STEM and Underrepresented Populations: What’s at Stake

2018 ◽  
pp. 31-41 ◽  
Author(s):  
Tristan Ivory
Keyword(s):  
Underrepresented Populations

Model-Eliciting Activities: A Research-Based Method for Inquiry Learning and Professional Development in the Engineering Classroom

2008 ◽  
Author(s):  
Tamara J. Moore
Keyword(s):  
Complex Systems ◽  
Student Development ◽  
Engineering Problem ◽  
First Year ◽  
Foundation Engineering ◽  
Underrepresented Populations ◽  
Model Eliciting Activities ◽  
Engineering Problems ◽  
The Given ◽  
Mathematics And Science

Attracting students to engineering is a challenge. In addition, ABET requires that engineering graduates be able to work on multi-disciplinary teams and apply mathematics and science when solving engineering problems. One manner of integrating teamwork and engineering contexts in a first-year foundation engineering course is through the use of Model-Eliciting Activities (MEAs) — realistic, client-driven problems based on the models and modeling theoretical framework. A Model-Eliciting Activity (MEA) is a real-world client-driven problem. The solution of an MEA requires the use of one or more mathematical or engineering concepts that are unspecified by the problem — students must make new sense of their existing knowledge and understandings to formulate a generalizable mathematical model that can be used by the client to solve the given and similar problems. An MEA creates an environment in which skills beyond mathematical abilities are valued because the focus is not on the use of prescribed equations and algorithms but on the use of a broader spectrum of skills required for effective engineering problem-solving. Carefully constructed MEAs can begin to prepare students to communicate and work effectively in teams; to adopt and adapt conceptual tools; to construct, describe, and explain complex systems; and to cope with complex systems. MEAs provide a learning environment that is tailored to a more diverse population than typical engineering course experiences as they allow students with different backgrounds and values to emerge as talented, and that adapting these types of activities to engineering courses has the potential to go beyond “filling the gaps” to “opening doors” to women and underrepresented populations in engineering. Further, MEAs provide evidence of student development in regards to ABET standards. Through NSF-funded grants, multiple MEAs have been developed and implemented with a MSE-flavored nanotechnology theme. This paper will focus on the content, implementation, and student results of one of these MEAs.

scholarly journals Rank Equity Index: Measuring Parity in the Advancement of Underrepresented Populations in Academic Medicine

2020 ◽  
Vol 95 (12) ◽  
pp. 1844-1852
Author(s):  
Magali Fassiotto ◽  
Brenda Flores ◽  
Robert Victor ◽  
Jonathan Altamirano ◽  
Luis C. Garcia ◽  
...  
Keyword(s):  
Academic Medicine ◽  
Underrepresented Populations ◽  
Equity Index

scholarly journals HIV practitioners in Madrid and New York improving inclusion of underrepresented populations in research

2014 ◽  
Vol 30 (3) ◽  
pp. 695-705 ◽  
Author(s):  
Rogério M. Pinto ◽  
Silvia Giménez ◽  
Anya Y. Spector ◽  
Jean Choi ◽  
Omar J. D. Martinez ◽  
...  
Keyword(s):  
New York ◽  
Underrepresented Populations

Manufacturing engineering education for underrepresented populations in the southeast

2005 ◽  
Vol 24 (3) ◽  
pp. 244-250 ◽  
Author(s):  
Matthew E. Elam ◽  
Daniel J. Fonseca ◽  
Roya Javadpour
Keyword(s):  
Engineering Education ◽  
Underrepresented Populations ◽  
Manufacturing Engineering

Strategies for Diversity Initiatives

2010 ◽  
pp. 46-61
Author(s):  
Toni Anaya ◽  
Charlene Maxey-Harris ◽  
Anchalee Panigabutra-Roberts
Keyword(s):  
Public Services ◽  
Core Values ◽  
People Of Color ◽  
Diversity Initiatives ◽  
Underrepresented Populations ◽  
Library Administration ◽  
Other Information ◽  
Information Professionals ◽  
University Of Nebraska Lincoln ◽  
The University

In the state of Nebraska, where the population is 90% white, recruiting people of color to the University of Nebraska-Lincoln is challenging. Needless to say, intentional efforts are made to recruit and retain librarians and other information professionals. University of Nebraska-Lincoln Libraries has brought together a team of librarians to focus on one of the university’s core values--diversity. This team of librarians from public services, technical services and library administration share responsibility in planning and implementing the Libraries’ diversity initiatives. This chapter will discuss the recruitment and retention efforts of the Libraries and the evolution of the team that has increased the number of librarians from underrepresented populations at University of Nebraska-Lincoln from 2.6% in 1999 to 12.2% in 2009.

