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1. Scholarship Program Initiative via Recruitment, Innovation, and Transformation

   https://doi.org/10.18260/p.24693  

   Ferguson, Chip ; Yanik, Paul ; Chang, Guanghsu ; Kaul, Sudhir ( June 2015 , American Society for Engineering Education Annual Conference and Exposition)

   The National Science Foundation’s funded ($625,179) SPIRIT: Scholarship Program Initiative via Recruitment, Innovation, and Transformation at Western Carolina University creates a new approach to the recruitment, retention, education, and placement of academically talented and financially needy engineering and engineering technology students. Twenty-Seven new and continuing students were recruited into horizontally and vertically integrated cohorts that will be nurtured and developed in a Project Based Learning (PBL) community characterized by extensive faculty mentoring, fundamental and applied undergraduate research, hands-on design projects, and industry engagement. Our horizontal integration method creates sub-cohorts with same-year students from different disciplines (electrical, mechanical, etc.) to work in an environment that reflects how engineers work in the real world. Our vertical integration method enables sub-cohorts from different years to work together on different stages of projects in a PBL setting. The objectives of the SPIRIT program will ensure an interdisciplinary environment that enhances technical competency through learning outcomes that seek to improve critical skills such as intentional learning, problem solving, teamwork, management, interpersonal communications, and leadership. Support for the student scholars participating in this program incorporates several existing support services offered by the host institution and school, including a university product development center. This paper will discuss several aspects of the program including participant selection and initial cohort demographics; implementation of the vertical-based cohort model in PBL; program and student assessment models; and associated student activities and artifact collection used to foster student success in the program and after graduation. Successful implementation of the SPIRIT program will create a replicable model that will broadly impact 21st century engineering education and workforce preparedness. 

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2. Scholarship Program Initiative via Recruitment, Innovation, and Transformation (SPIRIT): S-STEM Program Initiatives and Early Results

   Ferguson, C. ; Yan, Y. ; Yanik, P. ; & Kaul, S. ( June 2018 , American Society for Engineering Education)

   This paper describes the structure, project initiatives, and early results of the NSF S-STEM funded SPIRIT: Scholarship Program Initiative via Recruitment, Innovation, and Transformation program at Western Carolina University (WCU). SPIRIT is a scholarship program focused on building an interdisciplinary engineering learning community involved in extensive peer and faculty mentoring, vertically-integrated Project Based Learning (PBL), and undergraduate research experiences. The program has provided twenty-six scholarships and academic resources to a diverse group of engineering and engineering technology students. Results from several project initiatives have been promising. Recruitment efforts have resulted in a demographically diverse group of participants whose retention rates within the program have held at 82%. A vibrant learning community has organically developed where participants are provided both academic and non-academic support across several majors and grade classes. Since May 2014, SPIRIT undergraduate research projects have resulted in forty-five presentations at seven different undergraduate and professional conferences. Twenty-seven PBL and five integrated open-ended design challenges have been completed, involving several corporate sponsors and encompassing a wide-range of engineering topics. Results from a ninety-question participant survey revealed several perceived program strengths and areas of possible improvement. Overall, the participants agreed or strongly agreed that the program had been a positive experience (4.0/4.0) and had helped them to prepare for a career in engineering (3.8/4.0). Undergraduate research activities conducted through the program have helped the participants to understand the steps involved in research processes (3.8/4.0), to appreciate the need for a combination of analysis and hands-on skills (4.0/4.0), and to become more resilient toward academic challenges and obstacles (3.8/4.0). The program’s learning community helped participants build relationships with other students outside of their major (3.1/4.0) as compared to normal course communities. Several participants believed that they were more comfortable with seeking advice from upper class students within the program (3.7/4.0) as compared to upper class students outside the program (2.7/4.0). Vertically-integrated PBL activities helped participants in understanding project management techniques (3.8/4.0), teaming techniques (3.7/4.0), and to assume a leadership role on projects (3.6/4.0). Indicated areas of program improvement included the desire and need for a system of peer-review for the students’ undergraduate research papers; a perceived hindrance to benefit from “journaling” about their program experiences (3.6/4.0); and a need for continued strengthening of activities associated with graduate school application processes as well as preparations for job interviews and applications. This paper presents details of the program initiatives, a compilation of survey results with necessary discussion, and areas of possible improvement going forward. 

