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1. Championing Hispanic Student Success following Natural Disasters in Puerto Rico

   Lopez, Carla ; Bellido, Carmen M. ; Suarez, Oscar M. ; Alfaro, Monica ; Jimenez, Manuel ( July 2021 , ASEE annual conference exposition)

   Natural disasters, such as 2017 hurricanes Irma and María, the 2020 earthquakes in Puerto Rico and the ongoing COVID-19 pandemic, affect students in many aspects including economic, socio-emotional, and academic performance progress. To ensure that students can cope with the aftermath of such searing events, it is necessary to develop initiatives that address these three aspects. Satisfying the financial need is essential, but a long-term solution is mandatory. Hence, providing socio-emotional and academic support and cultivating a sense of purpose are critical to prevent attrition. To secure continued STEM success among students affected by natural disasters, the National Science Foundation has funded several projects at the University of Puerto Rico, a Hispanic Serving Institution. This manuscript presents four NSF-funded projects sharing the common goal of providing support to STEM students to ensure that they succeed despite the said challenges. The first project, titled Nanotechnology Center for Biomedical, Environmental and Sustainability Application, leans heavily on research teams dedicated to design new Nanotechnology platforms to address biomedical and environmental challenges and simultaneously trains a new generation of nanoengineers and nanoscientists throughout the educational echelon starting from public intermediate schools through doctoral programs. The second project, entitled Ecosystem to Expand Capabilities and Opportunitiesmore »for STEM-Scholars (EECOS), developed an integrated framework that provides support to 62 low-income, talented, STEM students who were severely affected by Hurricane María and 2019-2020 earthquakes (58 undergraduate and 4 graduate). The project provided participants with financial, academic, socio-emotional, and career motivation support needed to complete their programs. The third project, Program for Engineering Access, Retention, and LIATS Success (PEARLS) addresses college access and economic hardships of Low-Income Academically Talented Students (LIATS). It aims at increasing the retention and academic success of talented engineering students coming from economically disadvantaged families. The fourth project, Resilient Infrastructure and Sustainability Education – Undergraduate Program (RISE-UP), has developed an interdisciplinary curriculum to educate cadres of Hispanic students on infrastructure resilience to temper and to overcome the effects of such natural disasters. Three campuses of this institution system collaborate in this interdisciplinary undertaking. Participating students are pursuing undergraduate degrees in engineering, architecture, and surveying who take the entailed courses together and participate in co-curricular activities (both online and in-person through site visits). The new curricular endeavor prepares them to design infrastructure that can withstand the impact of natural events. The expect outcome is to form cohorts of graduates ready to take on real-life infrastructure failures caused by disasters and provide them with an edge in their future professions. The present work provides a range of scalable and portable strategies that universities with underrepresented minorities in STEM programs could deploy to address the immediate and continued needs of students affected by natural disasters to secure academic success. These strategies can contribute to the development of professionals with the skills and experience to deal with severe circumstances such as those effected by natural disasters as well as the preparation to solve infrastructure challenges.« less
2. Design and Assessment of Architecture/Engineering/Construction (AEC) Curricula for Resilient and Sustainable Infrastructure

   https://doi.org/10.18260/1-2--34386  

   Lopez del Puerto, Carla ; Cavallin, Humberto ; Suarez, Oscar ; Munoz Barreto, Jonathan ; Perdomo, Jose ; Vázquez, Drianfel ; Andrade Rengifo, Fabio ; Guillemard, Luisa ; Troche, Ormari ( June 2020 , Proceedings Article published in 2020 ASEE Virtual Annual Conference Content Access Proceedings)

