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1. Familial roles and support of doctoral students

   https://doi.org/10.1111/fare.12848  

   Walsh, Bridget A. ; Mitchell, Sarah ; Batz, Ruby ; Lee, Angela ; Aguirre, Matthew ; Lucero, Julie ; Edwards, Adrienne ; Hambrick, Keira ; Zeh, David W. ( July 2023 , Family Relations)

   Objective: Identify the role(s) and support(s), if any, that family members provide to first-generation and historically marginalized doctoral students, including strengths and challenges of this support. Background: Nonfinancial family support is important for the success and retention of first-generation and historically marginalized graduate students. More empirical studies of the role(s) and support of family members of these doctoral students are needed. Method: During an intervention designed for firstgeneration and historically marginalized doctoral students and their families, we conducted four focus groups with doctoral students (n = 22) and three focus groups with the family members they chose to accompany them (n = 15). Transcripts were analyzed using thematic analysis. Results: Two themes emerged from the data: support and connection. In addition to providing distinct types of support, families play both supportive and connective roles. There are challenges to family roles and support in areas such as communication, doctoral student stress, and different ways that family members and doctoral students think about and approach life. Conclusion: The study provided key insights to understanding the roles and support of family of doctoral students; more efforts are needed across graduate schools in the United States. Implications: Family science faculty and graduate schools may collaborate to provide meaningful interventions for graduate students and their families for the goal of promoting graduate student retention and success. 

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2. Same soup, different bowl: Understanding the mentoring attitudes of STEM doctoral faculty at HBCUs

   Merriweather, Lisa ; Douglas, Niesha ; Howell, Cathy ; Sanczyk, Anna ( August 2022 , ASEE Annual Conference proceedings)

   ackground: Historically Black College and Universities (HBCUs) have for decades played a pivotal role in producing Black scientists. Research found that HBCUs, despite being under funded and resourced, were responsible for over 10% of Black scientists with doctorates. Even though most earn their doctorates at Historically White Institutions (HWIS), understanding the experience of Black STEM doctoral students at HBCUs is of paramount importance to impacting opportunity for success for underrepresented population groups. HBCUs are recognized for approaches to learning and learning environments that are more relational, encouraging peer to peer and student to faculty relationships, particularly in the form of same-race and same sex mentorships, resulting in less negative racialized gendered experiences and less competitive atmospheres. In spite of what appears to be accepted truths, such as HBCUs offering more culturally affirming experiences, some researchers suggests that little empirical research exists on the quality of support structures available for graduate students at HBCUS in STEM academic fields, particularly mentoring. Increased understanding would provide essential framing necessary for developing more effective mentors at HBCUs, especially given that there are limited numbers of Black faculty in STEM, even at HBCUs. Theoretical Framework: Anti-racism and critical capital theory are employed as theoretical frameworks. Both are well suited for questioning taken-for-granted assumptions about the lived experiences of racialized others and for deconstructing systemic issues influencing common faculty practices. These frameworks highlight the contextual experiences of STEM doctoral learning. Research Design: The researchers were interested in understanding how STEM doctoral faculty at HBCUs perceive their role as mentors. An NSF AGEP sponsored social science research project explored the dispositions, skills, and knowledge of eight STEM faculty at a HBCU. Attitudes towards culturally liberative mentoring were explored through a qualitative case study. The participating faculty were involved in an institutional change program and were interviewed for an average of 60 minutes. Constant comparative data analysis method was used. Additionally, STEM faculty from participating departments completed two mentoring competency and attitude inventories. This case was drawn from a larger multiple embedded case study. Research Findings: The research findings indicate that STEM doctoral faculty mentors at HBCUs express attitudes about mentoring that are not all that different from their PWIS counterparts. They have a tendency to hold deficit views of domestic Black students and have minimal awareness of how culture inhibits or facilitates a positive learning experience for Black students. Further the culture of science tended to blind them from the culture of people. Research Implications: In order to enhance the learning experiences of Black STEM doctoral students at HBCUs, the Black student experience at HBCUs must be deromanticized. Understanding the impact of anti-Black racism even within an environment historically and predominantly Black is imperative. Recognizing the ways in which anti-Black attitudes are insidiously present in faculty attitudes and practices and in environments perceived as friendly and supportive for Black students highlights opportunities for STEM faculty development that can move toward a more culturally liberative framework. 

