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1. Initiating a graduate teaching fellow program to support undergraduates transferring into engineering and computing programs

   Kennedy, M.; Kitchens, C.; Santaniello, J.; Davenport, S.; Conway, K.; Ferriell, W. (August 2022, ASEE Annual Conference proceedings)

   The Student Pathways in Engineering and Computing for Transfers (SPECTRA) program is anticipated to provide a streamlined academic pathway for transfer students from 2-year programs within South Carolina into Clemson University, and deliver programming to aid their academic success and social integration. To achieve this, the faculty intended to solidify cohorts of students at two community/technical colleges (Spartanburg Community College and Trident Technical College) and then support that cohort as they transitioned together into Clemson University. This paper provides an overview of the larger SPECTRA program and a deeper dive into the role of the graduate teaching assistants (‘fellows’). Specifically, we will provide an overview of: (1) changes between initial program vision and adjustments from this vision during initial implementation, (2) recruitment processes and application requirements for the graduate teaching fellowship, (3) the framework for development of undergraduate research courses taught by fellows, (4) mentorship web for fellows on the research university campus and technical/community college locations, (5) the lessons learned from semi structured programmatic exit interviews of matriculated fellows, and (6) design for additional professional programming for scholars at the community/technical college locations by the fellows. 

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2. Developing Capacity for Ocean Science Through Visiting Fellowships

   https://doi.org/10.5670/oceanog.2025.134  

   Seeyave, Sophie; Krug, Lilian; Urban, Edward; Beckman, Fiona; Sathyendranath, Shubha; Twigg, Emily (January 2025, Oceanography)

   The Partnership for Observation of the Global Ocean (POGO) and the Scientific Committee on Oceanic Research (SCOR) have been running a Visiting Fellowship program in ocean observations that has trained 200 fellows since its inception in 2001. We report here on the medium- and long-term impacts of the training, as demonstrated by a combination of quantitative results from evaluation questionnaires and qualitative reports from fellows and supervisors. The key findings are that the fellowships have had positive impacts on the fellows themselves (e.g., participation in new research projects, implementation of new techniques, long-term collaborations), as well as “training the trainers,” with most fellows indicating that they had passed on the knowledge gained. Benefits to the host supervisor and institution are also apparent through continued collaborations (e.g., reciprocal exchange visits, joint publications, joint projects). More widespread impacts are evident, where fellows have become key participants in the international scientific community. 

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3. LSAMP Bridges to the Doctorate: Preparing Future Minority Ph.D. Researchers through a Holistic Graduate Student Development Model

   Gloster, C.; McCullough, M.; Gowdy, G.; Bigsby, S.; Whittington, D.; Johnson-Taylor, J. (June 2023, ASEE annual conference proceedings)

   The importance of diversifying the national STEM workforce is well-established in the literature (Marrongelle, 2018). This need extends to graduate education in the STEM fields, leading N.C. A&T to invest considerably in graduate education and wraparound support initiatives that help graduate students build science identity and competencies for careers both within and beyond academia. The NSF-funded Bridges to the Doctorate project will integrate culturally reflective mentoring and professional development specifically designed for Black, Latinx, and Native American Ph.D. students. This holistic, graduate student development model includes academic and professional skill-building for STEM careers alongside targeted support for pursuing fellowship opportunities. This paper discusses the planned mentoring approach for the aforementioned program and previous approaches to mentoring graduate students used at N.C. A&T. The BD Fellows program will support formal and informal mentoring relationships, as mentoring contributes towards retention in STEM graduate programs (Ragins, 2007). BD Fellows will participate in monthly one-hour seminars on how to identify, establish, and maintain informal mentoring relationships (Schwartz et al., 2018; Parnes et al., 2020), while STEM faculty will attend seminars on leveraging their social networks as vital sources of mentorship for the BD Fellows. Using a multi-pronged collaborative approach, this model integrates the evidence-based domains of self-efficacy (Laurencelle & Scanlan, 2018; Lent et al., 1994; Lent et al., 2008), science/research identity (Lent et al., 2015; Zimmerman, 2000), and social cognitive career theory (Lent et al., 2005; Lent and Brown, 2006) to recruit, enroll, and graduate LSAMP Fellows with STEM doctoral degrees. Guided by the theories, the following questions will be addressed: (1) To what extent is culturally reflective mentoring identified as a critical driver of B2D Fellows’ success? (2) To what extent are the program’s training components fostering increases in B2D Fellow’s self-efficacy, competency, and science identity? (3) What is the strength of the correlation between participation in the program training components, mentoring activities, and persistence in graduate school? (4) To what extent does the perceived importance of self-efficacy, competency, and science identity differ by race/ethnicity and gender? These data will be analyzed using both formative and summative assessments of program outcomes. Quantitative data will include pre-, post-, and exit surveys. Qualitative data will assess the impact of mentoring and program support. This study will be guided by established protocols that have been approved by the N.C. A&T IRB. It is anticipated that our BD Fellows program will significantly impact the retention and graduation rates of underrepresented minority STEM graduate students in our doctoral programs, thus producing a diverse workforce of STEM professionals. Materials from the program recruiting cycle, mentoring workshops, and the structured fellowship application process will be disseminated freely to other LSAMP and minority-serving institutions across the country. Strategies and outcomes of this project will be published in peer-reviewed journals and shared in conference proceedings. 