Academic Motivation and Self-Discipline Strategies for Online Learners

2022 ◽  
pp. 111-128
Author(s):  
Emily Guetzoian
Keyword(s):  
Graduate Students ◽  
Students With Disabilities ◽  
Undergraduate Students ◽  
Academic Motivation ◽  
First Generation ◽  
Digital Learning ◽  
Underrepresented Populations ◽  
Online Learners ◽  
Students First ◽  
The Difference

The purpose of this chapter is to examine the academic motivation and self-discipline of online learners and how online academic strategies can translate to the modern-day workforce in the post-pandemic world. The chapter examines digital learning trends and skills students need to prepare them for online learning, such as self-directedness. It discusses the difference between motivation and self-discipline. It also covers strategies specific for different types of learners, such as undergraduate students, graduate students, first-generation students, students with disabilities, and students from underrepresented populations. It provides tips for various levels of educators to support student motivation and self-discipline in the online environment. It also provides tips for students themselves to address their own motivation and self-discipline strategies, such as eliminating distractions, setting goals, using technology effectively, and developing a routine. The chapter concludes with suggestions of how to implement these online academic skills into the workplace.

Rigor in Qualitative Methods: An Evaluation of Strategies Among Underrepresented Rural Communities

2019 ◽  
Vol 30 (2) ◽  
pp. 196-204 ◽  
Author(s):  
Jill B. Hamilton
Keyword(s):  
African American ◽  
Rural Communities ◽  
Qualitative Methods ◽  
Critical Evaluation ◽  
Case Analysis ◽  
Underrepresented Populations ◽  
Intercoder Reliability ◽  
Rich Description ◽  
Negative Case ◽  
Interviewer Bias

Achieving rigor using selected criteria to determine trustworthiness using qualitative methods has been without critical evaluation. In this article, strategies such as prolonged engagement and thick, rich description; negative case analysis; peer review or briefing; clarifying researcher bias; member checking; and, investigator triangulation and intercoder reliability are evaluated for appropriateness among an African American Appalachian rural population. Achieving rigor using qualitative methods among participants living in rural communities is time intensive requiring attention to quality versus quantity of time spent in interviews, building trusting relationships, an awareness of interviewer bias and assumptions, and appropriately evaluated strategies that enhance validity. Strategies to achieve rigor in qualitative methods should not be used as a one size fits all approach as this practice might actually diminish rigor. Among underrepresented populations, strategies should be adapted or not used at all.

Racialized Equity Labor, University Appropriation and Student Resistance

2019 ◽  
Vol 67 (2) ◽  
pp. 286-303 ◽  
Author(s):  
Veronica Lerma ◽  
Laura T Hamilton ◽  
Kelly Nielsen
Keyword(s):  
College Students ◽  
Public University ◽  
Interview Study ◽  
Public Image ◽  
People Of Color ◽  
Student Resistance ◽  
Underrepresented Populations ◽  
Racial Change ◽  
Internal Pressures ◽  
Insight Into

Abstract We coin the term “racialized equity labor” to describe the often uncompensated efforts of people of color to address systematic racism and racial marginalization within organizations. Using a year-long ethnographic and interview study of a majority-minority public university, we focus specifically on the racialized equity labor of college students who, like many faculty and staff of color, often labor to make their campuses comfortable and functional for historically underrepresented populations. We identify a cycle of racialized labor appropriation whereby: 1) people of color identify problems in the racial environment of their organizations and work to solve them; 2) leadership responds by blocking efforts and/or denying issues; 3) external and/or internal pressures force introspection and push leaders to resolve an organizational threat (e.g., to the university’s public image of diversity); and finally, 4) leadership appropriates racialized equity labor, and in doing so converts it into a diluted diversity initiative. Those engaged in racialized equity labor may resist appropriation, but the cycle takes a toll on activists. The ways in which organizations respond to racialized equity labor offers insight into the reproduction of racial inequities, despite the hard work of people of color to create meaningful racial change.

Sign in / Sign up

Export Citation Format

Share Document