In this paper we identify the engineering schools that either graduate large classes of African Americans or that retain relatively high percentages of African American students in engineering; point out that modest improvements in student retention would significantly affect the total number of bachelors degrees earned annually by African Americans in engineering; examine the measures implemented by some schools that are particularly effective at retaining African Americans in engineering; and present our views on the future of diversity efforts in engineering. The message we wish to emphasize is that at the very least colleges and universities should endeavor to retain those under represented minority undergraduates who have decided to pursue an engineering education. Frequently used abbreviations EWC — Engineering Workforce Commission, HBCU — historically black college or university, MEP — minority engineering program, MES — minority engineering society, MRR — minority retention rate, NACME — National Action Council for Minorities in Engineering, TWI — traditionally white institution

Of all segments of science and engineering graduate education, the disparity between minority groups is the greatest, and the participation of nonresident aliens is the highest, in engineering. This paper examines the graduate degrees awarded in engineering from the perspective of representation within the US population, the US engineering schools that grant significant numbers of graduate degrees to underrepresented minorities, and the measures implemented by some of these schools that are particularly effective at granting graduate degrees to underrepresented minorities. In addition, we recommend initial steps that an engineering school might make to increase underrepresented minorities' graduate student participation. Although the specifics can vary from institution to institution, the net result should be the same: a sincere commitment to bring underrepresented minority students into the mainstream of the academic enterprise.

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MUSCLE is an academic enhancement program partnering Duke University's Pratt School of Engineering, Lakewood Elementary School and Rogers-Herr Middle School in Durham, NC. The mission of this program is to promote a passion for understanding and applying math in elementary and middle school students through its application to the science of life. Another goal of the MUSCLE program is to increase Math End-of-Grade (EOG) scores and sustain a high level of math achievement. A specific emphasis is on fostering this passion for math in underrepresented minorities. This mission is being realized through multiple program facets including the placement of undergraduate engineering students (GE Engineering Teaching Fellows ETFs) at our partnership schools. The GE ETFs spend 10 hours per week at their partnership school helping teachers develop and execute hands-on activities that integrate meaningful math exercises into the life sciences. The GE ETFs act as role models and sources of expertise in the application of mathematics to fascinating problems in life sciences. This paper summarizes the outcomes and gains made after the first year of the MUSCLE program for the 2001-2002 school year. To date 495 students were served at the middle school and 206 students at the elementary school. Data was collected in the form of teacher, student, and fellow surveys at the beginning and end of the school year to assess the impact of providing hands-on activities in teaching math integrated into a rich life sciences curriculum. We show through statistical measures that improvement in math EOG test scores are significantly greater in classes served by the GE ETFs. Purpose and basis of studyThe vast majority of African American and female students in the inner city schools never make it to taking algebra in the 8 th grade. As a result many doors are closed to them in the fields of math, science and technology. It is top priority of the Durham Public Schools to have every student take and pass Algebra by the end of the 8 th grade. Unfortunately the students arrive at 6 th grade so far behind that it is very difficult for the middle schools to catch them up in time. By starting to accelerate learning in the 3 rd , 4 th , and 5 th grade, and by reinforcing this knowledge in middle schools, we will ensure that the students have every opportunity to pursue a wider range of academic options. In addition there is a high correlation between what children say they like and what they seem themselves as "being good at " 6,7,17 and children often turn away from math because it is "too hard" 8,9 . Mathematics has traditionally been taught as a discrete topic. 1,3,4,5 This can result in children viewing math as a subject separate from other subjects and something to be avoided. It is the goal of MUSCLE to integrate math into all areas of the North Carolina