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1. Board 79: Building a Networked Improvement Community (NIC) around Engaging Minority Males in STEM

   https://doi.org/10.18260/1-2--30109  

   Ladeji-Osias, J. O. (June 2018, 2018 ASEE Annual Conference & Exposition)

   The percentage of minority males in the science, technology, engineering, and mathematics (STEM) workforce is about half of their representation in the US population. Roadblocks that continue to challenge minority males include: disparity in access to high quality STEM educational resources, a lack of role models, and a shortage of highly trained, minority STEM educators. This work describes an INCLUDES Design and Development Launch Pilot that builds on an existing regional partnership of four Historically Black Colleges and Universities (HBCUs) that are working together to improve STEM outcomes for middle school minority male students. Using collective impact-style approaches such as implementing mutually reinforcing activities through a Network Improvement Community (NIC) these partners are addressing the larger goal of improving STEM achievement in minority males, particularly in middle school. Activities of the NIC included a workshop to share best practices and define the NIC, workgroups to engage in improvement cycles, a website that will contribute to the knowledge base regarding effective strategies for enhancing STEM educational opportunities for minority males, and webinars. The project partners have also created a roadmap for a NIC to address the challenges described above. This paper describes a work in progress and will provides an update on the NIC to the broader engineering community. 

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2. Board 79: Building a Networked Improvement Community (NIC) around Engaging Minority Males in STEM

   Ladeji-Osias, J. O. (June 2018, 2018 ASEE Annual Conference & Exposition)

   The percentage of minority males in the science, technology, engineering, and mathematics (STEM) workforce is about half of their representation in the US population. Roadblocks that continue to challenge minority males include: disparity in access to high quality STEM educational resources, a lack of role models, and a shortage of highly trained, minority STEM educators. This work describes an INCLUDES Design and Development Launch Pilot that builds on an existing regional partnership of four Historically Black Colleges and Universities (HBCUs) that are working together to improve STEM outcomes for middle school minority male students. Using collective impact-style approaches such as implementing mutually reinforcing activities through a Network Improvement Community (NIC) these partners are addressing the larger goal of improving STEM achievement in minority males, particularly in middle school. Activities of the NIC included a workshop to share best practices and define the NIC, workgroups to engage in improvement cycles, a website that will contribute to the knowledge base regarding effective strategies for enhancing STEM educational opportunities for minority males, and webinars. The project partners have also created a roadmap for a NIC to address the challenges described above. This paper describes a work in progress and will provides an update on the NIC to the broader engineering community. 

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3. Development of a Middle School Architectural Engineering Pilot Program (Work in Progress)

   Wang, T; Jun Chee Yong, L.; Hanagan, L.M.; Godwin, A. (January 2022, American Society for Engineering Education Annual Conference & Exposition)

   This Work in Progress (WIP) paper describes the development of a middle school program focused on an integrated STEM architectural engineering design project and exploration of career pathways. The current engineering workforce is increasingly aging, needing new engineering graduates to meet the industry demands. It is crucial to create inclusive educational programs in STEM to expose and connect with youths from diverse backgrounds, especially the demographics that are underrepresented, in STEM career paths. Middle school is a pivotal time for generating students’ awareness of and promoting pathways into STEM careers; however, opportunities to engage in engineering are often lacking or nonexistent, particularly for low-income students. Additionally, low-income students may bring particular experiences and skills from their backgrounds to engineering that may increase the innovation of engineering solutions. These assets are important to recognize and cultivate in young students. The Middle School Architectural Engineering Pilot Program (MSAEPP), drawing from social cognitive career theory and identity-based motivation, is an intervention designed to affect STEM-related content and STEM identities, motivation, and career goals for low-income students using relatable topics within the building industry. The focus on architectural engineering activities is because buildings, and the industry they represent, touch everyone’s lives. The MSAEPP is planned to be implemented through the Talent Search Programs at middle schools in Pennsylvania. The Talent Search Program is one of the Federal TRIO Programs dedicated to assisting high school students in furthering their education. Penn State Talent Search Programs serve 22 schools in 8 impoverished school districts. The pilot program engages middle school students (seventh and eighth grade) in architectural engineering-related lessons and activities, by exploring engineering identities interactions with architectural engineering industry professionals, and by planning potential career pathways in architectural engineering and other STEM careers with Talent Search Counselors. The purpose of this paper is to present the background and process used in this funded NSF project for developing the suite of architectural engineering related lessons and activities and the research plan for answering the research question: How do the combination of meaningful engineering learning, exposure to professional engineers, and career planning, focused on building industry engineering applications, increase identity-based motivation of students from low-income households and marginalized students in pursuing STEM careers? Answering this question will inform future work developing interventions that target similar goals and will validate and expand the identity-based motivation framework. Keywords: middle school, identity, motivation, informal education. 

