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1. Experiences of Black Persisters and Switchers in Computer, Electrical and Mechanical Engineering in the USA

   Brawner, Catherine; Orr, Marisa; Brent, Rebecca; Mobley, Catherine (October 2020, Proceedings of the IEEE/FIE Conference)

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   In this Research Full Paper we examine the reported experiences of Black students who are majoring in or switched from electrical (EE), computer (CPE), or mechanical (ME) engineering. Prior work has shown different persistence trajectories for Black students in these majors relative to White students, as well as differences between Black men and Black women. We surveyed 79 students at four institutions in the USA, three Predominantly White Institutions and 1 Historically Black University. In all, 33 students who had ever majored in ME, 27 in CPE, and 19 in EE completed a pre-interview survey that asked about aspects of the learning environment, faculty and peer relationships, and perception of belonging. Fifty-six students persisted in these majors while 23 switched to other majors. Compared to switchers, persisters are more likely to feel that the quality of instruction is higher, feel more encouraged by professors and peers to continue, and feel a greater sense of belonging in their departments. ME students are much more likely to experience group learning in their classes than either EE or CPE students and their ME peers are more likely to encourage them to persist. The difference in persistence between EE and CPE may be explained in part by the attraction of the computer science major as an alternative option for computer engineering majors; half of our CPE switchers switched to computer science. However, teaching quality may be an additional factor as CPE students perceived teaching quality to be lower than EE students did. Future research will explore these findings in the context of our in-depth interviews with these students. Keywords—Black Students, Persistence, Classroom Experiences, Faculty-Student Interaction, MIDFIELD 

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2. “Explaining Choice, Persistence, and Attrition of Black Students in Electrical, Computer, and Mechanical Engineering: Year 1.”

   Mobley, Catherine; Orr, Marisa; Brawner, Catherine; Brent, Rebecca (June 2019, American Society for Engineering Education)

   The objective of this project is to identify policies and practices that influence choice, persistence, and attrition of Black students in Electrical Engineering (EE), Computer Engineering (CpE), and Mechanical Engineering (ME) and to make actionable recommendations for policy makers regarding best practices. Building on prior work that demonstrated the impacts of gender and race on academic trajectories for engineering as a whole and EE, CpE, and ME in particular, our transformative mixed-methods project responds to calls for more cross-institutional qualitative and longitudinal studies of minorities in engineering education. The study will investigate the following overarching research questions: 1. Why do Black men and women choose and persist in, or leave, EE, CpE, and ME? 2. What are the academic trajectories of Black men and women in EE, CpE, and ME? 3. In what ways do these pathways vary by gender or institution? 4. What institutional policies and practices promote greater retention of Black engineering students? Our mixed-methods approach combines the quantitative power of large sample sizes available from the Multi-Institution Database for Investigating Engineering Longitudinal Development (MIDFIELD) and the qualitative richness of 80 in-depth interviews and detailed content analysis of institutional policies and contexts at four institutions. This approach allows for the development of the thematic rigor necessary to advance theoretical understanding of engineering education for underrepresented minorities (URMs). We will draw on the theoretical frameworks of intersectionality, critical race theory, and community cultural wealth to guide our research and interpret our findings. 

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3. Managing the Challenges of Recruiting and Supporting SSTEM Scholars at Three Partnering Community Colleges During a Pandemic

   Castles, R.; Venters, C.; Goodman, C (June 2022, 2022 American Society for Engineering Education Annual Conference and Exposition)

   In January 2020, an S-STEM grant (Grant #1930497) was awarded to East Carolina University (Greenville, NC) in partnership with three local community colleges. The community college partners were selected to participate in this program based upon their geographic proximity to the university and their offering an Associate’s in Engineering degree program. The purpose of this program was to support low-income students through scholarships and programming designed to help the community college students feel welcomed and part of the engineering program at the university before they transfer to the university. The project intended to recruit 80 total scholars in two cohorts of 40. Each cohort was to be comprised of 20 university students and 20 community college students. In-person recruiting events were planned in the service areas of each of the community colleges and in a 10-county region surrounding the university. The original plan for programming was to offer special events and speakers on each campus throughout the academic year so that all of the scholars could meet each other and learn more about the engineering profession. When events were held on the university campus, the goal was to showcase the laboratories and programs available once students complete their associate’s degree and transfer and for them to begin developing relationships with the engineering faculty at the university. When events were held on the community college campuses, the goal was for the university students to learn more about the engineering programs at each of the community colleges and to develop relationships with the community college students. The global pandemic required significant pivoting from the original plan for activities and recruitment of students. This paper outlines the recruitment and retention of S-STEM scholars at the three partnering community colleges. In particular, this paper will discuss the three very different approaches each community college took to offering classes and activities on campus during the Covid-19 pandemic and how that impacted course offerings and program implementation. This works in progress paper outlines the activities done to this point in the project and the plans for future years. 

