SGER: A Model for Increasing Participation and Graduation Rates in Computer Engineering Related Disciplines

2004年，美国共有64,675名工程专业的学生获得学士学位。在这一总数中，女性获得了20.5%的学位，非洲裔美国人获得了5%，拉丁美洲人获得了6.9%，印第安人获得了大约0.5%。这些百分比与他们同年在美国的人口总数相比不成比例。SGER的建议认为，由于缺乏代表性的学生群体（即女性和少数民族学生），导致计算机工程相关本科学位的生产和增加，管道中存在重大脱节。为了修复这种脱节，重点必须放在如何培训来自弱势群体的年轻计算机科学和工程专业学生，以及这些背景的学生在试图适应计算机科学和工程教育环境时面临的不可避免的障碍。这对他们的职业成功和美国的技术未来至关重要，因为这里是寻找下一代计算机科学和工程专业人员、技术人员和知识工作者的理想场所。本提案提供了一个实验室学徒培训模式的描述，该模式包含四个主要组成部分，以成功实现来自代表性不足和服务不足背景的学生的增加招聘、保留、培训和及时毕业率。

In 2004, there were 64,675 bachelor degrees awarded to students majoring in engineering fields in the United States. Out of that total, women received 20.5% of the total degrees awarded, African Americans received 5%, Latin Americans received 6.9%, and Native Americans received approximately 0.5%. These percentages were disproportionate compared to their individual total population numbers within the U.S. for that same year. This SGER proposal argues that there is a major disconnect in the pipeline leading to the production and increase of undergraduate computer-engineering-related degrees by underrepresented student populations (i.e., female and minority students). To repair this disconnect, the focus must be on how young computer science and engineering students from underrepresented populations are trained and the inevitable obstacles students from these backgrounds face as they try to adapt to the culture of the computer science and engineering educational environments. This is essential to their professional success and the technological future of the United States since this is an ideal pool for finding the next generation of computer science and engineering professionals, technicians, and knowledge workers. This proposal provides a description of a laboratory apprenticeship training model that incorporates four major components for successfully achieving the increased recruitment, retention, training, and timely graduation rates of students from underrepresented and underserved backgrounds.