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3. Sources of Anxiety among Engineering Students: Assessment and Mitigation

   https://doi.org/10.18260/p.25845  

   Yanik, Paul ; Yan, Yanjun ; Kaul, Sudhir ; Ferguson, Chip ( June 2016 , American Society for Engineering Education)

   Anxiety stemming from the challenges faced by engineering students could be used as a predictor of academic performance. Such anxiety may lead to compromised student self-efficacy manifesting itself as reduced motivation, concentration, or reasoning capability. These symptoms often lead to a loss of confidence in engineering abilities and reduced commitment to engineering degree programs, resulting in lower retention. Various studies have been conducted to analyze the direct effects of both academic and non-academic sources of anxiety in engineering programs such as curriculum requirements, academic readiness (e.g. study skills), personality type, and attitudes toward learning as a means of improving future pedagogical strategies and mitigation of physiological aspects of anxiety. Less common are studies that investigate the efficacy of timely interventions in response to self-reported vulnerabilities and concerns of engineering students. This paper presents data from practical efforts to identify and mitigate anxiety among engineering students. A group of twenty-seven engineering and engineering technology students, who were part of a scholarship program, was asked to submit journal entries in which they reflected on their fears and anxieties related to their participation in their degree program. Prominent themes which emerged from student reflection included time management and its effects on academics and social activities, the likelihood of degree completion and success in engineering-specific coursework (e.g. senior capstone projects), and aspects of life following graduation such as handling accumulated debt and finding a job. As a cohort, the students participated in periodic vertically-integrated discussion groups with faculty mentors and their peers at multiple levels of seniority, and were introduced to university resources designed to address specific student needs. Results of a follow-on survey suggested that peer-to-peer discussions can be useful in alleviating anxiety on particular topics. It was also observed that the interactions facilitated by these group discussions are helpful in developing a sense of community and shared enthusiasm among the cohort. 

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4. Board 33: The SEECRS Scholar Academy at Whatcom Community College: An S-STEM Scholarship Program

   Vannelli, T ; Davishahl, E ; Babcock, M ; Hanley, D ; Harri, E. ( June 2018 , ASEE Peer)

   The STEM Excellence through Engagement in Collaboration, Research, and Scholarship (SEECRS) project at Whatcom Community College is a five-year program aiming to support academically talented students with demonstrated financial need in biology, chemistry, geology, computer science, engineering, and physics. This project is funded by an NSF S-STEM (Scholarships in Science, Technology, Engineering, and Mathematics) grant awarded in January 2017. Through an inclusive and long-range effort, the college identified a strong need for financial and comprehensive supports for STEM students. This project will offer financial, academic, and professional support to three two-year cohorts of students. The SEECRS project aims to utilize a STEM-specific guided pathways approach to strengthen recruitment, retention, and matriculation of STEM students at the community college level. Scholarship recipients will be supported through participation in the SEECRS Scholars Academy, a multi-pronged approach to student support combining elements of community building, faculty mentorship, targeted advising activities, authentic science practice, and social activities. Students are introduced to disciplines of interest through opportunities to engage in course-based undergraduate research experiences (CUREs) in Biology, Chemistry and Engineering courses, funded summer research opportunities, and seminars presented by STEM professionals. Communities of practice will be nurtured through the introduction of cohort building and faculty mentorship. Cohort development starts with a required two-credit course for all scholars that emphasizes STEM identity development, specifically focusing on identifying and coping with the ways non-dominant individuals (racial/ethnic minorities, non-male gender, lower socioeconomic status, first-generation, 2-year community college vs. 4-year institutions) are made to feel as outsiders in STEM. Each SEECRS scholar is paired with a faculty mentor who engages in ongoing mentor training. The project evaluation will determine the efficacy of the project activities in achieving their intended outcomes. Specifically, we will collect data to answer the research question: To what extent can a guided pathways approach provide a coordinated and supported STEM experience at Whatcom Community College that: (1) increases student success, and (2) positively shifts students’ STEM self-identity? The evaluation will employ a quasi-experimental research design, specifically a pretest-posttest design with a matched comparison group. Our first cohort of 14 students was selected over two application rounds (winter and summer 2017). We awarded ten full scholarships and four half-scholarships based on financial need data. Cohort demographics of note compared to institutional percentages are: females (64% vs. 57%), Hispanic (14% vs. 17%), African American (7% vs. 2%), white (79% vs. 66%), first generation college bound (43% vs. 37%). The cohort is comprised of six students interested in engineering, six in biology, and one each in geology and environmental sciences. With increased communication between the project team, our Financial Aid office, Entry and Advising, high school outreach, and the Title III grant-funded Achieve, Inspire, Motivate (AIM) Program, as well as a longer advertising time, we anticipate significantly enhancing our applicant pool for the next cohort. The results and lessons learned from our first year of implementation will be presented. 

