DOI

10.17077/aseenmw2014.1014

Location

Lucus Dodge Room, 256 IMU

Start Date

10-17-2014 10:45 AM

End Date

10-17-2014 11:03 AM

Abstract

In an effort to prepare more Native American engineers, counting the numbers who complete the educational task is important. More often overlooked, however, is that capacity building is another key measure of success, since reaching critical mass to obtain the numbers may take considerable time. In this paper, the co-authors are both the researchers and the research subjects. We are four engineers and scientists with advanced degrees with key roles in a multi-year collaborative pre-engineering education initiative between a tribal college and two mainline universities. From our perspectives at one of those two mainline universities, we each wrote an essay reflecting on pre-determined questions. We briefly present our qualifications and then assess capacity building related to the summer camp experiential learning aspect of the initiative. We qualitatively analyze the essays and present persistent themes, along with consensus and divergent opinions. Five common themes dominated the essays including the importance of: using experiential learning pedagogy, building lasting relationships, networking, including cross-disciplinary connectivity, and taking advantage of positive but unintended consequences. We provide a recommended bibliography for faculty, staff, graduate students, and undergraduate student interns to provide a shared base of knowledge to improve collaborative cohesion.

Rights

Copyright © 2014, Joanita M. Kant, Suzette R. Burckhard, Whitney K. Kilts, and Kyungnan Min

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Oct 17th, 10:45 AM Oct 17th, 11:03 AM

Increasing Diversity in Engineering: Capacity Building Matters

Lucus Dodge Room, 256 IMU

In an effort to prepare more Native American engineers, counting the numbers who complete the educational task is important. More often overlooked, however, is that capacity building is another key measure of success, since reaching critical mass to obtain the numbers may take considerable time. In this paper, the co-authors are both the researchers and the research subjects. We are four engineers and scientists with advanced degrees with key roles in a multi-year collaborative pre-engineering education initiative between a tribal college and two mainline universities. From our perspectives at one of those two mainline universities, we each wrote an essay reflecting on pre-determined questions. We briefly present our qualifications and then assess capacity building related to the summer camp experiential learning aspect of the initiative. We qualitatively analyze the essays and present persistent themes, along with consensus and divergent opinions. Five common themes dominated the essays including the importance of: using experiential learning pedagogy, building lasting relationships, networking, including cross-disciplinary connectivity, and taking advantage of positive but unintended consequences. We provide a recommended bibliography for faculty, staff, graduate students, and undergraduate student interns to provide a shared base of knowledge to improve collaborative cohesion.