Conference Session

First-year Programs: Virtual Instruction in the First Year 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Haritha Malladi, University of Delaware; Amy Trauth, University of Delaware; Joshua A. Enszer, University of Delaware; Marcia Gail Headley, University of Delaware; Jenni Buckley, University of Delaware

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First-Year Programs

c Society for Engineering Education, 2021 Transforming A Large Lecture FYE Course Structure into Virtual Collaborative LearningIntroductionFirst Year Experience (FYE) engineering courses at large, research-focused universities present aunique challenge from a curricular and administrative perspective. Prior research indicates thatFYE engineering courses should be interdisciplinary and highly interactive, whilesimultaneously presenting enough technical and career-specific content within each engineeringdiscipline to facilitate students’ choices of majors [1]–[5]. These course characteristics are mosteffectively supported by student-centered pedagogical approaches, such as project-based learning(PBL) [6

Conference Session

First-year Programs: Virtual Instruction in the First Year 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Huihui Qi, University of California, San Diego; Carolyn L. Sandoval, University of California, San Diego; He Liu; Matthew Robin Kohanfars, University of California, San Diego; Edward I Lan, University of California, San Diego; Cristian H. Tharin; Tania K. Morimoto, University of California, San Diego

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First-Year Programs

Experience in a First-year Engineering Design Class to a Remote Learning Environment 1. Introduction and BackgroundThis evidence-based practice paper describes the transformation of the hands-on learningexperience for MAE 3 Introduction to Engineering Graphics and Design at University ofCalifornia San Diego (UCSD) for remote instruction. As a first year engineering design course,it plays an important role in establishing the foundation for students’ principal area of study,teaching basic design methods, and helping the students gain a better understanding of theirchosen major, which is essential for their intellectual development and engineering identityformation. As the first design course in the curriculum, the course aims to

Conference Session

First-year Programs: Virtual Instruction in the First Year 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Christopher Dalton, University of Oklahoma; Allison Quiroga P.E., University of Oklahoma; Bobby Reed, University of Oklahoma Libraries

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First-Year Programs

Program at the University of Oklahoma [1] is a four-week residentialcamp for pre-freshmen engineering students that introduces students to the University, theGallogly College of Engineering, and many of the resources available for students as they completetheir education. The students typically enroll in a mathematics course and a pre-chemistry courseand participate in a variety of team-building activities to further prepare the students as theyprepare to begin their first semester. One of the central activities of the program is aninterdisciplinary engineering design project that introduces students to the engineering designprocess as well as facilities to which all engineering students have access for their careers. In thesummer of 2020, the

Conference Session

First-Year Programs: Cornucopia

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Cassondra Wallwey, The Ohio State University; Tyler Milburn, The Ohio State University; Brooke Morin, The Ohio State University

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First-Year Programs

Engineering at Ohio State University, teaching First- Year Engineering for Honors classes in the Department of Engineering Education. Brooke earned her bachelor’s degree and master’s degree in Mechanical Engineering at Ohio State. Her interests include implementing and assessing evidence-based practices in the first-year engineering classroom. American c Society for Engineering Education, 2021 Scaffolding Technical Writing within a First-Year Engineering Lab ExperienceIntroductionAlthough the education of engineers has been an ever-changing process that has developed overtime based on the needs of society [1], in more recent years the

Conference Session

First-Year Programs: Focus on Student Success I

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Matthew Cavalli, Western Michigan University; Anetra Grice, Western Michigan University

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First-Year Programs

specific personality traits toacademic success of students (e.g., [1-6]). Based on a review of the literature, personalityquestions were drawn from components of the Big Five personality inventory [7], which is oneof the most well-regarded instruments for this purpose. An advantage of the Big Five inventorycompared to assessments like the Meyers-Briggs Type Indicator [8], is that the Big Fiveinventory places individuals on a continuum of personality traits rather than in distinctcategories. Personality components included in the Big Five inventory include Extraversion,Agreeableness, Openness to Experience, Conscientiousness, and Neuroticism. Of these, thosethat have been most commonly linked to student success (particularly for engineering

