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1. Highlighting altruism in geoscience careers aligns with diverse US student ideals better than emphasizing working outdoors

   https://doi.org/10.1038/s43247-021-00287-4  

   Carter, Samantha C.; Griffith, Elizabeth M.; Jorgensen, Theresa A.; Coifman, Karin G.; Griffith, W. Ashley (October 2021, Communications Earth & Environment)

   Abstract A common approach to attract students in the United States to the geosciences is to emphasize outdoor experiences in the natural world. However, it is unclear how successful this strategy is. Specifically, the geosciences have been less successful than other sciences at recruiting a diverse workforce that reflects different perspectives and life experiences. Here we present a survey of students enrolled in College Algebra at a Hispanic-serving institution in the southwestern United States where, of 1550 students surveyed, 55.3% identified as an underrepresented minority (URM). We find that surveyed students care little about working outdoors. Instead, they rate altruistic factors, such as helping people or the environment, as most important. Female respondents rate these factors higher than male respondents. We also find that many respondents know little about what a career in geoscience entails. We argue that better informing students about the altruistic potential of geoscience careers would be an effective strategy to broaden recruitment. 

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2. Improving Retention of Underrepresented Groups in the Geosciences through an Intensive First-Year Experience at the University of South Carolina

   https://doi.org/10.5670/oceanog.2024.108  

   Benitez-Nelson, Claudia; McNeal, Karen; Jones, William (January 2023, Oceanography)

   There have been many efforts to broaden participation and diversity in the geosciences with varying degrees of success. The goal of the National Science Foundation-funded GeoScholar Program in the School of the Earth, Ocean & Environment (SEOE) at the University of South Carolina was to increase geoscience exposure and the number of geoscience undergraduate majors (environmental, geological, and marine sciences) from low-income, minority, and first-generation college backgrounds. 

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3. Devices to Aid Mobility: Biomedical Engineering-Focused Undergraduate Senior Capstone Design Projects

   https://doi.org/10.1115/IMECE2018-86826  

   Thompson, Lara A.; Xu, Jiajun; Shetty, Devdas (November 2018, Proceedings of the ASME 2018 International Mechanical Engineering Congress and Exposition)

   In order to meet the increasing societal and market demand for a diverse and well-trained Biomedical Engineering (BME) workforce, the University of the District of Columbia (UDC), the nation’s only urban land-grant institution, the District of Columbia’s only public institution of higher education, and a historically black college and university (HBCU), nurtures BME activities focused on exposure, training and cultivation through research and experiential learning. Undergraduate design projects and research-based learning opportunities in BME are key program ingredients. This paper presents the former (i.e., three, BME-related undergraduate senior Capstone Design projects that target devices to aid patient immobility) namely, the design of: 1) an ankle foot orthosis, 2) an upperlimb robotic hand prosthetic, and 3) a chairless chair lower limb exoskeleton. A current focus of the UDC BME program is Rehabilitation Engineering (i.e., interventions and devices aimed at aiding those with mobility impairments). We briefly discuss the necessity for rehabilitation-focused, biomedical-related undergraduate experiences and training for underrepresented minority students at UDC, in particular, undergraduate engineering education through multidisciplinary BME projects that foster hands-on creativity towards innovative designs. In addition to critical design experiences and undergraduate training in BME, devices may have the potential to develop into new commercial technologies and/or research projects that will aid and enhance the quality life of individuals suffering from a wide-range of mobility-related issues. 

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4. Learning and Engineering Student Retention

   Ernst, J.V. (October 2019, Proceedings of the annual midyear conference of the Engineering Design Graphics Division American Society for Engineering Education)

   This study investigates institutional student retention for engineering majors in a 4-year university setting. Student participant retention was tracked for engineering majors within the institution following enrollment in an introductory to engineering design graphics course that employed active learning sequences. Student retention data was compared to an institution baseline of engineering majors following enrollment in the engineering design graphics course where differences were examined. Notable student retention differences were identified through analysis of the institutional baseline data for participating students. 

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5. Enhancing the Transfer Experience through a Collaborative Cohort Program for Engineering Scholars, Years 3 and 4 of an NSF S-STEM

   Dancz, C. L.; Adams, E. A.; Orfi, N.; Haden, C; Ahn, Yushin (June 2023, American Society for Engineering Education)

   This paper reports on activities and outcomes from years three and four of a 5-year NSF Scholarships in Science, Technology, Engineering and Mathematics (S-STEM) award at a two-year college. The college is a minority-serving institution located in a metro area with high rates of concentrated poverty and low levels of educational attainment. Through the program scholarships are awarded to cohorts of students majoring in engineering selected each fall semester from applications collected the previous spring. After completing transfer preparation curriculum at the two-year college, select scholars who transfer to the local four-year university may remain in the program for continued support. Students in each cohort, including those who remain in the program after transfer, are supported with annual scholarships of up to $6000, depending on financial need. In addition to scholarship money, students participate in a variety of program activities throughout the school year in the form of academic seminars, extracurricular events, professional development, faculty mentoring, peer mentoring, academic advising, and undergraduate research opportunities. Noteworthy elements of the program in years three and four include 1) the selection and award of the fourth and final cohort entering the program, 2) a transition of leadership to a new principal investigator for the program at the two-college, and 3) the increase in number of students who have continued with the program after transfer to the local four-year university. During year three of this five-year program, the first cohort of students successfully transferred and completed a full year at their new four-year university. Supplemental funding has enabled the program to expand support for additional students at both the two-year college and the four-year university after transfer. This has reduced financial burdens and addressed the unanticipated challenge that some students would need more than two years to transfer due to delays brought on by the COVID-19 pandemic. Program evaluation findings identified requests from students that would enhance the program approach and further prepare for transfer. These included establishing a transferred student panel for students preparing to transfer, seminars on maintaining a positive work/life balance and differences in university systems, further support for peer mentorship for both mentors and mentees, and additional opportunities for collaboration across engineering disciplines. Research findings from interviews conducted with transferred students identified several opportunities to further enhance the transfer preparation approach and support structures needed for success at their new institution. These include intentional preparation for establishing membership in a new community, identification of systems and processes for support at their new institution, including how these may differ from their previous institution, and opportunity to serve as a mentor and engage with students preparing to transfer. In addition, in year 4 program leadership transitioned due to a new role at new university and more students support requests of leadership at both the two-year college and the four-year transfer university than originally anticipated. This has resulted in reflection on the program administration and the people and structures that sustain it. This poster will include summaries of scholar activities, transition in and impact on program leadership, program evaluation results, and research findings from the first cohort of students that have transferred and completed a full year at their new institution. 

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