Experiences of African American male engineering students: a qualitative analysis

Prior to the 1970s, African Americans were essentially invisible in the science and engineering academic and professional communities (Babco, 2001a). The few who did earn degrees in these fields, obtained them primarily from historically Black colleges and universities (HBCUs), and these institutions also served as the primary employer for these graduates in science and engineering (Hines, 1997; Babco, 2001a, 2001b). Since the 1970s, African Americans have made considerable progress, but still are not on a level playing field with White males in terms of opportunities for preparation of science and engineering careers or for employment and advancement in those careers. The purpose of this study was to explore second and third-year African American male engineering students’ perceptions and examine what experiences have contributed to their access to and persistence in engineering. A qualitative research design was employed to gather data necessary to answer the research questions. Eight second and third-year African American male engineering students from Research University (pseudonym) participated in interviews with the researcher. The data from the interviews was used to consider the themes that emerged from the participants. The findings from this study suggest that African American male engineering students at Research University have specific experiences that influence their persistence and academic achievement. Themes identified from the interview data include: (1) pre-college experiences; (2) participation in academic and social networks; (3) institutional programming and organizational support; (4) personal accountability and motivation; and (5) goals outside of engineering. As a result of this research, several future implications are highlighted. These include acknowledging the value of diversity, continued support through organizations, and increased knowledge of best practices.

Improving the freshman electrical and computer engineering lab

This thesis covers the challenges of creating and maintaining an introductory engineering laboratory. The history of the University of Illinois Electrical and Computer Engineering department’s introductory course, ECE 110, is recounted. The current state of the course, as of Fall 2008, is discussed along with current challenges arising from the use of a hand-wired prototyping board with logic gates. A plan for overcoming these issues using a new microcontroller-based board with a pseudo hardware description language is discussed. The new microcontroller based system implementation is extensively detailed along with its new accompanying description language. This new system was tried in several sections of the Fall 2008 semester alongside the old system; the students’ final performances with the two different approaches are compared in terms of design, performance, complexity, and enjoyment. The system in its first run shows great promise, increasing the students’ enjoyment, and improving the performance of their designs.