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Showing 49 to 60 of 259 entries
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Digital youth divas: A program model for increasing knowledge, confidence, and perceptions of fit in stem amongst black and brown middle school girls.

Pinkard N, Martin CK, Erete S.
UIID-AD: 4166
2016;152-173. doi: 10.4018/978-1-5225-2005-4.ch008.

Women use technology to mediate numerous aspects of their lives, yet women of color are grossly underrepresented in the fields of computer science and engineering. Decisions about participation in STEM are frequently made prior to high school, and these...

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Pinkard N, Martin CK, Erete S. Digital youth divas: A program model for increasing knowledge, confidence, and perceptions of fit in stem amongst black and brown middle school girls. 2016;152-173doi: 10.4018/978-1-5225-2005-4.ch008.
Pinkard, N., Martin, C. K., & Erete, S. (2016). Digital youth divas: A program model for increasing knowledge, confidence, and perceptions of fit in stem amongst black and brown middle school girls. 152-173. https://doi.org/10.4018/978-1-5225-2005-4.ch008
Pinkard, N, et al. "Digital youth divas: A program model for increasing knowledge, confidence, and perceptions of fit in stem amongst black and brown middle school girls." vol. (2016): 152-173. doi: https://doi.org/10.4018/978-1-5225-2005-4.ch008
Pinkard N, Martin CK, Erete S. Digital youth divas: A program model for increasing knowledge, confidence, and perceptions of fit in stem amongst black and brown middle school girls. 2016;152-173. doi: 10.4018/978-1-5225-2005-4.ch008. UIID-AD: 4166.
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EFRI-REM at CCNY: Research Experience and Mentoring for Underrepresented Groups in Cross-disciplinary Research on Assistive Technology.

Ieee, Zhu ZG, Khoo WL, Santistevan C, Gosser Y, Molina E, Tang H, Ro T, Tian YL.
UIID-AD: 3961
2016;132-140.

We have successfully run the NSF EFRI-REM program at The City College of The City University of New York (CUNY) for four years (2012 to 2015) with over 50 research participants (RPs), most of whom are from underrepresented groups,...

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Ieee, Zhu ZG, Khoo WL, et al. EFRI-REM at CCNY: Research Experience and Mentoring for Underrepresented Groups in Cross-disciplinary Research on Assistive Technology. 2016;132-140
Ieee, Zhu, Z. G., Khoo, W. L., Santistevan, C., Gosser, Y., Molina, E., Tang, H., Ro, T., & Tian, Y. L. (2016). EFRI-REM at CCNY: Research Experience and Mentoring for Underrepresented Groups in Cross-disciplinary Research on Assistive Technology. 132-140.
Ieee, et al. "EFRI-REM at CCNY: Research Experience and Mentoring for Underrepresented Groups in Cross-disciplinary Research on Assistive Technology." vol. (2016): 132-140.
Ieee, Zhu ZG, Khoo WL, Santistevan C, Gosser Y, Molina E, Tang H, Ro T, Tian YL. EFRI-REM at CCNY: Research Experience and Mentoring for Underrepresented Groups in Cross-disciplinary Research on Assistive Technology. 2016;132-140. UIID-AD: 3961.
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EVALUATION OF ENGINEERING READINESS AND ACTIVE RATE ENHANCED BY INTENSIVE SUMMER BRIDGE PROGRAM.

Asme, Zhou Y, Islam N, Pan CC.
UIID-AD: 3960
2016;

An engineering Summer Bridge (Engineering Summer Readiness. Workshop after 2015) program has been implemented at the University of Texas at Brownsville (UTB) since summer 2012. After three years of program data accumulation, we can now track those participants from...

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Asme, Zhou Y, Islam N, et al. EVALUATION OF ENGINEERING READINESS AND ACTIVE RATE ENHANCED BY INTENSIVE SUMMER BRIDGE PROGRAM. 2016;
Asme, Zhou, Y., Islam, N., & Pan, C. C. (2016). EVALUATION OF ENGINEERING READINESS AND ACTIVE RATE ENHANCED BY INTENSIVE SUMMER BRIDGE PROGRAM. .
Asme, et al. "EVALUATION OF ENGINEERING READINESS AND ACTIVE RATE ENHANCED BY INTENSIVE SUMMER BRIDGE PROGRAM." vol. (2016).
Asme, Zhou Y, Islam N, Pan CC. EVALUATION OF ENGINEERING READINESS AND ACTIVE RATE ENHANCED BY INTENSIVE SUMMER BRIDGE PROGRAM. 2016; UIID-AD: 3960.
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Ladders of opportunity: Postgraduate equity, professions and the academic workforce.

Bell S, May R.
UIID-AD: 4117
2016;241-255. doi: 10.1007/978-981-10-0315-8_14.

This chapter focuses on student equity in postgraduate education and explores implications for the formation of the academic workforce. Participation and success in postgraduate education is of particular importance as it is an indicator, not only of completion of...

