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1. Building Bridges into Engineering and Computer Science: Outcomes, Impacts and Lessons Learned

   Espiritu, Doris ; Todorovic, Ruzica ; O'Connell, Bridget ( January 2022 , 2022 ASEE National Conference and Exposition)

   Wright College, an urban open-access community college, independently accredited within a larger community college system, is a federally recognized Hispanic-Serving Institution (HSI) with the largest community college enrollment of Hispanic students in its state. In 2018, Wright College received an inaugural National Science Foundation-Hispanic Serving Institution (NSF:HSI) research project grant “Building Capacity: Building Bridges into Engineering and Computer Science”. The project's overall goals are to increase underrepresented students pursuing an associate degree (AES) in engineering and computer science and streamline two transitions: high school to community college and 2-year to 4-year institutions. Through the grant, Wright College created a holistic and programmatic framework that examines and correlates engineering students' self-efficacy (the belief that students will succeed as engineers) and a sense of belonging with student success. The project focuses on Near-STEM ready students (students who need up to four semesters of math remediation before moving into Calculus 1). The project assesses qualitative and quantitative outcomes through surveys and case study interviews supplemented with retention, persistence, transfer, associate and bachelor's degree completion rates, and time for degree completion. The key research approach is to correlate student success data with self-efficacy and belonging measures. Outcomes and Impacts Three years into the project, Wright College Engineering and Computer Science Program was able to: • Develop and implement the Contextualized Summer Bridge with a total of 132 Near-STEM participants. One hundred twenty-seven (127) completed; 100% who completed the Bridge eliminated up to two years of math remediation, and 54% were directly placed in Calculus 1. All successful participants were placed in different engineering pathways, and 11 students completed Associate in Engineering Science (AES) and transferred after two years from the Bridge. • Increase enrollment by 940% (25 to 235 students) • Retain 93% of first-year students (Fall to fall retention). Seventy-five percent (75%) transferred after two years from initial enrollment. • Develop a holistic and programmatic approach for transfer model, thus increasing partnerships with 4-year transfer institutions resulting in the expansion of guaranteed/dual admissions programs with scholarships, paid research experience, dual advising, and students transferring as juniors. • Increase diversity at Wright College by bridging the academic gap for Near-STEM ready students. • Increase self-efficacy and belonging among all Program participants. • Increase institutionalized collaborations responsible for Wright College's new designation as the Center of Excellence for Engineering and Computer Science. • Increase enrollment, retention, and transfer of Hispanic students instrumental for Wright College Seal of Excelencia recognition. Lessons Learned The framework established during the first year of the grant overwhelmingly increased belonging and self-efficacy correlated with robust outcomes. However, the COVID-19 pandemic provided new challenges and opportunities in the second and third years of the grant. While adaptations were made to compensate for the negative impact of the pandemic, the face-to-face interactions were critical to support students’ entry into pathways and persistence within the Program. 

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2. Promoting Success Through Building Community for Computer Science and Computer Engineering Undergraduates

   Harris, S. L. ; Jiang, Y. ; Clark, C. ; Jorgensen, E. ; Garza, T. ; Marrun, N. A. ; & Taylor, V. L. ( June 2023 , ASEE Annual Conference proceedings)

   Building on prior studies that show a sense of belonging and community bolster student success, we developed a pilot program for computer engineering (CpE) and computer science (CS) undergraduates and their families that focused on building a sense of belonging and community supported by co-curricular and socioeconomic scaffolding. As a dually designated Hispanic-Serving Institution (HSI) and Asian American and Native American Pacific Islander-Serving Institution (AANAPISI) – two types of federally designated Minority-Serving Institutions (MSI) – with 55% of our undergraduates being first-generation students, we aimed to demonstrate the importance of these principles for underrepresented and first-generation students. Using a student cohort model (for each incoming group of students) and also providing supports to build community across cohorts as well as including students’ families in their college experiences, our program aimed to increase student satisfaction and academic success. We recruited two cohorts of nine incoming students each across two years, 2019 and 2020; 69% of participants were from underrepresented racial or minority groups and 33% were women. Each participant was awarded an annual scholarship and given co-curricular support including peer and faculty mentoring, a dedicated cohort space for studying and gathering, monthly co-curricular activities, enhanced tutoring, and summer bridge and orientation programs. Students’ families were also included in the orientation and semi-annual meetings. The program has resulted in students exceeding the retention rates of their comparison groups, which were undergraduates majoring in CpE and CS who entered college in the same semester as the cohorts; first- and second-year retention rates for participants were 83% (compared to 72%) and 67% (compared to 57%). The GPAs of participants were 0.35 points higher on average than the comparison group and, most notably, participants completed 50% more credits than their comparison groups, on average. In addition, 9 of the 18 scholars (all of the students who wanted to participate) engaged in summer research or internships. In combination, the cohort building, inclusion of families, financial literacy education and support, and formal and informal peer and faculty mentoring have correlated with increased academic success. The cohorts are finishing their programs in Spring 2023 and Spring 2024, but data up to this point already show increases in GPA, course completion, and retention and graduation rates, with three students having already graduated early, within three and a half years. The findings from this study are now being used to expand the successful parts of the program and inform university initiatives, with the PI serving on campus-wide STEM pipeline committee aiming to recruit, retain, and support more STEM students at the institution. 

