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Andrea M. Ogilvie P.E., Virginia Tech; David B Knight, Virginia Tech; Maura J. Borrego, University of Texas, Austin; Arturo A Fuentes, University of Texas, Rio Grande Valley; Patricia A. Nava P.E., University of Texas, El Paso; Valarie E. Taylor, Texas A&M University

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, she raised $3.7 million-plus in private and public grants to support the EOE program and its mission. Andrea holds multiple degrees in engineering and public affairs from UT Austin (BSCE, MPAff) and Virginia Tech (MS ISE, PhD ENGE). Her exper- tise includes: program management, program assessment, university-industry partnerships, grant writing, and student development in the co-curricular learning environment with a special focus on recruiting, supporting, and graduating students from groups historically underrepresented in engineering.Dr. David B Knight, Virginia Tech David Knight is an Assistant Professor and Director of International Engagement in the Department of Engineering Education and affiliate faculty

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Katherine C Tetrick, Washington State University; John B. Schneider, Washington State University; Charles Pezeshki, Washington State University

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Paper ID #20079Measuring the Factors Associated with Student Persistence in the Washing-ton State STARS ProgramMs. Katherine C Tetrick, Washington State University Katherine directs the STARS program at Washington State University. She obtained her bachelors in mathematical sciences from Montana Tech of the University of Montana in 2013 and her masters in mathematics with a teaching emphasis from Washington State University in 2015.Dr. John B. Schneider, Washington State University John Schneider is an associate professor in the School of Electrical Engineering and Computer Science (EECS) and the Associate Dean for

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Stephen J Krause, Arizona State University; James A Middleton, Arizona State University; Keith D. Hjelmstad, Arizona State University; Eugene Judson, Arizona State University; Robert J Culbertson, Department of Physics, Arizona State University; Casey Jane Ankeny, Arizona State University; Ying-Chih Chen, Arizona State University; Lydia Ross, Arizona State University; Lindy Hamilton Mayled, Arizona State University; Elizabeth Lopez, Arizona State University; Yong Seok Park, California State University Fullerton; Bethany B Smith, University of California, Berkeley

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characteristics of the program has the potential to be transportable toother institutions.AcknowledgmentThe authors gratefully acknowledge support of this work by the National Science Foundationunder Grant No. 1524527.References1. Freeman, S., Eddya, S. L., McDonough, M., Michelle, K., Smith, B., Okoroafora, N., Jordta, H., and Wenderotha, M. P., (2014). Active learning increases student performance in science, engineering, and mathematics, PNAS, 111, 23-30.2. Hake, R. R. (1998). Interactive-engagement versus traditional methods: A six-thousand survey of mechanics test data for introductory physics courses, American Journal of Physics, 66(1), 64-74.3. Krause, S., Baker, D., Carberry, A., Alford, T., T., Ankeny, C., Brooks, B.J

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Brock J. LaMeres, Montana State University; Jessi L. Smith, Montana State University

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. (2014a) Education: Embed social awareness in science curricula. Nature 505, 477–478.Cech, E.A. (2014b). Culture of Disengagement in Engineering Education? Science Technology Human Values. 39(1) 42-72.Diekman, A. B., Brown, E. R., Johnston, A. M., & Clark, E. K. (2010). Seeking congruity between goals and roles: A new look at why women opt out of science, technology, engineering, and mathematics careers. Psychological Science, 21, 1051-1057.Diekman, A. B., Clark, E. K., Johnston, A.M., Brown, E.R., & Steinberg, M. (2011). Malleability in communal goals and beliefs influence attraction to STEM careers: Evidence for a goal congruity perspective. Journal of Personality and Social Psychology, 101, 902

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Julie P Martin, Clemson University; Shannon K Stefl, Clemson University; Amy Slaton, Drexel University (Eng. & Eng. Tech.)

