2014 ASEE Annual Conference &Amp; Exposition Proceedings
DOI: 10.18260/1-2--20115
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Beginning to Quantify the Pool of Engineering-Eligible Prospective Students through a Survey of Access Practices

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Cited by 3 publications
(5 citation statements)
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“…As precollege education has grown more unequal, our undergraduate institutions have persisted in using biased and exclusionary measures of merit for admission; despite our pretense toward a "level playing field" the emphasis on standardized tests and Advanced Placement have imposed gateways that disadvantage or exclude outright students in under-resourced settings, who are more frequently Black, Indigenous, or other People of Color (BIPOC), more frequently poor, and more frequently first in their families to attend college. 21 Students seeking to enter four-year institutions through a two-year college pathway or through military service find additional barriers in how previous work is credited or recognized, and how the transition to the new campus is facilitated and supported. 22 To broaden participation and engage underrepresented groups in EWD, our pre-college strategy focuses on developing curriculum, competency and inclusive pathways that leverage teacher networks, school guaranteed admission agreements, and informal education partnerships along with creating high-quality curricula, scalable teacher professional development models, and viable access pathways for students to engineering.…”
Section: Structural Changesmentioning
confidence: 99%
“…As precollege education has grown more unequal, our undergraduate institutions have persisted in using biased and exclusionary measures of merit for admission; despite our pretense toward a "level playing field" the emphasis on standardized tests and Advanced Placement have imposed gateways that disadvantage or exclude outright students in under-resourced settings, who are more frequently Black, Indigenous, or other People of Color (BIPOC), more frequently poor, and more frequently first in their families to attend college. 21 Students seeking to enter four-year institutions through a two-year college pathway or through military service find additional barriers in how previous work is credited or recognized, and how the transition to the new campus is facilitated and supported. 22 To broaden participation and engage underrepresented groups in EWD, our pre-college strategy focuses on developing curriculum, competency and inclusive pathways that leverage teacher networks, school guaranteed admission agreements, and informal education partnerships along with creating high-quality curricula, scalable teacher professional development models, and viable access pathways for students to engineering.…”
Section: Structural Changesmentioning
confidence: 99%
“…The admissions variables used in this research were identified in a 2013 survey of engineering admission decision-makers that asked about the admission practices and policies applied to their 2012 cohorts [15]. The key factors rated and ranked by 42 survey respondents were high school grade point average; math and comprehensive standardized test scores; physics, calculus and chemistry high school track record; and the quality of the high school course load.…”
Section: Admission Variablesmentioning
confidence: 99%
“…To quantify the number of underrepresented students who might be admissible to engineering colleges using current admission standards practiced across the nation, we started by filtering the student data records based on the variables provided by ACT and The College Board. The first filter we investigated mirrors what admission decision-makers listed in their survey responses as the most important variables in their decisions to admit to engineering colleges [15]. These variables, and their associated filter criteria, are listed in Table 9.…”
Section: Research Filter Criteriamentioning
confidence: 99%
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“…Preliminary Findings-The variables selected in this investigation were chosen as the result of preliminary survey findings. In August 2013, an online survey was sent to admissions decisionmakers at U.S. "high research-active" universities with engineering programs [3]. The survey contained 16 questions about specific engineering admission practices and policies, soliciting both rating and ranking of variables used in engineering admission decisions.…”
mentioning
confidence: 99%