Abstracts Book - IMRC 2018

• SF7-O016 Invited Talk
NEXT GENERATION ENGINEERS: INCREASING
UNDERREPRESENTED ENGINEERING STUDENTS’ PERSISTENCE TO
DEGREE COMPLETION
Enrique Ainsworth 1
1 University of California, Los Angeles, Henry Samueli School of Engineering and Applied
Science, United States.
This presentation for the IMRC Symposium 7 covers the historical roots, social
forces and outcomes of the 40 year national effort by schools of engineering,
corporations and governmental agencies to increase the numbers, retention
and graduation of underrepresented student groups. Increasing the number of
engineering graduates by broadening the participation of underrepresented
groups is an imperative for U.S. global economic leadership and effective
national security. This symposium presents strategies and methodologies for
faculty to advocate for women and underrepresented minorities (URM) to
pursue and persist in engineering education as the next generation engineers.
Both groups face challenges — whether cultural expectations, lack of access to
preparatory classes, or a dearth of role models similar backgrounds — that keep
them full participation in the engineering workforce. All students can enhance
their academic and social skills through positive interactions with peers and
professors of different backgrounds. The case to establish engineering diversity
programs as a way to produce the next generation is presented with evidencebased
outcomes leading schools of engineering. Presented in a tripartite format,
the first section reviews social disruptions that led corporations, universities and
governments to abate historical barriers that excluded populations of color
participating in engineering education and the workforce. The focus is on the
coordinated efforts by industry, engineering schools and national academy
leaders initiated to develop models and programs to increase the numbers and
retention of underrepresented engineering students (URES). Evidence-based
studies detail both the challenges in diversifying engineering and the successful
interventions. The second section addresses academic community building
models and co-curricular activities (active learning) that promote persistence,
academic resilience and achievement among low income URES in first year STEM
courses. Methods are discussed on how to effectively engage URES in the MSE
discipline. Thirdly, funding opportunities to broaden the mix of populations
participating in engineering education K-20 continuum is presented. The
partnership between UCLA’s NSF ERC and the Center for Excellence in