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Analysis and Evaluation of Readiness, Retention and Completion by Intensive Engineering Readiness Summer Program

[+] Author Affiliations
Yong Zhou, Cheng-Chang (Sam) Pan, Nazmul Islam

University of Texas Rio Grande Valley, Brownsville, TX

Paper No. IMECE2016-67621, pp. V005T06A011; 4 pages
doi:10.1115/IMECE2016-67621
From:
  • ASME 2016 International Mechanical Engineering Congress and Exposition
  • Volume 5: Education and Globalization
  • Phoenix, Arizona, USA, November 11–17, 2016
  • Conference Sponsors: ASME
  • ISBN: 978-0-7918-5057-2
  • Copyright © 2016 by ASME

abstract

The U.S. Hispanic population is predicted to triple and steadily grow up to 30% of the total population in 2050 [1]. Statistics indicates that only 7.2% of engineering bachelor’s degrees were earned by Hispanic graduates in 2008, and only 1.7% was earned by Hispanic women engineering graduates (NSF, 2008). Indeed, the lack of underrepresented Hispanic women engineers has been a concern of policy makers, academics, and industry leaders in recent decades [2]. On the other hand, the market for qualified engineering graduates remains atop in last twenty years. Increase the number of engineering enrollment and the number of engineering graduates, however, is still a challenge because of too many persisting and correlated factors. These identified factors all affect the retention and graduation of undergraduate engineering students, and relation among them are complicated and still not well understood [3].

Copyright © 2016 by ASME

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