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4. Developing a Leadership Community of Practice Toward a Healthy Educational Ecosystem

   Nazar, C..; Thompson, L.; Bowen, C.; Menezes, G. (June 2023, 2023 ASEE Annual Conference & Exposition)

   Student success in educational ecosystems is a primary goal of leadership efforts. Yet, power and privilege affect the racial, classist, and gendered implications of STEM education work in K-12 education as well as higher education. Interventions have been done at various levels, but despite the hard work of implementation, this has not resulted in dramatic improvements to STEM educational ecosystems or student engagement within them. Often, these implementations are done at the faculty/student level or institutional level but not at the departmental leadership level. The NSF-supported Eco-STEM Project proposes to establish a healthy educational ecosystem that supports all individuals (students, faculty, and staff) to thrive. Project activities are guided by ecosystem paradigm measures that support a culturally responsive learning/working environment; make teaching and learning rewarding and fulfilling; and emphasize community assets to enhance motivation, excellence, and success. For this work-in-progress paper, we describe the development of a leadership community of practice, comprised of department chairs of science and engineering departments, at [university name redacted], a large state-funded comprehensive majority minority master’s granting institution in the Southwest United States. In the year-long Leadership Community of Practice (L-CoP), the Fellows work on unpacking issues of power and privilege in their roles as STEM leaders and educators. During the Fall semester of 2022, the Fellows participated in four sessions. They engaged in readings, videos, active-learning activities, and critically reflective dialogues to facilitate discussion and reflection on identity, agency, the culture of power in STEM, and interventions and change in higher education. The L-CoP starts with Fellows reflecting on their social and professional identities and how their identities influence their teaching and leadership philosophies. Then Fellows are introduced to the framework of the culture of power in science--where they explore the social, cultural, and political impacts of preparing for a STEM college education. Finally, they explore theories and models of change for STEM higher education spaces. Through this curriculum, we aim to examine mental models to deconstruct notions that uphold the culture of power in science by instead building counternarratives with faculty and students in their departments. Through dialogues within the L-CoP, leaders discuss classroom/program climate, structure, and vibrancy to better support healthy educational ecosystems, as well as their participation in these systems. We are currently in the middle of our first implementation of the L-CoP. The first cohort consists of six L-CoP Fellows with highly diverse positionalities; there is racial, ethnic, and gender diversity, and all Fellows are full professors in the tenure line and chairs of their respective departments. We present details of the L-CoP, including the formation of the Fellow cohort, training of the facilitators, structure of the sessions, and initial results of our mid-program survey. The survey results provide insights into potential improvements to our tools and program. We also share some of the Fellows’ and facilitators’ reflections demonstrating a shift toward an ecosystem mindset. We prefer to present this work as a poster at the 2023 ASEE Annual Conference. 

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5. I-PERF: Supporting Underserved Research Fellows

   https://doi.org/10.33548/SCIENTIA657  

   Ivanitzki, T.; Johnson, R.; Levitin, R. (April 2021, Scientia)

   Berg, N.; Bagnall, N.; Deeprose, C. (Ed.)

   Statistics suggest that Hispanic, Black, and female entrepreneurs receive a disproportionately tiny portion of total venture capital funds in the United States. With this in mind, the National Science Foundation created the I-PERF program. I-PERF supports the professional development of research fellows from underserved groups, offering them hands-on experience within promising research and technology companies, with the goal of increasing diversity in the start-up and entrepreneurial landscape. The program is managed by Dr Teddy Ivanitzki, Rashida Johnson, Rachel Levitin and their colleagues at the American Society for Engineering Education. Women and individuals from underserved minority groups often face additional difficulties when trying to secure funding for their businesses compared to white males. Every year, the US Small Business Administration (SBA) awards over 5,000 grants to entrepreneurs, for a total of over $3.5 billion. According to the SBA’s 2013 Annual Report, only 15% of these funds were awarded to firms owned by individuals from underrepresented minority groups, despite the fact that these groups make up about one-third of the US population. A similar pattern can also be observed in the venture capital market. In 2019, a non-profit collaboration aimed at increasing diversity in the venture industry, called Diversity VC, released a report outlining the results of a study that polled 10,000 start-up founders. They found that 77% of venture-fund recipients were white, while only 1% were African Americans and 9% were women. Initiatives aimed at supporting the professional development and business endeavors of individuals from underrepresented minority groups are of crucial importance, as they could ensure that these individuals’ talent is recognized, valued, and does not go to waste. Over the past few years, the National Science Foundation (NSF) has introduced and funded a number of projects aimed at supporting start-ups and businesses founded by individuals from underserved minorities, including the Small Business Postdoctoral Research Diversity Fellowship (SBPRDF) program, which started in 2010. The SBPRDF program allowed postdoctoral fellows specialized in STEM disciplines to acquire real-life research experience in entrepreneurial settings and apply their skills within the technology sector. The program placed a total of 79 fellows in companies for periods of two years, 40% of which were women and individuals from underserved minorities. The vast majority of those who participated felt that they had significantly benefitted from the program. The positive feedback offered by those who participated encouraged the NSF to introduce an extension of the SBPRDF program, called the Innovative Postdoctoral Entrepreneurial Research Fellowship, or ‘I-PERF’. The primary mission of the I-PERF program, which was created in 2019 and is managed by the American Society for Engineering Education (ASEE), is to support the professional development of research fellows from underrepresented minorities 

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