Conference Session

First-year Programs: Focus on Student Success 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Randy Hugh Brooks, Texas A&M University

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First-Year Programs

. A 16-hour “So, You’reGoing to be a(n) [School] Engineer…” course targets incoming first-year engineering students,and is customizable by school. The vision is asynchronous deployment accompanied by studentcreation in a digital journal.Although the initial focus was to build a single course to address college and career readiness,“as the investigation has progressed, the potential benefit of developing separate courses for‘guide and inform’ and ‘prepare’ is appearing” [1, p. 1], and that is the direction undertaken inthis paper.The former course will be largely deployed through a key contact point for college-boundsecondary school students, the high school counselor and college recruiter networks. Thischannel is constantly under great strain

Conference Session

First-Year Programs: Student Perceptions and Perspectives

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nora Honken, University of Cincinnati; Angela Boronyak, University of Cincinnati; James Edward Roethler, Spalding University; Aimee M. Frame, University of Cincinnati; Cedrick Kwuimy, University of Cincinnati

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First-Year Programs

in bearing and gear systems at the Villanova Center for Analytics of Dynamic Systems (VCADS) in PA. He graduated from the University of Yaounde 1 in Cameroon and then completed a Certificate in Teaching Engineering in Higher Education at Villanova University. Dr. Kwuimy is interested in vibration analysis and in the use of nonlinear dynamics tools to improve the early detection of fault in complex nonlinear systems. In the latest, his focus is on engineering systems (gear systems, bearings) and biological systems (vibration in human-arm, human diseases). In vibration analysis, his focus is on the conversion of mechanical vibration into electrical energy (energy harvesting). A key interest of Dr. Kwuimy is the

Conference Session

First-Year Programs: Unique Projects and Pedagogies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Yanjun Yan, Western Carolina University; Hugh Jack P. Eng. P.E., Western Carolina University; James Coffin

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Diversity

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First-Year Programs

similar to pre-pandemic semesters and have far fewer U (unsatisfactory) grades than inSpring 2020 when the whole campus went online midway.IntroductionTeam-teaching has a long history when many educators had attempted integration acrossdifferent disciplines [9], curriculum [4] [14], and even country borders [12]. Besides traditionallecturing, projects [1]-[3],[5][6], and service-learning [8] could also be used in team-teaching.Despite the challenges in implementation, team teaching provided a wide array of benefits, evenfor faculty mentoring [13] and team-building [11]. Communication [10] and faculty help hadbeen deemed important ever since the remote-working technology was emerging [7].Traditional team-teaching may involve multiple instructors

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jonathan Aurand P.E., Dunwoody College of Technology; David Andrew Adolfson, Dunwoody College of Technology

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First-Year Programs

them to understand the rigor and timecommitment required to be successful in the completion program. The overarching goals for thecourse are threefold: 1. Is engineering the right path for me? 2. Is the discipline I have selectedthe right choice for me? 3. What career opportunities are available for engineers in my chosendiscipline? Since the evening students have less options without starting over, they generally donot explore the second goal as much.Some additions and changes have been focused on broadening student perspectives and givingstudents tools to understand the curriculum and increase persistence which in turn improvesretention. Both groups have benefited from a Women in Engineering panel, generalizedestimation practice such as

Conference Session

First-Year Programs: Virtual Instruction in the First Year II

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Lakshmy Mohandas, Purdue University at West Lafayette; Nathan Mentzer, Purdue University at West Lafayette

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First-Year Programs

year appointment with the Center as a postdoctoral researcher. American c Society for Engineering Education, 2021 The Effectiveness of Synchronous vs Asynchronous Modes of Instruction in an Online Active Design Thinking CourseIntroduction This is a complete research paper. Online courses are in demand in today’s world asthey broaden the reach of education including non-traditional students and students withdiverse backgrounds. Higher education institutions are adapting distance education as it breaksdown geographical barriers [1]. According to Strong et. al, “regardless of the advantages ofonline learning opportunities for students and institutions

