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To meet the demand for increased engagement of diverse engineers who possess 21st century skills, a leadership program was established in 2011 at a majority Hispanic four-year institution with an aim to develop engineers who work effectively with others in both public and private sectors through ideating, innovating, and thinking holistically through a systems approach to engineering problem solving...
Most professions have reached gender equity with the exception of computer science and engineering. To understand the mitigating factors influencing Latinas' enrollment and persistence in engineering and computer science, an interdisciplinary team of scholars at a majority Hispanic four-year institution has undertaken a three-year project to explore these phenomena. The following overarching question...
Part of a large-scale study on Hispanic engineering students at a university on the U.S./Mexico border, this paper focuses on participants' reported use of language in learning activities in engineering. Specifically, we call attention to the meaning-making resources that engineering undergraduates brought to learning activities. Semiotic (or meaning-making) resources include oral and written language...
This paper reports preliminary findings from a qualitative study of a research-based pedagogical intervention in a freshman-level course for engineering majors. In this intervention, engineering instructors collaborated with an applied linguist in education to design activities to improve writing skills, an important professional skill in engineering. Development of effective writing skills is challenging...
This is a study of the development of mathematical discourse among biliterate pre-service teachers. Mathematical discourse is a multimodal discourse, in which mathematical meaning is constructed through multiple semiotic systems. Furthermore, in the continua of biliteracy framework, being able to construct meaning while drawing on multiple points of the continua promotes biliterate development. However,...
Numerous researchers have studied bilingual students’ performance on word problems given that reading and writing these requires that they draw on linguistic and mathematical knowledge (Barwell, 2009a, 2009b). Some researchers have studied how bilinguals write word problems in the second language, but few have considered how bilinguals use their first language to construct meaning when writing problems...
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