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5. Board 33: The SEECRS Scholar Academy at Whatcom Community College: An S-STEM Scholarship Program

   Vannelli, T. A. ; Davishahl, E. ; Babcock, J. M. ; Hanley, D. ; Harri, E. ( June 2018 , ASEE annual conference & exposition proceedings)

   The STEM Excellence through Engagement in Collaboration, Research, and Scholarship (SEECRS) project at Whatcom Community College is a five-year program aiming to support academically talented students with demonstrated financial need in biology, chemistry, geology, computer science, engineering, and physics. This project is funded by an NSF S-STEM (Scholarships in Science, Technology, Engineering, and Mathematics) grant awarded in January 2017. Through an inclusive and long-range effort, the college identified a strong need for financial and comprehensive supports for STEM students. This project will offer financial, academic, and professional support to three two-year cohorts of students. The SEECRS project aims to utilize a STEM-specific guided pathways approach to strengthen recruitment, retention, and matriculation of STEM students at the community college level. Scholarship recipients will be supported through participation in the SEECRS Scholars Academy, a multi-pronged approach to student support combining elements of community building, faculty mentorship, targeted advising activities, authentic science practice, and social activities. Students are introduced to disciplines of interest through opportunities to engage in course-based undergraduate research experiences (CUREs) in Biology, Chemistry and Engineering courses, funded summer research opportunities, and seminars presented by STEM professionals. Communities of practice will be nurtured through the introduction of cohort building and faculty mentorship. Cohort development starts with a required two-credit course for all scholars that emphasizes STEM identity development, specifically focusing on identifying and coping with the ways non-dominant individuals (racial/ethnic minorities, non-male gender, lower socioeconomic status, first-generation, 2-year community college vs. 4-year institutions) are made to feel as outsiders in STEM. Each SEECRS scholar is paired with a faculty mentor who engages in ongoing mentor training. The project evaluation will determine the efficacy of the project activities in achieving their intended outcomes. Specifically, we will collect data to answer the research question: To what extent can a guided pathways approach provide a coordinated and supported STEM experience at Whatcom Community College that: (1) increases student success, and (2) positively shifts students’ STEM self-identity? The evaluation will employ a quasi-experimental research design, specifically a pretest-posttest design with a matched comparison group. Our first cohort of 14 students was selected over two application rounds (winter and summer 2017). We awarded ten full scholarships and four half-scholarships based on financial need data. Cohort demographics of note compared to institutional percentages are: females (64% vs. 57%), Hispanic (14% vs. 17%), African American (7% vs. 2%), white (79% vs. 66%), first generation college bound (43% vs. 37%). The cohort is comprised of six students interested in engineering, six in biology, and one each in geology and environmental sciences. With increased communication between the project team, our Financial Aid office, Entry and Advising, high school outreach, and the Title III grant-funded Achieve, Inspire, Motivate (AIM) Program, as well as a longer advertising time, we anticipate significantly enhancing our applicant pool for the next cohort. The results and lessons learned from our first year of implementation will be presented. 

   more » « less