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Bell S, May R. Ladders of opportunity: Postgraduate equity, professions and the academic workforce. 2016;241-255doi: 10.1007/978-981-10-0315-8_14.
Bell, S., & May, R. (2016). Ladders of opportunity: Postgraduate equity, professions and the academic workforce. 241-255. https://doi.org/10.1007/978-981-10-0315-8_14
Bell, S, and May, R. "Ladders of opportunity: Postgraduate equity, professions and the academic workforce." vol. (2016): 241-255. doi: https://doi.org/10.1007/978-981-10-0315-8_14
Bell S, May R. Ladders of opportunity: Postgraduate equity, professions and the academic workforce. 2016;241-255. doi: 10.1007/978-981-10-0315-8_14. UIID-AD: 4117.
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Strategies for engaging hispanic/latino youth in the US in computer science.

Thiry H, Denner J, Martinez J.
UIID-AD: 4155
2016;24-48. doi: 10.4018/978-1-5225-2005-4.ch002.

In the United States, Hispanic/Latino youth are underrepresented in computer science degree programs and the workforce. This chapter reviews theoretical models and empirical evidence to guide efforts to engage Hispanic/Latino youth in activities and learning environments that have the...

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Thiry H, Denner J, Martinez J. Strategies for engaging hispanic/latino youth in the US in computer science. 2016;24-48doi: 10.4018/978-1-5225-2005-4.ch002.
Thiry, H., Denner, J., & Martinez, J. (2016). Strategies for engaging hispanic/latino youth in the US in computer science. 24-48. https://doi.org/10.4018/978-1-5225-2005-4.ch002
Thiry, H, et al. "Strategies for engaging hispanic/latino youth in the US in computer science." vol. (2016): 24-48. doi: https://doi.org/10.4018/978-1-5225-2005-4.ch002
Thiry H, Denner J, Martinez J. Strategies for engaging hispanic/latino youth in the US in computer science. 2016;24-48. doi: 10.4018/978-1-5225-2005-4.ch002. UIID-AD: 4155.
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Techniques for retaining computer science students at historical black colleges and universities.

Brown S, Yuan X.
UIID-AD: 4777
2016;251-268. doi: 10.4018/978-1-5225-0308-8.ch014.

Computing jobs are among the fastest growing areas of employment in the United States. However, there is a critical shortage of students majoring in computing. Institutions of higher education are not producing enough computing graduates to keep up with...

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Brown S, Yuan X. Techniques for retaining computer science students at historical black colleges and universities. 2016;251-268doi: 10.4018/978-1-5225-0308-8.ch014.
Brown, S., & Yuan, X. (2016). Techniques for retaining computer science students at historical black colleges and universities. 251-268. https://doi.org/10.4018/978-1-5225-0308-8.ch014
Brown, S, and Yuan, X. "Techniques for retaining computer science students at historical black colleges and universities." vol. (2016): 251-268. doi: https://doi.org/10.4018/978-1-5225-0308-8.ch014
Brown S, Yuan X. Techniques for retaining computer science students at historical black colleges and universities. 2016;251-268. doi: 10.4018/978-1-5225-0308-8.ch014. UIID-AD: 4777.
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Culturally Situated Survey of Engineering Identity for Latina/o Undergraduates.

Ieee, Revelo RA.
UIID-AD: 3927
2015;2277-2281.

Measures of engineering identity have been designed for an aggregate group of engineering students leaving the ways that students of color develop their engineering identities unexplored. This work in progress paper presents a culturally situated survey of engineering identity...

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Ieee, Revelo RA. Culturally Situated Survey of Engineering Identity for Latina/o Undergraduates. 2015;2277-2281
Ieee, & Revelo, R. A. (2015). Culturally Situated Survey of Engineering Identity for Latina/o Undergraduates. 2277-2281.
Ieee, and Revelo, R A. "Culturally Situated Survey of Engineering Identity for Latina/o Undergraduates." vol. (2015): 2277-2281.
Ieee, Revelo RA. Culturally Situated Survey of Engineering Identity for Latina/o Undergraduates. 2015;2277-2281. UIID-AD: 3927.
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E-mentoring Supports for Improving the Persistence of Underrepresented Students in On-line and Traditional Courses.

Wolfe G, Gregg N.
UIID-AD: 3955
2015;243-251. doi: 10.1007/978-3-319-20684-4_24.

On-line education has broadened access to college allowing the same educational opportunities as students enrolled at a traditional campus. The increase in on-line enrollment is over shadowed by course drop out and failure rates which are higher than campus-based...

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Wolfe G, Gregg N. E-mentoring Supports for Improving the Persistence of Underrepresented Students in On-line and Traditional Courses. 2015;243-251doi: 10.1007/978-3-319-20684-4_24.
Wolfe, G., & Gregg, N. (2015). E-mentoring Supports for Improving the Persistence of Underrepresented Students in On-line and Traditional Courses. 243-251. https://doi.org/10.1007/978-3-319-20684-4_24
Wolfe, G, and Gregg, N. "E-mentoring Supports for Improving the Persistence of Underrepresented Students in On-line and Traditional Courses." vol. (2015): 243-251. doi: https://doi.org/10.1007/978-3-319-20684-4_24
Wolfe G, Gregg N. E-mentoring Supports for Improving the Persistence of Underrepresented Students in On-line and Traditional Courses. 2015;243-251. doi: 10.1007/978-3-319-20684-4_24. UIID-AD: 3955.
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Examining the levels of reasoning used by urban elementary black girls engaging in technology-enhanced inquiry.