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evaluation questions we posed to participants. To assesswhether our conference model and structure assisted or impeded our goals the evaluator askedquestions related to (a) extent to which individual sessions provided opportunity forcontributions to conference goals (b) extent to which individual sessions affirmed the value ofparticipants’ input (c) extent to which individual sessions provided new knowledge, insight orunderstanding for the participant (d) overall session impact. Below, we present our participants’feedback to these four questions.At the end of the conference, our external evaluator administered online surveys to collect datafrom participants about their experience in the conference and the value they believed eachsession had with

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Deborah Won, California State University, Los Angeles; Gustavo B Menezes, California State University, Los Angeles; Adel A. Sharif, California State University, Los Angeles; Gisele Ragusa, University of Southern California; Arturo Pacheco-Vega, California State University, Los Angeles

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achievement gap for historically under-represented minority groups.Dr. Gustavo B Menezes, California State University, Los Angeles Menezes is an Associate Professor in Civil Engineering Department at CalStateLA and president of the International Society for Environmental Geotechnology (ISEG). Since becoming part of the faculty in 2009, Menezes has taught 9 undergraduate courses, is the current adviser of the American Society of Civil Engineers student organizations and has participated in several teaching workshops, including one on ”Excellence in Civil Engineering Education” and another in ”Enhancing Student Success through a Model Introduction to Engineering Course.” He is currently the PI of TUES project to revamp the

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David B Knight, Virginia Tech; Maura J. Borrego, University of Texas, Austin; Timothy Kinoshita, Virginia Tech; Nathan Hyungsok Choe, The University of Texas, Austin

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Paper ID #18435Investigating National-Scale Variation in Doctoral Student Funding Mecha-nisms Across Engineering DisciplinesDr. David B Knight, Virginia Tech David Knight is an Assistant Professor and Director of International Engagement in the Department of Engineering Education and affiliate faculty with the Higher Education Program, Center for Human- Computer Interaction, and Human-Centered Design Program. His research tend to be at the macro-scale, focused on a systems-level perspective of how engineering education can become more effective, efficient, and inclusive.Dr. Maura Borrego, University of Texas, Austin

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Senay Purzer, Purdue University, West Lafayette (College of Engineering); Nicholas D. Fila, Purdue University; Austin Spencer Bohlin, Purdue University, West Lafayette (College of Engineering)

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) instructors encourage/provide authenticity, autonomy,support, interest, and novelty (three sub-themes comprising the meaningful components ofproject contexts theme) in their innovation projects and (b) embrace the unique and unexpectedstudent outcomes that innovation projects can provide.Analyzing Engineering Students’ Understanding of Innovation through Process MapsIn addition to interviews, we developed a process mapping activity to explore students’conceptions of innovation at a more abstract and procedural level. The process mapping task 1provided an open-ended way for students to identify the components and processes they wouldemploy when developing

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Laila Guessous, Oakland University; Caymen May Novak, Oakland Unversity

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-0552737 (for 2006-2009). She also acknowledges the additional support ofOakland University’s Office of the Provost and Vice President for Academic Affairs, as well asthe office of the Vice Provost for Research and by the School of Engineering and ComputerScience at Oakland University. Special thanks go to former REU student Caymen Novak for herassistance with the outreach activity.References: 1. http://me-reu.secs.oakland.edu 2. L. Guessous, Q. Zou, B. Sangeorzan, J.D. Schall, G. Barber, L. Yang, M. Latcha, A. Alkidas and X. Wang, "Engaging Underrepresented Undergraduates in Engineering through a Hands-on Automotive-themed REU Program," Paper # IMECE2013-62111, ASME 2013 International Mechanical Engineering Congress and

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Carol Barry, University of Massachusetts, Lowell; Carol Lynn Alpert, Museum of Science, Boston; Karine Thate, Museum of Science, Boston

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Journal, 42(3), 869-878, 2008.13. C. Shore, "Toward Recognizing high-quality Faculty Mentoring of Undergraduate Scholars," Journal on Excellence in College Teaching, 16 (2), 111–136, 2005.14. E. Dolan and D. Johnson, "Towards a Holistic View of Undergraduate Research Experiences: An Exploratory Study of Impact on Graduate/postdoctoral Mentors," Journal of Scientific and Educational Technology, 18, 487-500, 2009.15. B. Ahn, M. Farmer Cox, H. A. Diefes-Dux, and B. M. Capobianco, "Examining the Skills and Methods of Graduate Student Mentors in an Undergraduate Research Setting, " Proceeding of 2013 ASEE Annual Conference and Exposition, 563, Atlanta, GA, June 23- 26, 2013.16. M. E. Faurot, F. Doe, E. R. Jacobs

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Maria-Isabel Carnasciali, University of New Haven; Shannon Ciston, University of California, Berkeley; Tressa Kay Mikel, University of California, Berkeley; Aida Marie Morales; Sanya Sehgal; Melissa L. Whitson, University of New Haven

