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Refreshing the NACME Strategy—Connectivity 2020

June 16, 2016

 

We are actively engaged in executing the new NACME strategy, Connectivity 2020, approved by the Board of Directors in January 2016. Connectivity 2020 encompasses two areas of focus: Core Business and Community Partnership Model.

Core Business is defined as Scholarships, University Relations, and Research; and the new NACME Career Center: Internships and Full-Time Hires. The Core Business components are executed via Direct Engagement. Through execution in the Core Business sphere, NACME directs its time and resources towards increasing the representation of successful African-American, American Indian, and Latino young women and men graduating with bachelor’s degrees in engineering and computer science. NACME also works to increase the number of underrepresented minority students in internship positions and full-time jobs with NACME Board Companies.

The Community Partnership Model offers the opportunity for Collective Impact through strategic collaborations with other NPOs, educational and governmental institutions, and corporations. These collaborations will permit us to influence the Pre-College STEM Pathway and Policy via Indirect Engagement.

NACME is actively building its network of corporate leaders to assist us in executing this strategy. Our corporate partners can play a key role in supporting underrepresented minority student retention and success in STEM education. We invite you to join us as we continue on this journey to change the trajectory for African American, American Indian, and Latino women and men, and ensure an engineering workforce that looks like America.

We continue to be proud of the academic achievements of our NACME Scholars. Eighty-three (83) percent of our students graduate with an average GPA of 3.3 on a 4.0 scale. Even more remarkable is the 79.1 percent six-year graduation rate earned by our NACME Scholars. NACME supports these high-performing students with its college-to-career programs.

Join us and together we will shift the paradigm.                           

A Status Report on Minorities in Engineering

CornerOffice

October 4, 2016

The founding vision of NACME in 1974 was the achievement of parity in the engineering workforce for African Americans, American Indians, and Latinos, the three groups that have been underrepresented historically in the profession. The vision of today’s NACME remains an engineering workforce that looks like America. We are exceedingly proud of the key role NACME has played in the National Minority Engineering Effort during the past 42-years, as measured by the dramatic increase in the number of baccalaureate degrees in engineering awarded to underrepresented minority (URM) students today, over the number of graduates at the time of our founding, but the goal of parity remains elusive.

The number of underrepresented minority (URM) baccalaureate degree recipients in engineering rose to 12,903 in 2014, a 10 percent increase from the prior year. This number represents 13.7 percent of the total number of engineering degrees conferred that year (93,950).  The growth was mainly concentrated with the Latino population, who earned 8,984 baccalaureate degrees, while African Americans earned 3,599, and American Indian/Alaska Natives earned 320.

What's more, students right now experienced trouble in writing outlines of Chinese sources in English, particularly when Chinese words, expressions, or ideas can't be converted into the English language. In the event that the sources are in English, students experience issues in first understanding specialized wording of the writing in English before writing outlines and basic remarks. Students likewise have issues in sorting out writing audits into sensible requests and appropriate classes. Along these lines, students navigate to this web-site right now to check their guides and prepare them how to think in English and have the option to write in exact, syntactic, and familiar English to introduce all pieces of an examination paper. Numerous students communicated their abhorrence of taking exploration writing. Their coaches additionally thought that it was a test to peruse students' examination writing and give them explicit remarks. Jensen, Martin, Mann, and Eogarty (2004) resounded that "numerous employees think altering archives for spelling, sentence structure, a particular writing group style, and logical writing style isn't their duty.

Despite these gains, more work is needed to diversify the engineering pathway. Even though African Americans constituted 14.8 percent of the college-age population (18 to 24 years old), they earned only 3.8 percent of engineering degrees. American Indian/Alaska Natives constituted 0.9 percent of the college-age population, yet earned only 0.3 percent of engineering degrees. Although they experienced the highest gains, Latinos were still markedly underrepresented in this discipline, earning 9.6 percent of engineering degrees despite making up 21.4 percent of the college-age population.

These trends help to explain the paucity of diversity in the engineering workforce and academia. In 2013, URMs constituted 12.1 percent of employed engineers, which paled in comparison to their representation in the overall population (31.5 percent). They also constituted only 6.6 percent of engineering faculty, which continued a troubling trend of minute minority representation in academic settings. Minority youth pursuing engineering degrees lack mentors from similar backgrounds who can encourage and support them in their journey.  