Buck GA, Beeman-Cadwallader N, Trauth-Nare A.
UIID-AD: 3561
2015;86-107. doi: 10.4018/978-1-4666-9616-7.ch005.

Technological tools such as interfaces, sensors and probeware are increasingly prevalent in science classrooms. With increased prevalence comes a need to improve the research base on how to use technology in ways that maximize student learning. These resources potentially...

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Buck GA, Beeman-Cadwallader N, Trauth-Nare A. Examining the levels of reasoning used by urban elementary black girls engaging in technology-enhanced inquiry. 2015;86-107doi: 10.4018/978-1-4666-9616-7.ch005.
Buck, G. A., Beeman-Cadwallader, N., & Trauth-Nare, A. (2015). Examining the levels of reasoning used by urban elementary black girls engaging in technology-enhanced inquiry. 86-107. https://doi.org/10.4018/978-1-4666-9616-7.ch005
Buck, G A, et al. "Examining the levels of reasoning used by urban elementary black girls engaging in technology-enhanced inquiry." vol. (2015): 86-107. doi: https://doi.org/10.4018/978-1-4666-9616-7.ch005
Buck GA, Beeman-Cadwallader N, Trauth-Nare A. Examining the levels of reasoning used by urban elementary black girls engaging in technology-enhanced inquiry. 2015;86-107. doi: 10.4018/978-1-4666-9616-7.ch005. UIID-AD: 3561.
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Getting the Attention of Underrepresented Minority Community College Students to Consider Engineering as a Career.

Ieee, Anderson-Rowland MR, Rodriguez AA, Grierson AE.
UIID-AD: 3818
2015;1858-1865.

In order to have more students in engineering and computer science, we need more students interested in these fields. Many community college (CC) students believe that engineering is boring and has little to do with their lives, but also...

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Ieee, Anderson-Rowland MR, Rodriguez AA, et al. Getting the Attention of Underrepresented Minority Community College Students to Consider Engineering as a Career. 2015;1858-1865
Ieee, Anderson-Rowland, M. R., Rodriguez, A. A., & Grierson, A. E. (2015). Getting the Attention of Underrepresented Minority Community College Students to Consider Engineering as a Career. 1858-1865.
Ieee, et al. "Getting the Attention of Underrepresented Minority Community College Students to Consider Engineering as a Career." vol. (2015): 1858-1865.
Ieee, Anderson-Rowland MR, Rodriguez AA, Grierson AE. Getting the Attention of Underrepresented Minority Community College Students to Consider Engineering as a Career. 2015;1858-1865. UIID-AD: 3818.
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Linking instruction and assessment in adolescence.

Berninger VirginiaWise.
UIID-AD: 1475
2015;137-168. doi: 10.1037/14437-006.

This chapter begins by describing six key issues that emerge during adolescence: (a) moving across instructional blocks with different teachers and classmates during the school day, (b) dealing with increasing diversity among learners who need to find their common...

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Berninger VirginiaWise. Linking instruction and assessment in adolescence. 2015;137-168doi: 10.1037/14437-006.
Berninger, V. i. r. g. i. n. i. a. W. i. s. e. (2015). Linking instruction and assessment in adolescence. 137-168. https://doi.org/10.1037/14437-006
Berninger, Virginia Wise. "Linking instruction and assessment in adolescence." vol. (2015): 137-168. doi: https://doi.org/10.1037/14437-006
Berninger VirginiaWise. Linking instruction and assessment in adolescence. 2015;137-168. doi: 10.1037/14437-006. UIID-AD: 1475.
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Transitioning Students Navigating Engineering Identities.

Ieee, Tolbert D, Hynes M, Dickerson D, Cardella M.
UIID-AD: 3946
2015;431-435.

How do transitioning underrepresented minority (URM) students evaluate their engineering ability? To investigate this question seven students in a summer pre-college program provided insight on their confidence in their abilities and were asked to recollect the experiences which helped...

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Ieee, Tolbert D, Hynes M, et al. Transitioning Students Navigating Engineering Identities. 2015;431-435
Ieee, Tolbert, D., Hynes, M., Dickerson, D., & Cardella, M. (2015). Transitioning Students Navigating Engineering Identities. 431-435.
Ieee, et al. "Transitioning Students Navigating Engineering Identities." vol. (2015): 431-435.
Ieee, Tolbert D, Hynes M, Dickerson D, Cardella M. Transitioning Students Navigating Engineering Identities. 2015;431-435. UIID-AD: 3946.
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Showing 49 to 60 of 259 entries