Browsing by Author "Williams, Krystal"
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- The 2018 Status Report on Engineering Education: A Snapshot of Diversity in Degrees Conferred in EngineeringAnderson, Eugene L.; Williams, Krystal; Ponjuan, Luis; Frierson, Henry T. (Association of Public and Land-Grant Universities, 2018)This report examines recent trends in engineering degrees awarded at national and institutional levels to determine areas of growth among various groups, changes in racial, ethnic and gender diversity in engineering, and which colleges and universities graduate a larger number and proportion of underrepresented groups in specific engineering disciplines.
- Public and Private Investments and Divestments in Historically Black Colleges and UniversitiesWilliams, Krystal; Davis, BreAnna L. (American Council on Education, 2019-01-01)Historically Black Colleges and Universities (HBCUs) play a pivotal role in American society. These institutions represent about 3 percent of two-year and four-year public and private nonprofit institutions that participate in federal student financial aid programs, but award 17 percent of all bachelor’s degrees earned by black students. Over the last 20 years, HBCUs have also played a major role in graduating black students with bachelor’s degrees in STEM fields.
- Spotsylvania County Meaningful Day ProgramWilliams, Krystal; Drape, Tiffany A.; Westfall-Rudd, Donna M.; Scherer, Hannah H. (Virginia Tech, 2021-02-01)The Spotsylvania County Meaningful Day Program (SCMDP) engages students in a one-day, hands-on learning experience that promotes critical thinking about agriculture, forestry, watershed management, and watershed ecology. The SCMDP was modeled after the Virginia Soil & Water Conservation Districts’(VASWCD) Meaningful Watershed Educational Experience (MWEE), to fulfill Spotsylvania’s Elementary Schools environmental literacy requirements as part of the Chesapeake Bay Agreement. The SCMDP uses experiential learning theory as building blocks for educational knowledge to be shared from the partnering agencies to the students. This research project investigated the station facilitators and fourth grade teachers to understand how they perceived the SCMDP, and MWEE programs, and how they related to the educational topics of environmental literacy and experiential learning. Findings revealed that half of the participants were unaware of the goal of these programs, and did not know how to integrate the principles of experiential learning theory into the stations or their teaching. Recommendations include offering professional development for the facilitators and teachers, updating the stations to adapt to the changing Standards of Learning, and working with all agencies and teachers to offer consistent communication about the future programs.