Effects of High Impact Educational Practices on Engineering and Computer Science Student Participation, Persistence, and Success at Land Grant Universities–Year 2
Document Type
Conference Paper
Journal/Book Title/Conference
ASEE 2022 Annual Conference
Publisher
American Society for Engineering Education
Publication Date
6-26-2022
Abstract
The science, technology, engineering and mathematics (STEM) workforce contributes to the U.S. economy by supporting 67% of jobs and 69% of the gross domestic product [1]. Currently, there is an increased demand for engineering and computer science (E/CS) professionals, particularly those from underrepresented (e.g., gender, racial, ethnic) and underserved (socio-economic, geographically isolated) groups who bring diversity of thought and experience to the national E/CS workforce [2]. Correspondingly, educational institutions are called upon to develop capabilities to attract, engage, and retain students from these diverse backgrounds in E/CS programs of study.
Recommended Citation
Asghar, M., & Minichiello, A., & Banerjee, A., & Ewumi, E., & Claiborn, C., & Adesope, O. (2022, August), Effects of High Impact Educational Practices on Engineering and Computer Science Student Participation, Persistence, and Success at Land Grant Universities – Year 2 Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. https://peer.asee.org/41964