Conference Session

First-Year Programs: Cornucopia

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Abigail E. Heinz, Rowan University; Matthew Strauss; Mary Staehle, Rowan University

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First-Year Programs

classroom culture, but not on “how all students and the instructor are working withinthe culture to achieve educational goals” [1]. Using this verbal introductory activity includeseach student as well as the instructor by requiring all to participate daily. Keeping studentsengaged throughout the class is known to improve classroom culture and has been cited bymultiple researchers as one of the best ways to build this culture and relationships [2, 3]. One ofthe challenges with encouraging students to participate is that they may not feel comfortable orconfident in the course material. In this course specifically, this is often the first time thesestudents are taking an engineering course within their discipline, which may make participationeven more

Conference Session

First-Year Programs: Design in the First Year

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sherri Youssef, The Ohio State University; Patrick James Herak, The Ohio State University; J. Blake Hylton, Ohio Northern University; Todd France, Ohio Northern University

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First-Year Programs

. American c Society for Engineering Education, 2021 Exploring Trends in First-Year Student Responses on Asynchronous Design Modules1. IntroductionWith the COVID-19 pandemic restricting in-person instruction, content delivery and themonitoring of content comprehension is limited to online, asynchronous methods. While anincreased emphasis on these remote methods is recent, literature related to engineering problemframing skills established the comprehension students see via in-person approaches [1-9]. Theseexpectations serve as the basis of expectations and subsequent exploration as to how they operatevia online, asynchronous delivery.The motivation for this work is to determine how

Conference Session

First-Year Programs: Unique Projects and Pedagogies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Wonki Lee, Purdue University at West Lafayette; Nathan Mentzer, Purdue University at West Lafayette

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First-Year Programs

Course Wonki Lee Purdue University, West Lafayette Nathan Mentzer Purdue University, West Lafayette Introduction Student engagement, as measured by cognitive, affective, attentional participation in aneducational setting, is prominent in recent engineering education [1], [2]. It is inextricablyintertwined with students’ motivation, and those two constructs have a strong impact onstudent’s meaningful learning experience, academic achievement, and knowledge development[3]. Project-based learning with authentic hands-on experiences in a collaborative setting

Conference Session

First-Year Programs: Design in the First Year

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Brianna L. Dorie, Gonzaga University

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First-Year Programs

various forms, but at its core is the process ofcollecting, receiving, and discriminating amongst information. Often this is considered under anumbrella term of informational literacy – which is an individual’s ability to locate, evaluate andeffectively use needed information. Processes involved during information gathering mayinclude published or unpublished print materials, communication with human “experts” (e.g withpeers, family, or librarians), and tactile processes (e.g. trial and error, experiments, etc.) (Figure1). In addition, these interactions can take place in person or in virtual spaces. 1 Print

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Michael Elmore P.E., State University of New York at Binghamton; Koenraad E. Gieskes, State University of New York at Binghamton

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Diversity

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First-Year Programs

ofEngineering and Applied Science at Binghamton University have been asked to complete a two-question survey in the first week of classes regarding their intended engineering major. The two,multiple choice questions are: (1) what is your intended engineering major? (2) how sure are youof your decision? Responses have shown that between a third and a half of the 1st-yearengineering students express some uncertainty in their intended choice of engineering major,indicating that they are either very unsure, unsure, or neither sure nor unsure of the strength oftheir engineering major interest.Out of programs that offer a combined 1st-year experience for engineering students, many do notrequire that students declare their major until the end of the first

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Gerald Gallego Tembrevilla, McMaster University; Susan Nesbit P.Eng., University of British Columbia, Vancouver; Peter M Ostafichuk P.Eng., University of British Columbia, Vancouver; Naoko Ellis P.Eng., University of British Columbia, Vancouver