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4. Development of a Middle School Architectural Engineering Pilot Program (Work in Progress)

   Wang, T; Yong, L; Hanagan, L; Godwin, A (January 2022, ASEE 2022: American Society for Engineering Education Annual Conference & Exposition. Minneapolis, MN)

   This Work in Progress (WIP) paper describes the development of a middle school program focused on an integrated STEM architectural engineering design project and exploration of career pathways. The current engineering workforce is increasingly aging, needing new engineering graduates to meet the industry demands. It is crucial to create inclusive educational programs in STEM to expose and connect with youths from diverse backgrounds, especially the demographics that are underrepresented, in STEM career paths. Middle school is a pivotal time for generating students’ awareness of and promoting pathways into STEM careers; however, opportunities to engage in engineering are often lacking or nonexistent, particularly for low-income students. Additionally, low-income students may bring particular experiences and skills from their backgrounds to engineering that may increase the innovation of engineering solutions. These assets are important to recognize and cultivate in young students. The Middle School Architectural Engineering Pilot Program (MSAEPP), drawing from social cognitive career theory and identity-based motivation, is an intervention designed to affect STEM related content and STEM identities, motivation, and career goals for low-income students using relatable topics within the building industry. The focus on architectural engineering activities is because buildings, and the industry they represent, touch everyone’s lives. The MSAEPP is planned to be implemented through the Talent Search Programs at middle schools in Pennsylvania. The Talent Search Program is one of the Federal TRIO Programs dedicated to assisting high school students in furthering their education. Penn State Talent Search Programs serve 22 schools in 8 impoverished school districts. The pilot program engages middle school students (seventh and eighth grade) in architectural engineering related lessons and activities, by exploring engineering identities interactions with architectural engineering industry professionals, and by planning potential career pathways in architectural engineering and other STEM careers with Talent Search Counselors. The purpose of this paper is to present the background and process used in this funded NSF project for developing the suite of architectural engineering related lessons and activities and the research plan for answering the research question: How does the combination of meaningful engineering learning, exposure to professional engineers, and career planning, focused on building industry engineering applications, increase identity-based motivation of students from low-income households and marginalized students in pursuing STEM careers? Answering this question will inform future work developing interventions that target similar goals and will validate and expand the identity-based motivation framework. Keywords: middle school, identity, motivation, informal education. 

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5. Increasing STEM Engagement in Minority Middle School Boys through Making

   https://doi.org/10.18260/p.25676  

   Ladeji-Osias, J.; Ziker, C.; Gilmore, D.; Gloster, C.; Ali, K.; Puthumana, P. (June 2016, 2016 ASEE Annual Conference & Exposition)

   African-American and Hispanic males are significantly underrepresented in STEM. While youth start narrowing their career choices in middle school, National Maker programs rarely specifically target minority males. Four Historically Black Colleges/Universities (HBCUs), in partnership with The Verizon Foundation, have established Maker communities in underserved urban and rural communities. The Minority Male Maker Program allows middle school students and their teachers to develop science, technology, engineering, and mathematics (STEM) skills while expressing their creativity. The long term goals of this project are to increase participant interest in STEM careers and college attendance. In the short term, we anticipate increased technology proficiency, STEM engagement and academic achievement. Additional outcomes include increased teacher and mentor understanding of STEM instruction delivery and mentorship. Panelists will discuss disparities facing men of color and a new National program designed to provide early exposure to STEM. Recommendations for developing programs targeting minority male students will be discussed. 

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