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2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. https://peer.asee.org/19601 7. Matusovich, H. M., Streveler, R. A., & Miller, R. L. (2010). Why do students choose engineering? A qualitative, longitudinal investigation of students’ motivational values. Journal of Engineering Education, 99 (4). 8. Kohler Giancola, J., Grawitch, M. J., & Borchert, D. (2009). Dealing with the stress of college: A model for adult students. Adult Education Quarterly, 59, 246-263. 9. Johnson, L.G., Schwartz, R. A., & Bower, B. L. (2000). Managing stress among adult women students in community colleges. Community College Journal of Research and Practice, 24, 289-300. 10. Kaplan, P & Saltiel, I

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Noemi V Mendoza Diaz, Texas A&M University; So Yoon Yoon, Texas A&M University; Jacques C. Richard, Texas A&M University; Tanya Dugat Wickliff, Texas A&M University

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a psychometrician, program evaluator, and institutional data analyst. She has authored/co-authored more than 30 journal articles and conference proceedings and served as a reviewer of journals in engineering education, STEM education, and educational psychology, as well as an external evaluator and an advisory board member on several NSF-funded projects.Dr. Jacques C. Richard, Texas A&M University Dr. Richard got his Ph. D. at Rensselaer Polytechnic Institute, 1989 & a B. S. at Boston University, 1984. He was at NASA Glenn, 1989-1995, taught at Northwestern for Fall 1995, worked at Argonne National Lab, 1996-1997, Chicago State, 1997-2002. Dr. Richard is a Sr. Lecturer & Research Associate in

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Rambod Rayegan, Prairie View A&M University

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theworkforce in building-related fields. The purpose of this paper is to elaborate on challenges ofconducting this project for the first year as well as lessons learned in overcoming these challenges.The course was implemented for the first time in Fall 2016 in a minority serving university.Three core components of the project are (a) establishing a building energy efficiency laboratory;(b) developing and implementing a new elective course curriculum; and (c) developing partnershipwith local building-related industry.All three core components that were slated to happen as part of the initial planning anddevelopment phase were completed.The major challenge that inevitably altered the project timeline was with the logistics of the labestablishment

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Sheng-Jen Hsieh, Texas A&M University

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integratewhat they learn in the course and apply it to real-life problem solving. Course topics includeprogrammable logic controller (PLC); sensor technology; industry robots; I/O interfacing; andmachine vision. Students are responsible for coming up with a process they want to automate,Project milestones include 1) develop concept paper; 2) build physical model; 3) perform wiringand interfacing; 4) write control program; 5) demonstrate model. Project deliverables include aworking system and a written report. The report should include (a) introduction, (b) problem tobe solved – process to be automated (c) construction of physical model - description of majorcomponents – CAD drawings, parts and sensors, (d) sequence of operations, (e) I/O

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2017 ASEE Annual Conference & Exposition

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Sheng-Jen Hsieh, Texas A&M University

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Zen Lee, Jyh Hwa Chou , and Hou Tin Leong, “Tele-Control of Rapid Prototyping Machine Via Internet for Automated Tele-Manufacturing,” Taiwan, 1999[5] Sanjay B. Joshi and Mark R. Supinski, “The development of a generic PC-based programmable logic controller simulator,” Pennsylvania, 1991[6] Darko Todorović, Zoran Jovanović, Goran S. Đorđević, “Monitoring the PLC based Industrial Control Systems through the Internet using Microsoft Robotics Developer Studio Technologies,” Serbia, 2011[7] Darshil, Sagar, Rajiv, Satyajit A. Pangaokar, and V.K. Sharma, “Development of a PLC Based Elevator System with Colour Sensing Capabilities for Material Handling in Industrial Plant,”Alandi,” Pune, 2008[8] Zafer Aydogmus, Member, IEEE

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Joyce B. Main, Purdue University, West Lafayette (College of Engineering); Amanda L Griffith, Wake Forest University; Xinrui (rose) Xu, Purdue University; Alexandra Marie Dukes, Purdue University, West Lafayette (College of Engineering)

