This symposium will cover the historical roots, social forces and outcomes of the 40 year national effort by universities, corporations and governmental agencies to increase the numbers, retention and graduation outcomes of underrepresented student groups in engineering education and the workforce. Increasing the number of engineering graduates by broadening the participation of underrepresented groups is an imperative for U.S. global economic leadership and effective national security and well as added value to business. This symposium presents the perfect opportunity to increase diversity, especially by offering participants the strategies and methodologies to ensure that women and underrepresented minorities (URM) pursue and persist in engineering education. All students can enhance their academic and social skills through positive interactions with peers and professors of different backgrounds. Diversity speeds research and increases productivity on campus and beyond because teams, companies, and communities benefit from the various perspectives of individual members. To keep advancing innovation, the engineering field must prioritize diversity as demand for skilled professionals persists. This presents the perfect opportunity to increase diversity, especially by ensuring that women and underrepresented minorities (URM) pursue and persist in engineering education. Both groups face challenges — whether cultural expectations, lack of access to preparatory classes, or a dearth of role models from similar backgrounds — that keep them from full participation in the engineering workforce. The symposium is delivered in a tripartite format. The first section reviews the early, social dislocations and pressures that led corporations, universities and governments to discard barriers that historically excluded populations of color from educational and employment opportunities. This initial section will focus on the coordinated responses industry, university (engineering) and national academy leaders initiated to develop efforts, models, and programs to increase the numbers and retention of underrepresented engineering students (URES). Reports on URES outcomes and the prevailing challenges that attenuate or drive success in diversifying the engineering K-20 continuum will be an additional focal point. A discussion on males of color will point to dispelling the stereotypical threat that hinders their development. The second section presents two foci that address recruitment and academic community building models that promote persistence, academic resilience and achievement among low income students of color and its application to interventions that promote success in first year STEM courses for URES—URM and majority women in engineering. Examples of high impact URES retention programs and theories will be highlighted to inform MSE departments and faculty on methodologies to increase numbers of URES and effectively engaged them in the discipline. These exemplary centers are led by experts and members of the National Association of Multicultural Engineering Program Advocates (NAMEPA) whose efforts are aimed broaden participation of students of color in engineering in 75 schools of engineering. The third section will present state and mission of diversity efforts at the university wide, corporate enterprise and the NSF cross cutting diversity efforts and other national organization with respect to women and low income students of color who seek advanced study. The key interest here is the identifying and detailing the benefits gained forming partnerships with corporate diversity and talent acquisition representatives and campus-wide diversity resources. This symposium will include presentations and panel discussions. Abstracts will be solicited in the following areas: engineering design process as framework for diversifying schools of engineering, evidence-based research and high impact practice for URES success

economics Education government policy and funding