Collection

2025 ASEE North Central Section (NCS) Annual Conference

Authors

Rick Hill, University of Detroit Mercy; Vanessa Burrows, University of Detroit Mercy; Linda Slowik PhD

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Diversity

Minnesota, Dulut ©American Society for Engineering Education, 2025 Experiences in Piloting a Program for Implementing High Impact Practices with Limited ResourcesAbstractIt is known that low-income, first-generation, and underrepresented students in engineering andcomputer science have rates of retention and graduation that lag behind their peers. A growingbody of research has identified a range of high-impact practices and exemplar programs thathave been successful in improving outcomes for these at-risk populations. Some areas that thesepractices seek to address include: financial need, academic preparation, sense of community,confidence, and professional identity. The challenge of

Collection

2025 ASEE North Central Section (NCS) Annual Conference

Authors

Nathan Galinsky, West Virginia University Institute of Technology

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Diversity

camp and the HSTA summerinstitute were introduced on the WVU Tech campus offering an additional 100 students asummer STEM experience.This paper will focus on a tenure-track faculty’s perspective on the designing and developmentof STEM summer camps for both K-12 students and teachers. The paper will discuss fundingopportunities that faculty can pursue if they are interested in funding summer or other outreachprograms. These pursuits of funding opportunities should be counted towards tenure-trackfaculty’s scholarship/research requirements as it directly approaches a solution to a problem thatmany universities face. Challenges of hosting camps include increased time to service orientedactivities, finding and hiring student mentors, camp

Collection

2025 ASEE North Central Section (NCS) Annual Conference

Authors

Ragavanantham Shanmugam, Fairmont State University; Madhan Gopal Perumal, The University of Texas at Dallas; Uma Maheswari Krishnamoorthy

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Diversity

can be designed with built-in flexibility. Forexample, elective slots within the structured framework allow students to explore interdisciplinarycourses while still ensuring timely graduation. This balance ensures that students have bothautonomy and guidance.At the same time, economic realities must be considered. Many full-time students work during theday to support their education, which has been cited as a reason for increasing course flexibility.However, research shows that extensive work commitments significantly contribute to studentattrition, with 42% of dropouts citing financial stress as a primary factor [3].A more balanced approach is needed—one that preserves the benefits of structured learning whileaccommodating students with

Collection

2025 ASEE North Central Section (NCS) Annual Conference

Authors

Trevor Joseph Bihl, Wright State University; Terry Lynn Oroszi, Wright State University; Subhashini Ganapathy, Wright State University; Jeffrey B. Travers, Wright State University

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Diversity

focus ofthis paper is on graduate-level education, where students encounter the discipline in depth, thesefoundational issues play a critical role in shaping statistical literacy.Learning ElementsGraduate statistics courses at Wright State University address the dual need for technical expertiseand transferable skills by integrating design project-based learning, problem-solving, and peerreview. These methods enhance critical thinking, communication, and the ability to evaluatestatistical methods, preparing students for real-world interdisciplinary challenges. Project-basedlearning (PBL) provides a practical framework to engage students with real-world problems,fostering active participation and deeper learning [8] [9]. Studies have shown that