Dr. Gary S. May is the Executive Assistant to the President and Motorola Foundation Professor of Electrical and Computer Engineering at the Georgia Institute of Technology. In this capacity, Dr. May acts as the president's chief liaison, serving as a link to that office and providing feedback from numerous constituencies on and off campus. He received the Bachelor's degree in Electrical Engineering from the Georgia Institute of Technology in 1985, and the M.S. and Ph.D. degrees in Electrical Engineering and Computer Science from the University of California Berkley in 1988 and 1991, respectively. Dr. May was a National Science Foundation (NSF) National Young Investigator (1993–98), Georgia Tech's Outstanding Young Alumnus (1993), received Georgia Tech's Outstanding Service Award (1999), and was named a Giant of Science by the Quality Education for Minorities network (2001). He was a member of the NSF Engineering Advisory Committee (1994–2000), served on and chaired the NSF Committee for Equal Opportunity in Science and Engineering (1997–2001), and was Editor-In-Chief for IEEE Transactions of Semiconductor Manufacturing (1997–2001). Dr. May currently serves as chair of the National Advisory Board for the National Society of Black Engineers.
A Retrospective on Undergraduate Engineering Success for Underrepresented Minority Students
Version of Record online: 2 JAN 2013
2003 American Society for Engineering Education
Journal of Engineering Education
Volume 92, Issue 1, pages 27–39, January 2003
How to Cite
May, G. S. and Chubin, D. E. (2003), A Retrospective on Undergraduate Engineering Success for Underrepresented Minority Students. Journal of Engineering Education, 92: 27–39. doi: 10.1002/j.2168-9830.2003.tb00735.x
- Issue online: 2 JAN 2013
- Version of Record online: 2 JAN 2013
This paper examines the various factors that contribute to the success of minority students in engineering programs by exploring past and current paradigms promoting success and analyzing models for advancing the participation of members of these populations. Included is a literature review of articles, government reports, Web sites, and archives published since 1980. Student success is correlated to several indicators, including pre-college preparation, recruitment programs, admissions policies, financial assistance, academic intervention programs, and graduate school preparation and admission. This review suggests that the problem of minority underrepresentation and success in engineering is soluble given the appropriate resources and collective national “will” to propagate effective approaches.