipeline metaphor lacking in explanatory power for dealing with subtle, yet pervasive barriers embedded … Continue reading

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‘I Feel Like Forest Gump:’ Mixed-Race Native American Students Find Community in a College of Engineering

Abstract Defining, achieving and retaining diversity in undergraduate education continues to be an important focus of research, policy and programmatic efforts in the science, technology, engineering and mathematics (STEM) community.1-8 The Research Institute for STEM Education contributes to this discourse … Continue reading

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‘What’s to keep you from dropping out?’ — Student Immigration into and within Engineering

Abstract Nearly one-half of the industrial engineering undergraduate interviewees in an investigation of their degree program indicated they previously had been enrolled in another major. Understanding why these students chose to remain in or enter a science, technology, engineering and … Continue reading

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Is Transfer Credit a Strategy for Success or a Prescription for Failure?

Abstract Identifying the factors contributing to successful completion of an engineering degree at a predominately white, research institution by under-represented and under-served minority students is one goal of the {name deleted for anonymity}. Additionally, we seek to differentiate the strategies … Continue reading

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Social Science Research in Engineering Education: Lessons Learned

Abstract Although it is possible for engineers to read social science literature and adapt the methods to educational research on their own, this is similar to having an electrical engineer muddle through a chemical engineering problem rather than working with … Continue reading

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Academic Struggles and Strategies: How Minority Students Persist

Abstract Insufficient progress has been made on advancing the representation of minorities in engineering professions. Our research seeks to identify characteristics and experiences that distinguish successful URM students in order to understand the complex relationships that affect a student’s choices … Continue reading

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Achieving Parity of the Sexes at the Undergraduate Level: A Study of Success

Abstract Most research about women in engineering focuses on reasons for their under-representation. In contrast, we capitalized on an opportunity to study success: the School of Industrial Engineering at the University of Oklahoma had organically achieved parity of the sexes … Continue reading

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Collaborating on a case study: Data analysis

The primary data for this paper was generated from a single interview of a multi-minority female engineering student at a predominantly white, four year institution of higher education. Inez’s particular story was so evocative multiple team members were independently moved … Continue reading

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‘I Wish that I Belonged More in this Whole Engineering Group:’ Achieving Individual Diversity.

Abstract Engineers need a breadth of experience to enrich the gene pool of ideas from which elegant engineering solutions can be drawn, called “individual diversity.” While performing large ethnograph-ic research studies where hundreds of engineering students were interviewed, we interviewed … Continue reading

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I Wish Someone Would Have Told Me: Undergraduate Engineering Students Offer Advice to Incoming Students

Abstract Under the aegis of investigating an undergraduate engineering program’s successful achievement of gender parity, 200 undergraduate engineering and physics majors were interviewed (232 total interviews). Near the end of the conversations, students were asked what advice they would offer … Continue reading

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