The U.S. population is becoming more diverse each year.  By 2050, URMs will represent over 40 percent of the population, and there will be no majority race.  The demand for qualified STEM professionals is high, but the supply of STEM workers to fill these positions is at risk if underrepresented groups are not engaged in these fields.  While we can all take great satisfaction in the role that NACME has played in moving the needle for URMs, more work and greater support is needed to achieve our mission of creating a STEM workforce that looks like America.

For more than four decades, NACME has attempted to send a clear and unambiguous message that must be understood and acted upon if this nation is to retain its position of leadership in STEM and keep its competitive edge in the global marketplace of ideas and products.

That message is this: The solution to America’s competitiveness problem is to activate the hidden workforce of young men and women who have traditionally been underrepresented in STEM careers—African Americans, American Indians, and Latinos.

 

 

Author comments on new book exploring the story of African Americans in engineering

CornerOffice

January 29, 2016

 

Since its founding in 1974, NACME has been a leader in research on the issues impacting minority participation in engineering in the U.S. Through books, chapters, articles, monographs, technical reports, briefs, and national symposia, NACME has built the knowledge base and expertise to lead a long-term national effort to enhance the participation of successful African American, American Indian, and Latino young women and men in engineering education and careers.  

ChangingTheFaceOfEngineeringA new book, Changing the Face of Engineering: The African American Experience, explores the story of African Americans in engineering and argues that their continued underrepresentation in the field imperils the nation’s ability to compete globally. The book is co-edited by Dr. John Brooks Slaughter, the 5th and former President and CEO of NACME, a former director of the National Science Foundation, and a current professor of education and engineering at the University of Southern California; Yu Tao, an assistant professor of sociology and the director of Gender and Cultural Studies at Stevens Institute of Technology; and Willie Pearson, Jr., a professor of sociology at Georgia Institute of Technology. In 15 chapters, scholars from a range of disciplines and employment sectors examine issues related to the status of African Americans in engineering. The book was published last fall by the Johns Hopkins University Press.

I am honored to have been invited by Dr. Slaughter to author a chapter entitled Enhancing the Community College Pathway to Engineering Careers for African American Students: A Critical Review of Promising and Best Practices. Visitors to my Blog will know that I am a champion for an expanded role for the community college in diversifying the U.S. engineering workforce. My chapter argues that now is a propitious moment to connect four strands that relate directly to the contemporary concerns about U.S. competitiveness in the flat world: 1) the fact that diversity drives innovation and that its absence imperils our designs, our products, and, most of all, our creativity—all components of competitiveness; 2) African Americans remain one of the most underrepresented  minority groups in engineering –related fields; 3) African American students are well represented in the community college sector, although not in the STEM disciplines; and 4) community colleges are already essential to the education of engineers in the United States. Positioning the community college as an even more prominent and effective gateway to engineering careers for African American students will require bold action and academic strategy in a number of key areas. I offer concrete and actionable recommendations in the critical areas of pre-engineering and recruitment, student support services and retention, innovations in teaching and learning, the special case of developmental mathematics, and transfer and articulation. The visionary NACME Community College Strategy is discussed, and issues for further research, practice, and policy are enumerated.

Included below is Josh Logue’s interview with Dr. Slaughter, discussing the new book that appeared in the January 25, 2016 edition of Inside Higher Ed. The interview is reprinted with the permission of Inside Higher Ed.

 Q: Can you describe the origins of the late-1960s efforts to bring more African-Americans into the engineering field and where those efforts stand today?

A: What came to be known as the Minority Engineering Effort began with a symposium held at the National Academy of Engineering in 1973. It was the result of actions led by Percy Pierre, dean of engineering at Howard University, with support from industry, notably GE. After the symposium, Dr. Pierre was successful in convincing the Alfred P. Sloan Foundation to make a major, several-year financial commitment, and with leadership from major corporate CEOs and university presidents the effort was launched. At the time, the number of African-American baccalaureate engineering graduates was in the neighborhood of 1 percent of the total and most of them were graduates of historically black colleges and universities. More recent data show that the percentage of African-American bachelor’s degree engineering graduates peaked at 5.6 percent in 2000 and has dropped to slightly below 4 percent in 2013. Improving retention to graduation has to be a key priority to improve these statistics.

