Bulls-Eye Mentoring: Developing a Program Intervention in the College of Engineering

Wilson, Jessica Alyce; Gaines, Jonathan Elliot; Cooper, Deonte

doi:10.18260/p.23650

Cited by 2 publications

(3 citation statements)

References 27 publications

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“…At the K-12 level, some investigations focused on the summer programs available for grade school students (Ladeji-Osias et al, 2016;Oliveira, 2010;Wilson et al, 2015), whereas others looked into programs that coupled a summer experience with continuous resources throughout the following academic year (Clark et al, 2015;Di Salvo et al, 2013;Dunn & Veltman, 1989). Interventions often included aspects of mentoring, academic support such as tutoring, or professional development (Hanifin & Schumack, 2001;Ladeji-Osias et al, 2016;Lam et al, 1997).…”

Section: Resultsmentioning

confidence: 99%

“…The papers included in this SLR focused on assessment frequently used by BPE stakeholders that simultaneously focused on various marginalized dimensions of identity. While Black Americans were typically the majority population in the articles, some studies were framed around all racial/ethnic minorities (i.e., Black Americans, Latino/a/x, and Native Americans), women (Donnelly, 2007;Lam et al, 1997;Murphy et al, 2010;Wilson et al, 2015), first-generation or low SES (Dunn & Veltman, 1989;Gardner-McCune et al, 2013;Moyer, 2013). In studies that included the use of White and/or Asian participants, the authors gave explicit explanations as to why this was the case, either due to legal concerns, other requirements that the students met like low SES, or for comparison purposes (Dunn & Veltman, 1989;Litzler et al, 2010;Ogilvie, 2007).…”

Section: Resultsmentioning

confidence: 99%

“…While a variety of assessment questions were expressed in the articles, most articles sought to determine the impact of an intervention program on participants. This entailed investigating how successful a program was based on the participants' likelihood of pursuing or persisting in STEM (Anderson-Rowland & Ruben, 2008;Dunn & Veltman, 1989;Wilson et al, 2015), affecting participants' attitudes and interest toward STEM (Clark et al, 2015), or participants' self-efficacy in STEM-related areas (Di Salvo et al, 2013). Programs targeting undergraduate students primarily relied on student performance in subsequent semesters or years (i.e., direct measures) to determine effectiveness.…”

Section: Nonexperimental-summativementioning

confidence: 99%

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The assessment cycle: Insights from a systematic literature review on broadening participation in engineering and computer science

Holloman

Lee

London

et al. 2021

J of Engineering Edu

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Background: In the field of engineering education, assessment and evaluation have been given insufficient attention as they relate to broadening participation. We posit that this lack of attention negatively impacts our ability to develop and implement sustainable solutions at scale. Purpose: The purpose of this article is to explore the presence of an assessment cycle in the literature related to broadening participation in engineering. The assessment cycle refers to the process by which assessment/ evaluation is planned, enacted, and used to improve educational processes.Scope/Method: The scope of this study was influenced by it being situated in a larger study focused on broadening participation of Black Americans in engineering and computer science. We completed a literature map that illuminated a subset of literature broadly related to assessment/evaluation, and subsequently conducted a systematic literature review of 33 publications reporting on assessment/evaluation efforts. Our analysis of these efforts was grounded in a six-stage assessment cycle. Results:The results of this study highlight common publishing practices related to the assessment cycle in the context of broadening participation. We find that assessment/evaluation is generally published at the program level, focused on student development or academic success as a proxy for program effectiveness, and concentrated on positive claims. Conclusion:There is room to significantly improve how assessment/evaluation information is published. By highlighting productive and unproductive publishing practices related to assessment/evaluation, this research has important implications for the use and publishing of assessment/evaluation, particularly as it relates to broadening participation in engineering.

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