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3. Improving Academic Self-Concept and STEM Identity Through a Research Immersion: Pathways to STEM Summer Program

   https://doi.org/10.3389/feduc.2021.674817  

   Betz, Amy R. ; King, Brenee ; Grauer, Bette ; Montelone, Beth ; Wiley, Zelia ; Thurston, Linda ( July 2021 , Frontiers in Education)

   null (Ed.)

   Undergraduate research opportunities have been demonstrated to promote recruitment, retention, and inclusion of students from underrepresented groups in STEM disciplines. The opportunity to engage in hands-on, discovery-based activities as part of a community helps students develop a strong self-identity in STEM and strengthens their self-efficacy in what can otherwise be daunting fields. Kansas State University has developed an array of undergraduate research opportunities, both in the academic year and summer, and has established a management infrastructure around these programs. The Graduate School, which hosts its own Summer Undergraduate Research Opportunity Program aimed at URM and first-generation college students, coordinates the leadership of the other grant-funded programs, and conducts a series of enrichment and networking activities for students from all the programs. These include professional development as well as primarily social sessions. The Kansas LSAMP, led by Kansas State University, created a summer program aimed at under-represented minority community college students enrolled in STEM fields to recruit them into research opportunities at K-State. There has been strong interest in the program, which incorporated university experience elements in addition to an introduction to STEM research and the four-year university. In the 5 years since the program’s inception, cohorts of nine to fourteen students came to K-State each year for eight-week experiences and took part in both cohort-based sessions and individual mentored research experiences. The two-fold focus of this program, Research Immersion: Pathways to STEM, has resulted in the majority of the students presenting a poster at a national conference and transferring to a STEM major at a four-year institution. Survey results showed that the program was successful at improving STEM identity and academic self-concepts. Qualitative feedback suggested that the two parts of the program worked together to increase interest and self confidence in STEM majors but also ensured that students connect with other students and felt comfortable in the transition to a 4-year institution. 

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4. INCREASING STUDENT RECRUITMENT AND RETENTION USING PLACE-BASED RESEARCH PROGRAMS FOR INCOMING AND FIRST-YEAR EARTH AND ENVIRONMENTAL SCIENCE STUDENTS IN OGDEN, UT

   https://doi.org/10.1130/abs/2021AM-370254  

   Balgord, Elizabeth ; Frantz, Carie M. ; Matyjasik, Marek ( January 2021 , Geological Society of America Abstracts with Programs)

   The Geoscience Education Targeting Underrepresented Populations program is a National Science Foundation funded project designed to assess the effectiveness of a multifaceted approach to increase recruitment and retention in Earth & Environmental Science (EES) majors at Weber State University (WSU) in Ogden, Utah. This program integrates a combination of early outreach to high schools, concurrent-enrollment courses, a summer bridge program, structured early undergraduate research experiences, community engaged learning, and multiple pedagogies to support a diverse student population. The focus of this presentation will be on the place-based educational approach to teaching an Earth science summer bridge program and a first-year summer research experience. These programs overlap in both time and location allowing incoming students to have peer-to-peer interactions with current EES majors. The summer bridge program runs for two weeks and provides students with an introduction to the WSU campus, available student services, initial advising, and an early collaborative research experience focused on local natural hazards and the Great Salt Lake basin water resources. Students collect water samples from Great Salt Lake, local streams, and a groundwater well field on WSU’s campus. Students then analyze major element chemistry of those samples with the help of faculty and students in the EES department using lab facilities at WSU. The summer research program is a four-week summer program for freshmen and sophomores who have declared an EES major. Students conduct in-depth field and lab research project on the Great Salt Lake ecosystem, using real-time geochemical data collected from field observatories on Antelope Island State Park. Students work as a team with a faculty lead and senior peer teaching assistants to address a research question by analyzing field station data as well as collecting and analyzing environmental chemistry and microbiology samples from the lake, including alkalinity, inorganic and organic carbon, major ions, cell counts, and photosynthetic efficiency. The summer research students also act as peer mentors for students in the Summer Bridge. All students present their research finding to friends and family at a celebratory event on the last day of both programs. We will present on the successes and challenges of the program to date and our plans to assess various components and their overall impact on student recruitment and retention in our department. 

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5. 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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