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3. Preparation of Female and Minority PhD and Post-Docs for Careers in Engineering Academia (Experience)

   Makki, Nidaa ; Cutright, Teresa J. ; Coats, Linda T. ; Willits, Rebecca K. ; Stone, Tonya W. ; Williams, Lakiesha N. ; Rodrigues, Debora F. ( July 2022 , ASEE annual conference)

   Improving undergraduate STEM teaching for diverse students is dependent to some extent on increasing the representation of Black, Indigenous and People of Color (BIPOC) and women in the ranks of faculty in engineering departments. However, new faculty members, whether they had postdoctoral training or not, report that they were not adequately prepared for academia. To address this need, a professional development program was developed for underrepresented doctoral and postdoctoral students, which focused on various strategies to be successful in teaching, research and service aspects of academic positions. The program included an intensive two-week summer session, with follow-up mentoring during the academic year, and was conducted from 2017 to 2020 with three cohorts of fellows recruited from across the country. To evaluate the impact of the program on the participants’ perceptions of their preparation for academic careers, a follow up survey was sent in May 2021 to the three former cohorts of participants (n=61), and responses were received from 37 of them. The survey asked participants to reflect on areas that they felt most prepared for in their academic positions, and areas that they felt least prepared for. The survey also asked participants to discuss additional supports they would have liked to have been provided with to better prepare them given their current positions (academic, industry, etc.). Results from the survey indicated that 92% of participants found the professional development program prepared them for the responsibilities and expectations to succeed in academic positions. Over 90% agreed that the program prepared them for the application process for a tenure track search, and 89% agreed the program prepared them for the primary components of the startup package. In addition, participants reported that the program increased their preparation in developing teaching philosophy (100%), developing learning outcomes (97%), and using active learning strategies during teaching (91%). The majority agreed that the program helped prepare them to teach students with various cultural backgrounds, and to develop and use assessment strategies. Participants were also asked to discuss the impact of the Covid 19 pandemic on their career trajectory, and most of them reported being somewhat impacted (65%) to extremely impacted (29%). Participants reported few or no job openings, cancelations of interviews, delays in research which impacted the rate of completing degrees, and publications, which affected the participants’ application competitiveness. Furthermore, working from home and balancing family and academic responsibilities affected their productivity. Based on the survey results, funds were secured to provide an additional day of professional training to cover any items not addressed during summer training, as well as any issues, challenges, or concerns they might have encountered while fulfilling their academic position. Thirty-three ACADEME fellows have indicated that they will participate in the new professional development, held in May 2022. Results from this analysis, and preliminary topics and outcomes of the supplemental activities are discussed. The findings contribute to the literature by increasing knowledge of specific challenges that new faculty encounter and can inform future efforts to support minorities and women in engineering doctoral programs. 

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4. Preparation of Female and Minority PhD and Post-Docs for Careers in Engineering Academia (Experience)

   Makki, Nidaa ; Cutright, Teresa J. ; Coats, Linda T. ; Willits, Rebecca K. ; Stone, Tonya W. ; Williams, Lakiesha N. ; Rodrigues, Debora F. ( July 2022 , ASEE annual conference)

   Improving undergraduate STEM teaching for diverse students is dependent to some extent on increasing the representation of Black, Indigenous and People of Color (BIPOC) and women in the ranks of faculty in engineering departments. However, new faculty members, whether they had postdoctoral training or not, report that they were not adequately prepared for academia. To address this need, a professional development program was developed for underrepresented doctoral and postdoctoral students, which focused on various strategies to be successful in teaching, research and service aspects of academic positions. The program included an intensive two-week summer session, with follow-up mentoring during the academic year, and was conducted from 2017 to 2020 with three cohorts of fellows recruited from across the country. To evaluate the impact of the program on the participants’ perceptions of their preparation for academic careers, a follow up survey was sent in May 2021 to the three former cohorts of participants (n=61), and responses were received from 37 of them. The survey asked participants to reflect on areas that they felt most prepared for in their academic positions, and areas that they felt least prepared for. The survey also asked participants to discuss additional supports they would have liked to have been provided with to better prepare them given their current positions (academic, industry, etc.). Results from the survey indicated that 92% of participants found the professional development program prepared them for the responsibilities and expectations to succeed in academic positions. Over 90% agreed that the program prepared them for the application process for a tenure track search, and 89% agreed the program prepared them for the primary components of the startup package. In addition, participants reported that the program increased their preparation in developing teaching philosophy (100%), developing learning outcomes (97%), and using active learning strategies during teaching (91%). The majority agreed that the program helped prepare them to teach students with various cultural backgrounds, and to develop and use assessment strategies. Participants were also asked to discuss the impact of the Covid 19 pandemic on their career trajectory, and most of them reported being somewhat impacted (65%) to extremely impacted (29%). Participants reported few or no job openings, cancelations of interviews, delays in research which impacted the rate of completing degrees, and publications, which affected the participants’ application competitiveness. Furthermore, working from home and balancing family and academic responsibilities affected their productivity. Based on the survey results, funds were secured to provide an additional day of professional training to cover any items not addressed during summer training, as well as any issues, challenges, or concerns they might have encountered while fulfilling their academic position. Thirty-three ACADEME fellows have indicated that they will participate in the new professional development, held in May 2022. Results from this analysis, and preliminary topics and outcomes of the supplemental activities are discussed. The findings contribute to the literature by increasing knowledge of specific challenges that new faculty encounter and can inform future efforts to support minorities and women in engineering doctoral programs. 

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

   https://doi.org/10.18260/1-2--36790  

   López del Puerto, Carla ; Bellido, Carmen ; Suarez, Oscar ; Alfaro, Mónica ; Jimenez, Manuel ( July 2021 , 2021 ASEE Virtual Annual Conference)

   null (Ed.)

   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 Opportunities 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. 

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