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4. Recruiting and Retaining Low-Income Engineering Students Across Four Institutions During a Pandemic: Progress and Lessons Learned from a Track 3 S-STEM Grant

   Castles, R.; Venters, C.; and Goodman, C (June 2022, 2022 American Society for Engineering Education Annual Conference and Exposition)

   In January 2020 East Carolina University (ECU) in partnership with Lenoir Community College (LCC), Pitt Community College (PCC), and Wayne Community College (WCC) was awarded an S-STEM Track 3 Grant (Grant number: 1930497). The purpose of this grant was to support low-income students at each partner institution, to research best practices in recruiting and retaining low-income students at both universities and community colleges, and to research how such programs influence the transfer outcomes from two-year to four-year schools. This grant provides scholarship support for two cohorts of students, one starting their engineering studies in Fall 2020 and the other starting their engineering studies in Fall 2021. Each cohort was to be comprised of 40 students including 20 students at ECU and 20 students divided among the three partnering community colleges. In addition to supporting student scholarships, this grant supported the establishment of new student support mechanisms and enhancement of existing support systems on each campus. This project involved the creation of a faculty mentoring program, designing a summer bridge program, establishing a textbook lending library, and enhancing activities for students in a living-learning community, expansion of university tutoring initiatives to allow access for community college students, and promoting a new peer mentoring initiative. The program emphasizes career opportunities including promoting on-campus career fairs, promoting internship and co-op opportunities, and bringing in guest speakers from various industry partners. A goal of the program was to allow community college students to build relationships with university students and faculty so they can more easily assimilate into the student body at the university upon transfer. This paper presents the challenges presented to the project in the first year and the pivoting that occurred due the pandemic. Data is presented regarding recruitment of scholars in both cohorts and retention of scholars from year 1 to year 2. 

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5. Quantitative and Qualitative Assessment of Large-Scale Interventions in a First-Year Experience Program

   Menezes, Gustavo B.; Allen, Emily L.; Ragusa, Giselle; Schiorring, Eva; Nerenberg, Paul (June 2019, ASEE Annual Conference proceedings)

   In this Work-in-Progress paper, we report on the challenges and successes of a large-scale First- Year Engineering and Computer Science Program at an urban comprehensive university, using quantitative and qualitative assessment results. Large-scale intervention programs are especially relevant to comprehensive minority serving institutions (MSIs) that serve a high percentage of first-generation college students who often face academic and socioeconomic barriers. Our program was piloted in 2015 with 30 engineering students, currently enrolls 60 engineering and computer science students, and is expected to grow to over 200 students by Fall 2020. The firstyear program interventions include: (i) block schedules for each cohort in the first year; (ii) redesigned project-based introduction to engineering and introduction to computer science courses; (iii) an introduction to mechanics course, which provides students with the foundation needed to succeed in the traditional physics sequence; and (iv) peer-led supplemental instruction (SI) workshops for Calculus, Physics and Chemistry. A faculty mentorship program was implemented to provide additional support to students, but was phased out after the first year. Challenges encountered in the process of expanding the program include administrative, such as scheduling and training faculty and SI leaders; barriers to improvement of math and science instruction; and more holistic concerns such as creating a sense of community and identity for the program. Quantitative data on academic performance includes metrics such as STEM GPA and persistence, along with the Force Concept Inventory (FCI) for physics. Qualitative assessments of the program have used student and instructor surveys, focus groups, and individual interviews to measure relationships among factors associated with college student support and to extract student perspectives on what works best for them. Four years of data tell a mixed story, in which the qualitative effect of the interventions on student confidence and identity is strong, while academic performance is not yet significantly different than that of comparison groups. One of the most significant results of the program is the development of a FYrE Professional Learning Community which includes faculty (both tenure-track and adjunct), department chairs, staff, and administrators from across the campus. 

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