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Paper ID #17915Diversity across Engineering Disciplines: Factors that Influence Student En-gineering Major ChoiceDr. Joyce B. Main, Purdue University, West Lafayette (College of Engineering) Joyce B. Main is Assistant Professor of Engineering Education at Purdue University. She holds a Ph.D. in Learning, Teaching, and Social Policy from Cornell University, and an Ed.M. in Administration, Planning, and Social Policy from the Harvard Graduate School of Education.Dr. Amanda L Griffith, Wake Forest UniversityXinrui (Rose) Xu, Purdue University Xinrui (Rose) Xu is a currently a doctoral student in the School of Engineering

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Stephanie Ruth Young M.Ed, University of Texas, Austin; Margo Cousins, University of Texas at Austin; Laura Suggs, University of Texas, Austin; Mia K. Markey, University of Texas, Austin

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. House, J. Livingston, and A. Watt, “Grandest Challenge: Models for Communication Development in Technical Contexts,” Am. Soc. Eng. Educ., Jun. 2014.[4] A.-B. Hunter, S. L. Laursen, and E. Seymour, “Becoming a scientist: The role of undergraduate research in students’ cognitive, personal, and professional development,” Sci. Educ., vol. 91, no. 1, pp. 36–74, Jan. 2007.[5] D. Lopatto, “Undergraduate Research Experiences Support Science Career Decisions and Active Learning,” CBE-Life Sci. Educ., vol. 6, no. 4, pp. 297–306, Dec. 2007.[6] K. W. Bauer and J. S. Bennett, “Alumni Perceptions Used to Assess Undergraduate Research Experience,” J. High. Educ., vol. 74, no. 2, pp. 210–230, Apr. 2003.[7] M. C. Linn, E. Palmer, A. Baranger, E

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Joyce B. Main, Purdue University, West Lafayette (College of Engineering); Rajeev Darolia, University of Missouri; Cory Koedel, University of Missouri; Junpeng Yan, University of Missouri; Jean Felix Ndashimye, Univesity of Missouri-Columbia

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Paper ID #17895The Role of High School Math and Science Course Access in Student CollegeEngineering Major Choice and Degree AttainmentDr. Joyce B. Main, Purdue University, West Lafayette (College of Engineering) Joyce B. Main is Assistant Professor of Engineering Education at Purdue University. She holds a Ph.D. in Learning, Teaching, and Social Policy from Cornell University, and an Ed.M. in Administration, Planning, and Social Policy from the Harvard Graduate School of Education.Dr. Rajeev Darolia, University of Missouri Rajeev Darolia is Assistant Professor and Director of Research of the Institute of Public Policy at the

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Jeremi S London, Arizona State University, Polytechnic campus; Maura J. Borrego, University of Texas, Austin

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researchimpact frameworks serve as a valuable starting point for developing one for engineeringeducation research.References[1] London, J.S. (2014). The Impact of National Science Foundation Investments inUndergraduate Engineering Education Research: A Comparative, Mixed Methods Study.(Doctor of Philosophy Dissertation), Purdue University, ProQuest Dissertations and Thesesdatabase. (3687797)[2] Allen, Sue, Campbell, Patricia B., Dierking, Lynn D., Flagg, Barbara N., Friedman, Alan J.,Garibay, Cecilia, . . . Ucko, David A. (Eds.). (2008). Framework for Evaluating Impacts ofInformal Science Education Projects. (Available at:http://informalscience.org/evaluations/eval_framework.pdf)[3] Dembe, Allard E, Lynch, Michele S, Gugiu, P Cristian, & Jackson

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James P Becker, Montana State University; Carolyn Plumb, Montana State University

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contribution to their grade. Just asthe results of Table 1 reveal, it seems solid policy is to afford the student with a variety of waysto receive help; the web-based system described being one which is readily scaled to largeclasses and transferable to other institutions.AcknowledgementsThe authors would like to acknowledge the support of the National Science Foundation throughGrant 1504880.Bibliography[1] Dennis H. Congos and Nancy Schoeps, “Does Supplemental Instruction Really Work and What is it Anyway?” Studies in Higher Education, Volume 18, No. 2, 1993, pp. 165-176.[2] John Flavell, “Metacognitive Aspects of Problem Solving,” in The Nature of Intelligence, Lauren B. Resnick ed., Lawrence Erlbaum Associates, Hilsdale , N.J., 1976

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Hua Li, Texas A&M University, Kingsville; Kai Jin, Texas A&M University, Kingsville; Mohamed Abdelrahman, Arkansas Tech University

