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Abstract Since 2009, the mechanical engineering (ME) scholarship-science technology engineering and mathematics (S-STEM) Program at the University of Maryland Baltimore County (UMBC) has provided financial support and program activities to ME undergraduate students aiming at improving their retention and graduation rates. The objective of this study is to identify program activities that were most effective to help students for improvements. Current ME S-STEM scholars were asked to complete a survey that measures their scientific efficacy, engineering identity, expectations, integration, and sense of belonging, as well as how program activities impact their attitudes and perceptions. Analyses of 36 collected surveys showed that scholars reported high levels of engineering identity, expectations, and sense of belonging. However, further improvements were needed to help students in achieving scientific efficacy and academic integration into the program. Results demonstrated that pro-active mentoring was the most effective method contributing to positive attitudes and perceptions. The implemented S-STEM research-related activities and internship were viewed favorably by the scholars in helping them establish their scientific efficacy and engineering identity, and understand their expectations and goals. Community building activities were considered helpful for them to integrate into campus life and improve their sense of belonging to the campus and program. Scholars identified mentoring, research related activities, internships, and social interaction with faculty and their peers as important factors for their retention and graduation. Although the sample size was small in the study, we believe that the cost-effective activities identified could be adopted by other institutions to further improve students' retention and graduation rates in engineering programs. 

Abstract The objectives of this study were to evaluate the current status of exposure to bio-engineering research in community college (CC) students and University of Maryland Baltimore County (UMBC) students, and to estimate relationships between research activities sponsored by the Mechanical Engineering (ME) S-STEM Scholarship Program and improvement in student enrollment/diversification, retention rates, and graduation rates. The analysis drew on data from ME undergraduate academic records at UMBC from 2008 to 2019. A survey was designed to assess the research exposure of CC and UMBC students and their evaluation of the research components included in recruitment and curriculum activities. Results show that exposure to research measured by attending a research seminar was low for the participants, around 37% for CC students and 21% for ME students at UMBC. The survey results indicate the positive impact of the scholarship programs at UMBC on the research exposure and research experience. The impact is more evident in students who originally transferred from a CC. The large increase in recruited female and CC students over the past 10 years indicated that the research-related activities of the ME S-STEM program played an instrumental role in those increases. Because of the research-related activities, the ME S-STEM program achieved retention and graduation rates higher than those in the ME undergraduate program (89% versus 60% for the 6 year graduation rate), as well a higher percentage of students enrolled in graduate school (30% versus 10%). We conclude that there is still a need to implement research-related activities in the ME undergraduate program, starting with student recruitment and continuing through the academic program. Results suggest that there is a positive impact of ME S-STEM research activities on student diversification, retention rates, and percentage of our graduates who are pursuing graduate degree. 

Starting in 2010, the ME department at UMBC has been awarded three NSF S-STEM grants to increase student diversity, improve retention, and provide successful paths toward job placement and graduate study in our department. In addition to scholarships and faculty mentoring, we implemented approaches to integrate research into various aspects of our curriculum, including visiting community colleges, giving research seminars to community college students and UMBC students, organizing lab visits for undergraduate students, and providing undergraduate research opportunities. In this study, we asked students to complete a survey after specific research related educational activities. Data analyses were conducted to evaluate whether the perceived experiences from exposure to research differed by ethnic group, family educational background, whether they are community college transfers, and whether the students are part of a scholarship program. The survey results were also used to measure the satisfaction of the participants from the research related activities, and to collect feedback for future improvements. 

Recognizing current and future needs for a diverse skilled workforce in mechanical engineering and the rising cost of higher education that acts as a barrier for many talented students with interests in engineering, the NSF funded S-STEM project at a state university focuses resources and research on financial support coupled with curricular and co-curricular activities designed to facilitate student degree attainment, career development, and employability in STEM-related jobs. This program has provided enhanced educational opportunities to more than 90 economically disadvantaged and academically talented undergraduate students in the Mechanical Engineering Department in the past eight years. It is expected that approximately 45 academically talented and financially needy students, including students transferring from community colleges to four-year engineering programs will receive scholarship support in the next 5 years, with an average amount of $6,000 per year for up to four years to earn degrees in mechanical engineering at the University of Maryland Baltimore County (UMBC). Through scholarships and supplemental support services, this program promotes full-time enrollment and will elevate the scholastic achievement of the S-STEM scholars, with a special emphasis on females and/or underrepresented minorities. It will provide a holistic and novel educational experience combining science, engineering, technology and medicine to improve student retention and future career prospects. The project builds on an established partnership between the state university and community colleges to improve and investigate the transfer experience of community college students to four-year programs, student retention at the university, and job placement and pathways to graduate school and employment. A mixed methods quantitative and qualitative research approach will examine the implementation and outcomes of proactive recruitment; selected high impact practices, such as orientation, one-to-one faculty mentoring, peer mentoring, and community building; participation by students in research-focused activities, such as research seminars and undergraduate experiences; and participation by students in career and professional development activities. In this paper, preliminary data will be presented discussing the attitudes and perceptions of the s-stem scholars and comparing students in scholarly programs and non-programmed situations. This research was supported by an NSF S-STEM grant (DUE-1742170). 

Recognizing current and future needs for a diverse skilled workforce in mechanical engineering and the rising cost of higher education that acts as a barrier for many talented students with interests in engineering, the NSF funded S-STEM project at a state university focuses resources and research on financial support coupled with curricular and co-curricular activities designed to facilitate student degree attainment, career development, and employability in STEM-related jobs. This program has provided enhanced educational opportunities to more than 90 economically disadvantaged and academically talented undergraduate students in the Mechanical Engineering Department in the past eight years. It is expected that approximately 45 academically talented and financially needy students, including students transferring from community colleges to four-year engineering programs will receive scholarship support in the next 5 years, with an average amount of $6,000 per year for up to four years to earn degrees in mechanical engineering at the University of Maryland Baltimore County (UMBC). Through scholarships and supplemental support services, this program promotes full-time enrollment and will elevate the scholastic achievement of the S-STEM scholars, with a special emphasis on females and/or underrepresented minorities. It will provide a holistic and novel educational experience combining science, engineering, technology and medicine to improve student retention and future career prospects. The project builds on an established partnership between the state university and community colleges to improve and investigate the transfer experience of community college students to four-year programs, student retention at the university, and job placement and pathways to graduate school and employment. A mixed methods quantitative and qualitative research approach will examine the implementation and outcomes of proactive recruitment; selected high impact practices, such as orientation, one-to-one faculty mentoring, peer mentoring, and community building; participation by students in research-focused activities, such as research seminars and undergraduate experiences; and participation by students in career and professional development activities. In this paper, preliminary data will be presented discussing the attitudes and perceptions of the s-stem scholars and comparing students in scholarly programs and non-programmed situations. This research was supported by an NSF S-STEM grant (DUE-1742170).