CAREER: Disrupting the Status Quo Regarding Who Gets to be an Engineer -- Insights from Year 1
- Conference
- Location
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Minneapolis, MN
- Publication Date
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August 23, 2022
- Start Date
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June 26, 2022
- End Date
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June 29, 2022
- Conference Session
- Page Count
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18
- DOI
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10.18260/1-2--42070
- Permanent URL
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https://strategy.asee.org/42070
- Download Count
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261
Paper Authors
Jeremi London Virginia Polytechnic Institute and State University
Associate Professor of Engineering Education at Virginia Tech
Chair of ASEE's CDEI during the Year of Impact on Racial Equity
Brianna McIntyre Purdue University at West Lafayette (PPI)
Dr. Brianna Benedict McIntyre is a research associate in the Department of Engineering Education at Virginia Tech. She earned her Bachelor's and Master's of Science in Industrial and Systems Engineering from North Carolina Agricultural and Technical State University. Her research focuses on understanding how hybrid spaces influence engineering students’ identity development, belonging, and agency in interdisciplinary engineering education. She leads the ASEE CDEI virtual workshop team focused on building a community of educators passionate about expanding their knowledge concerning diversity, equity, and inclusion in engineering education.
Nicole Jefferson Virginia Polytechnic Institute and State University
Nicole Adia Jefferson is an Engineering Education Ph.D. student at Virginia Tech in Blacksburg, Va. She holds a B.S. in Mechanical Engineering & Technology and M.S. in Computer Science HCI, from Virginia State University, Petersburg, Va. Nicole is current member of The Research’s Impact on Society and Education (RISE) Research Group where she is a GRA for CAREER: Disrupting the Status Quo Regarding Who Gets to be an Engineer.
Abstract
The historical exclusion of Black and Brown students from engineering can be linked to systemic racism baked into engineering education, and it will require Colleges of Engineering (COEs) to adopt a holistic change strategy in order to overcome this challenge. While existing scholarship has explored the barriers racially/ethnically minoritized students face in engineering and the change strategies that promote pedagogical innovations in engineering education, this CAREER project sits at the intersection of both topics. This CAREER Award is a multi-case study exploring five institutions that serve as exemplars for recruiting, retaining, and graduating the most Black and brown undergraduate engineers over a recent decade. This executive summary presents insights about the first year of this study and is organized around four key topics: the project design, two key outputs of year one, preliminary insights from year one’s pilot interviews, and looking ahead to year two.
London, J., & McIntyre, B., & Jefferson, N. (2022, August), CAREER: Disrupting the Status Quo Regarding Who Gets to be an Engineer -- Insights from Year 1 Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--42070
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