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the National Science Foundation under Grant No.EEC-1359414. The authors would also like to thank the support from Texas A&M University-Kingsville.References:[1] Prince, M. J., Felder, R. M., & Brent, R. (2007). Does faculty research improve undergraduateteaching? An analysis of existing and potential synergies. Journal of Engineering Education,96(4), 283-294.[2] Hunter, A. B., Laursen, S. L., & Seymour, E. (2007). Becoming a scientist: The role ofundergraduate research in students' cognitive, personal, and professional development. Scienceeducation, 91(1), 36-74.[3] Seymour, E., Hunter, A. B., Laursen, S. L., & DeAntoni, T. (2004). Establishing the benefitsof research experiences for undergraduates in the sciences: First

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Michael Johnson, Texas A&M University; Bimal P. Nepal, Texas A&M University; Norma Perez, Houston Community College

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. Proceedings - Frontiers in Education Conference, FIE. Rapid City, SD, SB3-1-SB3-5.[8] Wineburg, S., (1998). Reading abraham lincoln: An expert/expert study in the interpretation of historical texts. Cognitive Science, 22 (3), 319-346.[9] Schwartz, D.L., Bransford, J.D. & Sears, D., (2005). Efficiency and innovation in transfer. In Mestre, J.P. ed. Transfer of learning from a modern multidisciplinary perspective. Greenwich, CT :: IAP.[10] Golter, P., Van Wie, B. & Brown, G., (Year). Comparing student experiences and growth in a cooperative, hands-on, active, problem-based learning environment to an active, problem-based environmented.^eds. ASEE Annual Conference and Exposition, Conference Proceedings

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Kristi J. Shryock, Texas A&M University; Jeffrey E. Froyd, Texas A&M University

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gender. IEEE Transactions on Education, 54(4), 610-618. doi: 10.1109/TE.2010.21003987. Marra, R. M., Rodgers, K. A., Shen, D., & Bogue, B. (2012). Leaving engineering: A multi-year single institution study. Journal of Engineering Education, 101(1), 6-27. doi: 10.1002/j.2168-9830.2012.tb00039.x8. Ohland, M. W., Brawner, C. E., Camacho, M.M., Layton, R. A., Long, R. A., Lord, S. M., & Wasburn, Mara H. (2011). Race, gender, and measures of success in engineering education. Journal of Engineering Education, 100(2), 225-252. doi: 10.1002/j.2168-9830.2011.tb00012.x9. Cullinane, J., & Treisman, P. U. (2010). Improving developmental mathematics education in community colleges: A prospectus and early progress

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Authors

Yongpeng Zhang, Prairie View A&M University; Xiaobo Peng, Prairie View A&M University

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Technology and the Lessons Learned from Engineering, Proceedings of the ASEE Annual Conference, 2005.Langdon, D., McKittrick, G., Beede, D., Khan, B., & Doms, M. (2011). STEM: Good Jobs Now and for the Future, Economics and Statistics Administration, Jul 2011.Mullin, C.M. (2012). Transfer, An Indispensable Part of the Community College Mission, AACC Policy Briefs, 2012.Mullin, C. M., & Phillippe, K. (2013). Community College Contribution, AACC Policy Briefs, 2013.Munce, R., & Fraser, E. (2012). Where are the STEM Students? My College Options, 2012.Nora, A. & Crisp, G. (2009). Hispanics and Higher Education: An Overview of Research, Theory, and Practice, Higher Education: Handbook of Theory of Research,2009

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Ning Fang, Utah State University

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addressdiverse needs of students.AcknowledgementsThis material is based upon work supported by the National Science Foundation under Grant No.DUE 1244700.Bibliography[1] Gray, L. G., Costanzo, F., Evans, D., Cornwell, P., Self, B., and Lane, J. L., 2005, “The Dynamics Concept Inventory Assessment Test: A Progress Report and Some Results,” Proceedings of the 2005 ASEE Annual Conference & Exposition, Portland, OR, June 12-15, 2005.[2] Hibbeler, R. C., 2015, Engineering Mechanics Dynamics (14th edition), Pearson Prentice Hall, Upper Saddle River, NJ.[3] Flori, R. E., Koen, M. A., and Oglesby, D. B., 1996, “Basic Engineering Software for Teaching (BEST) Dynamics,” Journal of Engineering Education, 85, pp. 61-67.[4

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Margaret E. Beier, Rice University; Ann Saterbak, Rice University; Megan McSpedon; Michael Wolf, Rice University