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First-Year Programs

threshold concepts. Thesemanifestations in the forms of key experiences and perspectives were highlighted to inform howlearning interventions in the two courses promoted the development of students’transdisciplinary knowledge.1. BackgroundThe COVID-19 pandemic has exacerbated the urgent need among universities to connectengineering programs and curricula with the changing demands of local, national, andinternational stakeholders. Societal challenges, even before the current global pandemic, requirescaffolded and interconnected engineering approaches and solutions. These challenges demandedthe integration of different disciplines, practices, or competencies in redesigned undergraduateengineering curricula which were particularly directed to enrich

Conference Session

First-Year Programs: Focus on Student Success I

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Andrew Charles Bartolini, University of Notre Dame; Victoria E. Goodrich, University of Notre Dame; Kerry Meyers, University of Notre Dame

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First-Year Programs

engineering disciplines [1-6]. Therefore, it’s of great interest foruniversities to determine how to best help students understand engineering disciplines andcareers, but this is completed in many different ways. Schools may include instruction on theengineering design process, engineering projects, computer programming, major discernment,and many other topics [7]. This paper will explore how the University of Notre Dame haschanged the first-year curriculum to allow students to customize their first-year experience andhow those choices play a role in retention and certainty through the first-year.This study was completed at the University of Notre Dame, a medium sized, private,Midwestern, residential university and compares students enrolled in first

Conference Session

First-Year Programs: Student Perceptions and Perspectives

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Megan Keough, University of Michigan; Laura Hirshfield, University of Michigan; Robin Fowler, University of Michigan

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Diversity

Tagged Divisions

First-Year Programs

), from three different introductory courses: 1. A hands-on section focused on naval architecture, involving physically building a vehicle, and framed as a competition (students S1 and S2) 2. A hands-on section, focused on food science and chemical engineering (student S3) 3. A research-based section with no hands-on component, focused on biomedical engineering and materials (students S4 and S5)Data Analysis: Codebook DevelopmentFirst, the transcripts were coded by two researchers using open coding, in which key themeswere identified. Next, the transcripts were coded by the whole research team, at which pointsome codes were expanded or reworked. After this, the research team realized that the codes fellinto three categories, each

Conference Session

The Best of First-year Programs Division

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sydney Anne Morris, Northeastern University; Hannah Boyce, Northeastern University; Caroline Ghio, Northeastern University; Amanda Dee, Northeastern University; Alexis Pathwick-Paszyc, Northeastern University; Paul DiMilla, Northeastern University; Rachelle Reisberg, Northeastern University

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Diversity

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First-Year Programs

completed three co-ops at early stage biopharmaceutical companies. She will be entering a Ph.D. program in Fall of 2021.Ms. Amanda Dee, Northeastern University Amanda Dee is a second-year undergraduate student at Northeastern University, majoring in bioengi- neering and minoring in mathematics and music. This is her first year with the Connections Chemistry Review program. In the past, she has been a first-year tutor for the College of Engineering and is currently a CRLA Level 1 tutor for the Northeastern Peer Tutoring Program. She is also passionate about research and is currently developing tools for engineering and evaluating transgenic root cultures. Outside of aca- demics, she is an avid musician and performs with

Conference Session

The Best of First-year Programs Division

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

John Charles Minor, Clemson University; Elizabeth Anne Stephan, Clemson University; Abigail T. Stephan, Clemson University

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First-Year Programs

(GELC) at Clemson University. The paper begins with a discussion of the rationalefor an engineering math curriculum followed by an explanation of Clemson’s approach, a reportof preliminary results, and recommendations for interested practitioners and instructors.Additional details about the GELC program are available in previous papers [8], [9].The first-year engineering math curriculum at Clemson was implemented to explain to studentswhy basic math knowledge is relevant to engineering. While the expectations of engineeringstudents within university programs and professional industry require them to learn courseconcepts, connect their learning to real-world contexts, and build a knowledge base easilytransferable across disciplines [1], [2], the