   The devastation caused by recent natural disasters, such as earthquakes, tsunamis, and hurricanes, has increased awareness regarding the importance of providing interdisciplinary solutions to complex infrastructure challenges. In October 2018, the University of Puerto Rico received a Hispanic Serving Institution (HSI) collaborative award from the National Science Foundation (NSF) to develop an integrated curriculum on resilient and sustainable infrastructure. The project titled “Resilient Infrastructure and Sustainability Education – Undergraduate Program (RISE-UP) aims to educate future environmental designers and engineers to design and build a more resilient and sustainable infrastructure for Puerto Rico. This paper presents the design, initial implementation, and assessment of a curriculum encompassing synergistic interactions among these four domains: integrated project delivery, user-centered design, interdisciplinary problem-solving, and sustainability and resiliency. The project seeks to foster interdisciplinary problem-solving skills involving architects, engineers and construction managers, in order to better prepare them to face and provide solutions to minimize the impact of extreme natural environment events on infrastructure. The new curriculum stresses on problem-settings, the role that participants have on defining the characteristics of the problems that have to be solved, learning in action, reflecting on the process, and communication between the different stakeholders. This multisite and interdisciplinary program providesmore »students with the necessary support, knowledge, and skills necessary to design and build resilient and sustainable infrastructure. This instructional endeavor consists of four courses designed to reduce gradually the difference between what students are able to accomplish with support structures and what students are able to accomplish on their own. To maximize and enhance the educational experience, the program blends a technology-infused classroom learning with broad co-curricular opportunities such as site visits, undergraduate research, and internships. As students advance in the program, they will be exposed and required to perform increasingly complex tasks. During the first year of the program, the following outcomes were achieved: 1) implementation of the faculty teamwork process to develop courses and analyze cases from an interdisciplinary perspective, 2) development and approval of an interdisciplinary curriculum on resilient and sustainable infrastructure, 3) development of case studies on situations associated with disaster and interdisciplinary responses, 4) development of a case study database, 5) establishment of an Advisory Board with government agency representatives and faculty, and 6) recruitment and enrollment of 30 students as the first RISE-UP cohort. In summary, the body of knowledge acquired from this project can serve as a model that can be replicated to develop and enhance academic programs at other institutions.« less
3. Enhancing Student Preparedness Through Experiential Learning: Lessons Learned from Assessing Building Structural Damages after the January-May 2020 Earthquakes in Puerto Rico

   García Canto, L. ( July 2020 , 18th LACCEI International Multi-Conference for Engineering, Education, and Technology)

   Puerto Rico is exposed to multiple hazards including hurricanes, earthquakes, and floods. The Resilient Infrastructure and Sustainability Education Undergraduate Program (RISE-UP) at the University of Puerto Rico aims to introduce students to interdisciplinary problem-solving related to real challenges, especially those associated with the occurrence of natural disasters. The objective of this work is to share our experience with experiential learning related to structural engineering. The lessons learned from this experience, from the student ́s perspective, could encourage faculty members to develop similar undertakings in their programs and students to participate when opportunities arise. During the 2019 fall semester, we enrolled in a course which covered the relationship between design and natural disasters, with an emphasis on rapid response to recover during the aftermath. The course combined lectures and in-class exercises on basic structural analysis, classifications of structures and the use of the FEMA Rapid Visual Screening (P-154) form. This was complemented with field visits of structures affected by Hurricane Maria where we developed several case studies. From December of 2019 to February 2020, Puerto Rico suffered an earthquake swarm reaching magnitudes as high as 6.4, which caused structural damages throughout the South West of the island. Following these events, wemore »were able to use the training acquired during our course in a real-life, post-disaster situation. At the University, we participated in visual inspection brigades, where we aided professional engineers and faculty members in data collection and categorizing building damages. Our involvement helped streamline efforts as we provided additional support in report writing and organization of the data collected using GIS and other tools. The results of the visual inspections indicated that in many cases pre- existing conditions were aggravated by the earthquakes. Furthermore, we also witnessed firsthand the complexities of assessing infrastructure damage during and following high seismic activity. This experience enhanced our awareness of the significance of our profession in ensuring the safety of others both immediately after an earthquake and in the face of future disasters.« less
4. Board 3: Engineering Technology Scholars-IMProving Retention and Student Success (ETS-IMPRESS): First Year Progress Repo

