A Characterization of Engineering and Computer Science Undergraduate Participation in High Impact Educational Practices at Two Western Land Grant Institutions

Document Type

Conference Paper

Journal/Book Title/Conference

ASEE 2021 Annual Conference

Publisher

American Society for Engineering Education

Publication Date

7-26-2021

Abstract

To maintain its technological competitiveness and innovation leadership into the 21st century, the United States requires a robust engineering and computer science (E/CS) workforce with substantial diversity across gender and underrepresented racial and ethnic minority groups [1] [2]. However, there are growing concerns about the ability of U.S. educational systems to meet increasing demands to prepare and train a diverse E/CS workforce. Research shows that students from underrepresented gender, racial, and ethnic groups are less likely to complete their education, compared to their counterparts from dominant groups, due to a variety of institutional factors [3]. Also, first-generation college students (FGCS), who are the first in their family to pursue postsecondary education, are less likely to complete their education compared to students whose parents attended college [4]. Therefore, to encourage and enable diverse students to opt into E/CS fields and persist within them, there is a critical need to provide E/CS students with supportive and enriching opportunities from which to learn and grow within their chosen field.

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