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In this work-in-progress paper we present emergent recruitment issues encountered during an ongoing design-based project with participants from two-year colleges for an NSF-funded scholarship program. Our hope is to connect with researchers who have previously explored similar issues or may be experiencing them in their current work. Student Pathways in Engineering and Computing for Transfer Students (SPECTRA) is an NSF S-STEM program that provides financial assistance to students transferring from the South Carolina Technical College System into Engineering or Computing majors at Clemson University [1]. SPECTRA also assists students by connecting them with peers at the technical colleges who move together through the transfer process to Clemson and are supported by the SPECTRA program until graduation. In addition to exploring the experiences of current SPECTRA participants, we investigate how the project can be scaled to include more students and sustained after NSF support ends. The 2021-2022 academic year is the third of the five-year program, although, given emergent recruitment issues, we foresee application for a no-cost extension. The primary concern is the low number of students currently supported in comparison to our goals, highlighting recruitment for further examination. We planned to support up to twenty students in year 1, 52 students in year 2, 70 students in year 3, but our actual numbers in the first three years are 7, 12, and 28 students. Given this trend, our concern over how we recruit students into SPECTRA is now at the forefront of our work. The program is not reaching those students who are eligible, and low recruitment has limited the quality of research needed to inform the construction of a sustainable program. To explore recruitment, we have added interviews with potential students at the technical colleges. In addition to this interview process, we have reviewed our internal practices, analysed existing public information and social media from similar programs, and reviewed existing literature from related research and practice. We identified aspects that may have impacted our current situation. The first was explicit, being the impact of COVID-19 on our ability to hold in-person recruitment events. Similar to studies that have identified other COVID-19 impacts to two-year institutions such as “retention rates declined the most in the community college sector (-2.1 pp to 51.6%)” [2], “disparities in upward transfer mobility increased during the pandemic year” [3], and community colleges being hit hardest “with a 9.4 percent decline” in enrollment [4], we intend to further clarify the influence of COVID-19 on our context. COVID-19 also played a role with regard to the need for scholarship funds, as one of the technical colleges in our program used federal relief funds to provide free tuition for all students during the 2020-2021 academic year. Another potential impact is the effectiveness of the SPECTRA webpages and other online materials to meet the needs of potential students considering the program. In this work-in-progress paper, we will share how we are addressing recruitment issues and how new interventions are impacting recruitment. 

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. 

The Student Pathways in Engineering and Computing for Transfers (SPECTRA) program is a newly funded S-STEM program in South Carolina, expected to run through 2026. The program is envisioned to provide a streamlined academic pathway for transfer students from 2-year programs within South Carolina into Clemson University, and provide programming to aid their academic success and social integration. To achieve this, SPECTRA will create 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 cohort would then be mentored in how to navigate Clemson University’s academic environment, utilizing available programming such as academic tutoring, field trips to see local engineering companies, etc. A unique component of the SPECTRA program is the requirement that scholarship recipients at Clemson University enroll in two semesters of research, in addition to their participation in social and academic programing. Through this Work in Progress paper, the experience in designing and facilitating these research courses while matriculating through their graduate programs is documented by the authors. Specifically, the design constraints of the research courses, the topics developed for the 2021-2022 cohorts and the envisioned assessment are discussed. 

The use of mechanical metamaterials in engineering applications is often limited because of uncertainty regarding their deformation behavior. This uncertainty necessitates large safety factors and assumptions about their behavior to be included in mechanical designs including metamaterials, which detracts from their greatest benefit, viz. their ultralight weight. In this study, a yield envelope was created for both a bending-dominated and a stretching-dominated cellular material topology to improve the understanding of the response of cellular materials under various load types and orientations. Experimental studies revealed that the shear strength of a cellular material is significantly lower than that predicted by Mohr’s criterion, necessitating a modification of the Mohr’s yield criterion for cellular materials. All topologies experienced tension–compression anisotropy and topology orientation anisotropy during loading, with the stretching-dominated topology experiencing the largest anisotropies. 

In this work-in-progress paper, we present design-based methodological work intended to support implementation of a large-scale, ongoing NSF Scholarships in STEM (S-STEM) project. We have created pilot tools and procedures for data collection and analysis that will supply consistent research throughlines during the project lifespan while also providing iterations of formative feedback about participants’ needs and their experiences in the project. While these tools and procedures have allowed us to analyze pilot data, in each year of the project, participant numbers will continue to grow, placing additional demands on our research team and our chosen methods. Will the designs we have created help us to scale effectively while remaining fidelitous to our project goals? The purpose of the S-STEM project is to connect student pathways at state technical colleges to Engineering and Computer Sciences programs at a Research I university in the southeastern United States. Toward this goal, we are implementing communities of practice and cognitive apprenticeship strategies to support student cohorts and create programming aspects to enhance transfer students’ enculturation to the university, completion of STEM-related degrees, and placement in the industrial workforce. Cohorts begin at the technical colleges, guided by a doctoral student mentor who engages program participants in applied research and shepherds them throughout their transition to the university. Now in the second year of the project, the pilot cohort is studying at the university while new cohorts are engaged at the collaborating technical colleges. Each year, the number of students participating in the five-year implementation will accumulate to a proposed total of over 300 students. Our research team will need to scale our efforts toward project fidelity. Our intent with this work-in-progress paper is to share our current status and invite interested colleagues to provide feedback about our pilot analysis work and our plans for future data. We will introduce the design-based methods that inform both research and development in our project. In particular, we will focus on the applicability of these methods for implementation work and how they can be effectively scaled to large interventions. We will describe observation, interview and focus group, and survey methods, along with how these methods complement academic sources and other student-related data.