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Paper ID #19412Selection Process of Students for a Novel STEM Summer Bridge ProgramDr. Margaret E. Beier, Rice University Margaret Beier is an Associate Professor of Psychology at Rice University in Houston, TX. She received her B.A. from Colby College, and her M.S. and Ph.D. degrees from the Georgia Institute of Technology. Margaret’s research examines the predictors of performance in educational and occupational settings. In particular, she is interested in the effects of examining gender, age, ability, personality, motivation, and self-regulation on a range of outcomes. She is a member of the American Educational

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David Reeping, Virginia Tech; Lisa D. McNair, Virginia Polytechnic Institute and State University; Steve Robert Harrison, Dept of Computer Science, Virginia Tech; R Benjamin Knapp, Institute for Creativity, Arts, and Technology; Luke F Lester, Virginia Polytechnic Institute and State University; Thomas Martin, Virginia Polytechnic Institute and State University; Annie Yong Patrick; Matthew Wisnioski, Virginia Tech

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Paper ID #20552How are Threshold Concepts Applied? A Review of the LiteratureMr. David Reeping, Virginia Tech David Reeping is a graduate student pursuing a Ph.D. in Engineering Education at Virginia Tech. He received his B.S. in Engineering Education with a Mathematics minor from Ohio Northern University. He was a Choose Ohio First scholar inducted during the 2012-2013 school year as a promising teacher candidate in STEM. David was the recipient of the Remsburg Creativity Award for 2013 and The DeBow Freed Award for outstanding leadership as an undergraduate student (sophomore) in 2014. He is also a member of the

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Maria Soledad Santisteban, University of North Carolina at Pembroke; Jill E. Thomley, Appalachian State University; Rebecca Bullard-Dillard

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science subjects.Tutoring: COMPASS scholars are required to perform at an above-average level and keep gradesin the A-B range. Tutoring or supplemental instruction (SI) sessions are critical to success. Evenwhen students are comfortable in a subject, there are benefits to participation. Students maydiscover that they have misconceptions and that they cannot relate concepts learned at differenttimes in a course or across different courses. Tutoring also challenges them to push themselves toa higher order of thinking, analysis, or evaluation. In a group setting, students learn by teachingother students. Indeed, research shows that teaching each other in small groups improves studentlearning when compared to traditional lecture-based courses in

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Kimberly Grau Talley P.E., Texas State University; Araceli Martinez Ortiz, Texas State University, San Marcos; Vedaraman Sriraman, Texas State University, San Marcos; Shaunna Fultz Smith, Texas State University, San Marcos

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and do not necessarily reflect the views of the National ScienceFoundation.References:[1] Blikstein, P. (2013) Digital Fabrication and ‘Making’ in Education: The Democratization of Invention. FabLabs: Of Machines, Makers and Inventors. Bielefeld: Transcript Publishers.[2] Resnick, M. and Silverman, B. (2005). Some reflections on designing construction kits for kids. Proceedings from IDC ‘05: The 2005 Conference on Interaction Design and Children. New York, NY: ACM[3] Beckman, S.L. & Barry, M. (2007). Innovation as a learning process: Embedding design thinking. California Management Review, 50(1), 25-56.[4] New York Hall of Science. (2010) Proceedings from the “Innovation, Education, and the Maker Movement

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Authors

Danyelle Tauryce Ireland, University of Maryland, Baltimore County; Penny Rheingans, University of Maryland, Baltimore County; Lee Blaney, UMBC; Marie desJardins, University of Maryland, Baltimore County; E. F. Charles LaBerge, University of Maryland, Baltimore County; Susan Martin, University of Maryland; Carolyn Seaman, UMBC; Gymama Slaughter, University of Maryland Baltimore County; Anne Marie Spence, Baylor University

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, offers student panels that discuss what it takes to be academically successful, and includes time to meet with faculty mentors, CWIT alumni, and COEIT faculty and staff. T-SITE Scholars also participate in a First-Year Seminar specifically tailored for computing and engineering students in their first semester at UMBC. b) Monthly Family and Cohort Meetings: T-SITE Scholars meet regularly with the whole CWIT community, as a T-SITE family, and by cohort. A regular schedule of topics hasT-SITE: A UMBC COMMUNITY OF TRANSFER SCHOLARS 4 been developed that addresses academic topics such as picking courses for the next semester, senior year job