Conference Session

First-Year Programs: Unique Projects and Pedagogies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Haritha Malladi, University of Delaware; Mary Roth P.E., Lafayette College

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First-Year Programs

. She is a member of Phi Beta Kappa and Tau Beta Pi and is a licensed engineer in the states of Maine and Pennsylvania. American c Society for Engineering Education, 2021 Implementing Life Cycle Assessment Module in Introduction to Engineering in Different ModalitiesIntroductionWith increasing global and societal needs, introducing concepts of sustainability and life cyclethinking have become imperative across all engineering disciplines. The theme of sustainabilityis an integral part of the National Academy of Engineering’s Grand Challenges [1].Consideration of environmental factors in engineering design is a part of the student outcomesrequired by

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Reza Kamali, California State University San Marcos

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First-Year Programs

years, universities are looking toimprove their retention and completion rates and the first two years of study are playing a big rolein these two parameters. In addition, the average number of new enrollments in undergraduate EEprograms is flat or increased slowly nationwide, while the same number for the other programsincreased [1]. On the other hand, many of the EE employers are looking only for highly skilledworkers or the students with a graduate degree. Getting graduate degree will result in more yearsof study to get hired in Electrical Engineering.The previous course plan in the EE program at California State University San Marcos was startingwith math, science, and general study courses. Then the plan proceeds into basic circuit theory

Conference Session

First-Year Programs: Unique Projects and Pedagogies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Robin K. Hill, University of Wyoming

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First-Year Programs

Science offered by my department is taken by a variety ofstudents bringing a variety of backgrounds and exhibiting a variety of aptitudes and interests.Myriad challenges accompany the goal of turning out college students well prepared to continuetheir university education. A classic novel, chosen for a computing-related theme, provides notonly a rich literary experience but also practice in concentrated reading and a platform for variousexercises on aspects of computing. As far as this author can tell, scholarly work on theincorporation of literature into computing courses is lacking. Endeavors to integrate humanitiesinto computing (and other technology) fall into categories such as understanding technologythrough science fiction [1], design for

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Christopher Horne P.E., North Carolina Agricultural and Technical State University; Alexandra Kurepa, North Carolina Agricultural and Technical State University

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First-Year Programs

students.The authors would like to present the paper as a poster.IntroductionSimple harmonic motion (SHM) follows logically from linear motion and circular motion. Howeverfundamental it may be to engineering students, SHM is one of the more demanding topics andoften misunderstood. Researchers found that passive instruction by talented teachers imparted littleconceptual understanding of Newtonian mechanics [1]. Good physical insight can lead to a deeperunderstanding of displacement and oscillation, which is a pervasive phenomenon in STEM. Eachcourse module has two parts: a) three virtual lecture classes with PowerPoint presentation ontrigonometry, wave motion and MATLAB coding and b) a hands-on lab exercise using a mass-spring system and the phone app

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Gloria Guohua Ma, Wentworth Institute of Technology; David E. Perkins, Wentworth Institute of Technology; Theodore Greene, Wentworth Institute of Technology; John Peter Voccio, Wentworth Institute of Technology

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First-Year Programs

challenges of the virtual/in personlabs. Student's feedback was collected to reflect their overall lab experience in this special time.1. Introduction and BackgroundLabs are a vital component to learn engineering disciplines, since hands-on labs reinforce thetheory that the students learned in lecture. With the development of modern technology,universities are changing from face-to-face education to remote web-based learning. However, itis a challenge to bring hands-on labs online due to the complexity of the labs, which includevarious equipment, materials, and resources. Setting up a web‐system for e‐education requires asignificant amount of time, as well as the necessity of having a computer and other resources.Especially due to COVID-19, most

Conference Session

First-year Programs: Computation in the First Year

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Djedjiga Belfadel, Fairfield University; Michael Zabinski, Fairfield University; Isaac Macwan, Fairfield University

