This work in progress paper discusses XXX, an NSF S-STEM supported program, which employs known best practices to support and retain underrepresented students in engineering through graduation. The goal is to graduate more students from underrepresented populations in an effort to ultimately diversity the engineering workforce.
This paper describes this program’s unique implementation of a specific subset of retention best practices, such as facilitating (1) the development of both a feeling of institutional inclusion and engineering identity by providing opportunities for faculty-student and student-student interaction as well as major and career exploration, (2) academic support, including support for the development of broader success skills, such as time management, and (3) professional development. These opportunities are embedded in an organized, cohort-based, program consisting of: (1) a brief summer bridge program, (2) a common fall professional development course, and (3) a common spring course exploring the role of engineering in societal development. Throughout its implementation, the program faced and addressed challenges related to recruitment as well as program length and cost.
Now, in its eighth year, three with S-STEM funding, an analysis of program data provides evidence of increased retention of the targeted populations in engineering to the second year, but only a small positive effect on overall retention. Results of investigations of why students leave, lessons learned through the development, implementation, and assessment of this program, and suggested actions for continued progress in increasing retention of underrepresented populations are presented.
Melissa Morris is currently an Assistant Professor in Residence in the Mechanical Engineering Department at the University of Nevada, Las Vegas. She previously served as a Teaching Associate Professor for the Freshman Engineering Program, at WVU
Robin A. M. Hensel, Ed.D., is the Assistant Dean for Freshman Experience in the Benjamin M. Statler College of Engineering and Mineral Resources at West Virginia University. While her doctorate is in Curriculum and Instruction, focusing on higher education teaching of STEM fields, she also holds B.S. and M.A. degrees in Mathematics. Dr. Hensel has over seven years of experience working in engineering teams and in project management and administration as a Mathematician and Computer Systems Analyst for the U. S. Department of Energy as well as more than 25 years of experience teaching mathematics, statistics, computer science, and freshman engineering courses in higher education institutions. Currently, she leads a team of faculty who are dedicated to providing first year engineering students with a high-quality, challenging, and engaging educational experience with the necessary advising, mentoring, and academic support to facilitate their transition to university life and to prepare them for success in their engineering discipline majors and future careers.
Ph.D student in aerospace engineering at West Virginia University
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