   Alaraje, Nasser ; Meadows, Lorelle A. ; Fiss, Laura Kasson ; Amato-Henderson, Susan L. ; Hambroff, Guy C. ; Sergeyev, Aleksandr ; Raffaelli, Kellie H. ; Irwin, John L. ( June 2019 , ASEE Annual Conference proceedings)

   Recognizing a national and regional need for a highly trained engineering technology STEM workforce with baccalaureate degrees, the Engineering Technology Scholars – IMProving Retention and Student Success (ETS-IMPRESS) project provides financial support and an ecosystem of high-impact curricular and co-curricular activities to increase the success of academically talented students. A total of 12 first-time students will be supported for four years and 36 students transferring from community colleges will be supported for two years. The goals of the project are to (1) increase the number and diversity of students pursuing degrees in engineering technology (first-generation, underrepresented students, women, and veterans); (2) add to the body of knowledge regarding best practices in Engineering Technology and promote employment; and (3) contribute to the literature on self-efficacy. The project brings together engineering technology academic programs that are offered through the School of Technology and programs in the Honors College, an inclusive and unique college designed around high-impact educational practices. The project provides a unique opportunity to engage academically talented engineering technology students in activities designed to foster leadership, technical know-how, and employability skills for technology fields that actively recruit and employ graduates from diverse backgrounds and communities. By focusing on a broad rangemore »of students, the project will investigate the relationship between student characteristics and student success through (1) a mixed methods pre/post research design that examines differences in motivation, self-efficacy and professional skills and (2) a matched cohort comparison study of transfer students that examines participation/non-participation in engineering technology programs of study with honors’ college elective programming. The paper will address first year project activities including the ETS-IMPRESS recruitment, and advertisement plan to recruit first-year and community college transfer students. The paper will address the student eligibility and selection process, the recruitment of the first cohort scholars, and finally the orientation program including the summer bridge undergraduate research experience.« less
5. Educating the Next Generation of Cybersecurity Experts

   Katerina Goseva-Popstojanova, West Virginia ; Robin A.M. Hensel, West Virginia ( July 2021 , 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference)

   The overall goal of the NSF Division of Undergraduate Education (DUE) S-STEM funded "Attracting and Cultivating Cybersecurity Experts and Scholars through Scholarships" (ACCESS) program is to increase Cybersecurity-related STEM degree completion of low-income, high-achieving undergraduate students with demonstrated financial need and to generate knowledge about academic success, retention, persistence, graduation, and career pathways of these students to improve the education of future STEM workers. Specifically, ACCESS aims to contribute towards addressing the tremendous governmental and industry need for highly skilled cybersecurity experts. Program objectives include: (1) increasing annual enrollment of students in the B.S. in Computer and Information Sciences programs with specialization in Cybersecurity; (2) enhancing curricular and extra-curricular student support services and activities for students; (3) strengthening the partnerships with computer and information technology employers; and (4) investigating the impact of the curricular and co-curricular activities on student success. While significant research has been done relative to student success, retention, and persistence to graduation in STEM fields, cybersecurity is a new field of study and factors affecting student recruitment, academic success, retention, persistence to graduation within this field are not known. In year 1, students were recruited, applications were evaluated, and scholarships were awarded to nine academically talented students,more »beginning fall 2020. Of these students, four are female (one is from an underrepresented minority population) and five are male (three are from underrepresented minority populations). The students engage in a set of co-curriculum activities, including participation in: outreach activities; technical and career development seminars; a cybersecurity-focused student organization; and potentially, cybersecurity undergraduate research and summer internship opportunities. The paper and poster describe the background of the ACCESS program, recruitment and selection of ACCESS scholarship recipients, project activities, and challenges presented by the COVID-19 pandemic.« less