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First-Year Programs

modern technology andits use in engineering. This approach ties with ABET student outcome (1) and is based on recallingfacts and basic concepts according to Blooms taxonomy. The data shows that nearly 80% of theincoming freshmen did comprehend the MATLAB basics and met the expectations of performingwell.MATLAB programming was first introduced two years ago in the Fundamentals of Engineeringcourse. We report on this 2-year exercise and include student feedback from the second year.IntroductionA computer programming course is required in most engineering curricula. Typically, such acourse is taught in the freshman or sophomore year and use either Fortran, C or JAVA as itsprogramming language. These programming languages are difficult to use when

Conference Session

First-year Programs: Computation in the First Year

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jutshi Agarwal, University of Cincinnati; Gregory Warren Bucks, University of Cincinnati; Kathleen A. Ossman, University of Cincinnati; Teri J. Murphy, University of Cincinnati; Cijy Elizabeth Sunny, Baylor University

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First-Year Programs

computational thinking skills andconcepts more efficiently in an effort to better prepare students for the demands of their futurecareers in the limited time allotted in the curriculum.The primary frameworks used to investigate the ways students learn computational thinkingconcepts is that of information processing and mental model theory. Information process theorytreats the student as processor of information, similar in structure to that of a traditional computersystem6. Students receive information through their senses (receptors), process that informationutilizing either working or long-term memory, and enact changes in their environment througheffectors. This model is represented in Figure 1 below. Figure 1: Information

Conference Session

First-Year Programs: Diversity, Equity and Inclusion in the First Year

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Emma Tevaarwerk, Northwestern University; Kathleen Carmichael, Northwestern University; Ordel Brown, Northwestern University; Lisa Davidson; Elise Gruneisen

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

challenge for many engineeringprograms [1]. Most inclusive and equitable learning initiatives are spearheaded by departmentssuch as Diversity and Inclusion and Gender Studies with a focus on broader institutional culture[2-3]. Such efforts, however, grapple with inspiring STEM faculty [4] as STEM classroomsremain relatively neglected. Consequently, STEM students from historically underrepresentedgroups, particularly those with perceived lower social capital, may still experience inequities inthe classroom; inequities that include exclusion from high-profile team roles [5-9].Research shows that first-year, team-based design courses present a unique opportunity toaddress such inequities by providing early cooperative and collaborative learning

Conference Session

First-Year Programs: First-Year Experiences

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Stephanie L. Walkup PE, Villanova University; John Komlos, Villanova University; Kevin A. Waters P.E., Villanova University

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First-Year Programs

Fundamentals (Fundamentals) course was developed in response to aninformal faculty survey to identify curriculum weaknesses, and it is intended to provide a strongfoundation in the civil engineering discipline6. It introduces students to tools and techniques,such as surveying, understanding maps and plan sets, field sampling, and data analysis, asrequired for their civil engineering curriculum as well as throughout their professional career.By incorporating software and surveying skills, the course also provides resume enhancement forfirst-year students seeking summer internships, which can further enhance their engineeringidentity7, 8.The objectives of the course are as follows: 1. Define the profession of Civil Engineering, 2. Develop

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Doina Bein, California State University, Fullerton; Jidong Huang, California State University, Fullerton; Yu Bai, California State University, Fullerton; Sudarshan T. Kurwadkar, California State University, Fullerton; Paulina Reina, California State University, Fullerton

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Diversity

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First-Year Programs

, with many of them as first-year freshman students. In this paper, we present preliminary findings of two first-yearenrichment programs in ASSURE-US: the student teacher interaction council (STIC) and thestudent summer research, as well as lessons learned from two years’ implementation of theproject in order to improve the project implementations for future years. 1. Introduction Billions of dollars are allocated every year to fund research, program development, and directservices aimed at increasing the number of women, minorities, and underrepresented populationsentering the STEM major/career pipeline. Nevertheless, disparities in STEM representation ofthe Hispanic community prevail. Hispanics account for 17.4% of the US population, and