“Leadership for America and the Global Community”1 “Competing in a Diverse World: Diversity in...

“Leadership for America and the Global Community” 1

“Competing in a Diverse World: Diversity in Learning from an HBCU

Perspective”

A Presentation to2004 ABET Annual Meeting

inNashville, Tennessee

ByJames H. Johnson, Jr., Dean

College of Engineering, Architecture and Computer Sciences

Howard UniversityWashington, DC 20059

October 28, 2004


University History

March 2, 1867 chartered by an act of Congress First Congressional Society of

Washington Original departments

Normal and preparatory, collegiate, medical, law and agriculture

First students were four daughters of two of the University founders


University History

What should be the thrust of a Howard education? Booker T. Washington – crafts,

agriculture and survival type skills W. E. B. Dubois – education of the

“Talented Tenth”


University Mission

… comprehensive, research-oriented…

… provide an educational experience of exceptional quality at reasonable price

… for African American men and women and other historically disenfranchised groups


University Vision

… to become an increasingly powerful and information technology rich setting

… to lead (and produce leaders) in the 21st century.


New Carnegie Classification Schema

Only Doctoral /Research Extensive university serving a predominantly African American population in the nation.

"...a wide range of baccalaureate programs and...committed to graduate education through the doctorate. … award 50 or more doctoral degrees per year in at least 15 disciplines."


University Statistics

12 schools and colleges 167 programs of study ~11,250 students

35% male & 65% female 46 states & D.C 85% African American 11% non-resident alien


Recent Rankings

2004 U.S. News & World Report Ranked 90 of the top 248 doctoral

universities in the country Ranked 24 of Great Schools at Great Prices

2004 Princeton Review Student newspaper listed as “Best Campus

Paper”

Largest resident producers of African American Ph.D.s


Student Honors

71 National Achievement Scholars Highest number for any American college or

university Two Rhodes Scholars within the past

four years Marianna Ofusu - classics Carla J. Peters – history/environmental

science


College of Engineering, Architecture & Computer

Sciences


CEACS History

1908 – first E&A courses offered 1911 – 4 year programs in C.E.,

E.E., and M.E. offered In 1930’s University threatened to

close the programs Dean Downing wrote - “No person of

reasonable intelligence and judgment can discount the work of the engineer and architect in present-day civilization…the work of the scientist can mean little if it cannot be molded into a utility whether practical or artistic. This is the business of the engineer or architect…"


CEACS Programs

Architecture - BS Chemical Engineering - BS, MS, IA Civil Engineering – BS, ME Electrical & Computer Engineering – BS, ME,

PhD, IM Mechanical Engineering – BS, ME, PhD, IA, IM Systems & Computer Science – BS, MCS

Atmospheric Science = IAMaterials Science = IM


CEACS Vision Statement

“… a recognized leader in the creation of learning

environments conducive to the solution of problems

that transcend the boundaries of discipline and

profession.”


CEACS

Core Student Competencies Analytical skills Teamwork Communication skills

OralWritten

Leadership Business acumen


CEACS Approaches to Diversity

Programs to increase the number of women

Educational practices to encourage diversity

Outreach Activities


Educational Practices: Today

Typical classroom learning w/ labs

Industry Participation

Research Experience for Undergraduates


Educational Practices: Today

Industry Participation CEACS Motto: “We Give Our Students

the World by Design” Corporate Team Adoption Program

1st year activity Capstone Design Course

Final year design


Educational Practices: Tomorrow

Center for the Advancement of Engineering Education Scholarship on Learning Engineering Scholarship on Teaching Engineering Institute for Scholarship on

Engineering Education


Center for the Advancement of Engineering Education

Collaboration on four campuses U. of Washington Stanford University Howard University Colorado School of Mines

Funded by National Science Foundation Engineering Education & Centers Division Division of Undergraduate Education



Examine……from the student’s perspective

…variance across populations and institutions (e.g., gender, ethnicity, geographic location)

…misalignments between student learning and workplace needs



Workplace

Education

Identity Skills


CAEE: Multiple Research Methods

ETHNOGRAPHIC OBSERVATIONS

FORMAL INTERVIEWS

SURVEY

ETHNOGRAPHIC INTERVIEWS


CAEE: Research QuestionsSKILLS

How do students’ engineering skills and knowledge develop and/or change over time?

How do engineering students’ technological skills compare with those of professionals?

What are the difficult concepts?


CAEE: Research QuestionsIDENTITY

How do students come to identify themselves as engineers?

How does a student’s APPRECIATION, CONFIDENCE &, COMMITMENT to engineering change as they navigate their education?


CAEE: Research Questions

EDUCATION

What elements of students’ engineering educations contribute to changes observed in skill and identity development?

What do students find difficult and how do they deal with the difficulties they face?


CAEE: Research QuestionsWORKPLACE

What skills do early career engineers need as they enter the workplace?

Where did they obtain these skills?

Are there any missing skills?



Expected Outcomes Understand the special issues

affecting students learning Identify the environmental and

pedagogical needs of students Develop a cadre of faculty who are

champions for research and implementation of engineering education teaching and learning tools


Thank you!

Questions?

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