Q: A chapter near the end of the book notes that "the lack of diversity among the U.S. engineering workforce poses a significant threat to our nation's ability to maintain an innovative edge in an increasingly competitive world." Can you talk briefly about why?

A: In the foreword to the book, Shirley Ann Jackson [president of Rensselaer Polytechnic Institute], wrote about the “quiet crisis,” an expression she coined to refer to the fact that the need for engineers is at an all-time high while our production of engineering graduates has declined. Other nations, even developing ones, are producing more engineers than we are and are creating scientific and technological infrastructures that allow them to compete effectively with U.S. in the global competition for science and technology leadership. In order to increase the number of engineering graduates, we must ensure that more women and underrepresented minorities are encouraged to prepare themselves with the math and science skills needed for admission to an engineering education. The demographic changes in our nation’s population clearly indicate that we are becoming more diverse, and that diversity must be reflected in all professions, including science and engineering. Diversity drives innovation; creativity is unleashed in an environment rich with ideas and experiences of a diverse group of individuals.

Q: Right at the very beginning of the book, you note that "too often [African-American] inventions and scientific discoveries were neither recognized nor valued." Can you highlight one or two examples of this that stand out to you?

A: Throughout history, African-Americans have provided noteworthy inventions and products that have made our lives safer, healthier and more comfortable. They include, among many others, Elijah McCoy (1843-1929), the inventor of the automatic lubricator for oiling locomotives, [who was] credited by some with being the person identified by the expression “The Real McCoy”; Granville T. Woods (1856-1910), the “black Edison,” who invented devices to improve electric railway cars and for controlling the flow of electricity as well as a steam boiler furnace, an automatic air brake and multiplex telegraphy; and Garrett Morgan (1875-1963), inventor of the three-way traffic light and the gas mask. More recent examples include Mark Dean, holder of three of the original nine patents for the IBM PC and Gilda Barabino, dean of the Grove School of Engineering of the City College of City University of New York, who also heads a biomedical engineering laboratory that is a leader in research on sickle cell anemia and cellular and tissue engineering.

Q: Similarly, this book approaches this topic from a variety of angles using everything from data analysis to personal anecdotes and in-depth interviews. Can you highlight one or two revelations you feel are particularly vital or important to recognize?

A: The one message that many of the authors make very clearly is the importance of a diverse faculty, and for African-American students, the presence of African-American faculty. These faculty members serve as role models and help create an affirming environment that facilitates success for African-American students. The percentage of African-American engineering faculty in predominantly white colleges and universities is approximately 2 percent and has not improved significantly over the past decade. The paucity of African-American faculty is a major reason that there are so few African-American students entering doctoral programs in engineering.

Q: Presumably written well before Justice Antonin Scalia specifically raised the idea of "mismatch" theory during oral arguments for a recent affirmative action case, the last chapter of this book also mentions those ideas in the context of prescribing "disaggregated accountability." Can you talk about what that is and what, if any, light this book can shed on the mismatch debate?

A: Accountability for improving opportunities and success of women and underrepresented minorities in engineering education should exist at various levels in a higher educational institution. Presidents, provosts, deans and faculty members all should be held accountable for ensuring an environment of equity and inclusion for all students. No single person or office is solely accountable. Several of the chapters in the book make it very clear that success for students, especially those who have been marginalized or historically underrepresented, depends to a large extent on the presence of a climate of affirmation and support throughout the institution.

Q: Lastly, what do you hope readers take away from this book?

A: We want readers to understand that in spite of a history of exclusion and barriers to engineering education and careers, African-Americans have made significant contributions to the technological capacity of the U.S. Furthermore, we wish to encourage African-American youth to prepare themselves for the immense opportunities that an engineering education and career can afford. We want educational leaders to assess their engineering programs to make certain that they are equitable and inclusive for all students. And for those corporate readers, we want them to examine their organizations to ensure that a level playing field exists for recruiting, hiring, developing and promoting their engineering employees, regardless of race, gender or other defining characteristics.

 

 

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