Board 378: Scholarships to Accelerate Engineering Leadership and Identity in Graduate Students (ACCEL)

Tracie Ferreira; Shakhnoza Kayumova

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Conference: 2024 ASEE Annual Conference & Exposition
Location: Portland, Oregon
Publication Date: June 23, 2024
Start Date: June 23, 2024
End Date: June 26, 2024
Conference Session: NSF Grantees Poster Session
Tagged Topics: Diversity and NSF Grantees Poster Session
Page Count: 5
DOI: 10.18260/1-2--46962
Permanent URL: https://peer.asee.org/46962
Download Count: 67

Paper Authors

biography

Tracie Ferreira University of Massachusetts Dartmouth

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Tracie Earned her Ph.D. in microbiology from Georgetown University, and completed 2 post-doctoral fellowships, one in microbiology and the second in developmental Biology. She was awarded a K22 grant from the National Institutes of Health. The K22 allowed her to transition to a faculty position at The University of Massachusetts Dartmouth. She continued her studies in developmental biology, using the zebrafish model. The UMass Dartmouth Bioengineering program was created in 2010, and she joined the faculty in that department transitioning out of the Biology department. Tracie is committed to student success. She was the ABET coordinator for the initial accreditation visit in 2016, as well as the most recent re-accreditation visit in 2022. While in the Bioengineering department, her research has developed into using the zebrafish to test toxicity of biodegraded materials. She is also passionate about developing programs that position her students to enter the work force and become leaders. She enjoys the students at her institution as many of them are first generation college students. She feels that her program continuously improves to meet the current needs of her students and industry constituents.

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Shakhnoza Kayumova University of Massachusetts Dartmouth

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Abstract

The Accelerated Engineering Leadership (AccEL) program addresses three critical needs: (1) promotion of graduate degree attainment by Low Income Academically Talented (LIAT) students to address workforce demands of master’s-level preparation in engineering, (2) implementation of evidence-based academic and student support activities that foster non-cognitive factors such as improved self-efficacy and engineering identity development and help LIAT undergraduate students transition to graduate degree programs, and (3) graduation of leaders skilled in technology, entrepreneurship and innovation to build and support the economy of the South Coast of New England, a diverse, post-industrial region characterized by high poverty. The specific objectives for the AccEL program are to (1) double the application and recruitment of LIAT students with demonstrated financial need to accelerated B.S./M.S. programs in engineering, (2) double the participation, student success, and graduation of LIAT engineering M.S. students, (3) advance the research, leadership and entrepreneurship skills of LIAT engineering students, and (4) generate and disseminate knowledge on engineering identity and self-efficacy, and evidence-based curricular and co-curricular activities that affect LIAT student recruitment, persistence, and M.S. degree attainment. This paper will discuss the outcomes from our first year and a half of the program. In the first year we generated a robust applicant pool from which the AccEL scholars were chosen. Almost half (46%) of eligible students applied to the AccEL Program, including all 8 eligible female students and many students from underrepresented racial/ethnic groups. We successfully recruited eight M.S. students to the first cohort of AccEL S-STEM scholars. The scholars comprise a gender and racial/ethnically diverse group with 6 of the 8 scholars being either women and/or members of a racial or ethnic group underrepresented in Engineering (Hispanic/Latino or Black/African American). In regards to programming we launched the Introduction to the Research University (IRU) Seminar, which provided students with vital information intended to enhance their success in graduate school. This initial cohort currently has four students in PhD programs, and two employed in their field. This academic year we have seen an increase in applicants for the S-STEM scholarships and have increased the cohort to thirteen students, 69% are either women and/or members of a racial or ethnic group underrepresented in Engineering (Hispanic/Latino or Black/African American). We have added workshops to the IRU program to address feedback from the first cohort, such as assistance with PhD program applications and more events with other MS students in the college to increase networking. In addition to the programming for current MS S-STEM scholars, we have a “Why Grad School” workshop series to encourage juniors to consider pursuing a Master’s degree. This includes career center activities, alumnae panels, personal statement preparation and time working with students to identify potential research advisors. This upcoming spring will be the first application cycle that would be impacted by this junior level programming. Lastly, we work closely with graduate program directors in each department to assist in recruiting S-STEM applicants and how to share the benefits of completing the +1 MS degree.

Citation
Format

Ferreira, T., & Kayumova, S. (2024, June), Board 378: Scholarships to Accelerate Engineering Leadership and Identity in Graduate Students (ACCEL) Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. 10.18260/1-2--46962

TY - CPAPER
AB - The Accelerated Engineering Leadership (AccEL) program addresses three critical needs: (1) promotion of graduate degree attainment by Low Income Academically Talented (LIAT) students to address workforce demands of master’s-level preparation in engineering, (2) implementation of evidence-based academic and student support activities that foster non-cognitive factors such as improved self-efficacy and engineering identity development and help LIAT undergraduate students transition to graduate degree programs, and (3) graduation of leaders skilled in technology, entrepreneurship and innovation to build and support the economy of the South Coast of New England, a diverse, post-industrial region characterized by high poverty.
The specific objectives for the AccEL program are to (1) double the application and recruitment of LIAT students with demonstrated financial need to accelerated B.S./M.S. programs in engineering, (2) double the participation, student success, and graduation of LIAT engineering M.S. students, (3) advance the research, leadership and entrepreneurship skills of LIAT engineering students, and (4) generate and disseminate knowledge on engineering identity and self-efficacy, and evidence-based curricular and co-curricular activities that affect LIAT student recruitment, persistence, and M.S. degree attainment. This paper will discuss the outcomes from our first year and a half of the program. In the first year we generated a robust applicant pool from which the AccEL scholars were chosen. Almost half (46%) of eligible students applied to the AccEL Program, including all 8 eligible female students and many students from underrepresented racial/ethnic groups. We successfully recruited eight M.S. students to the first cohort of AccEL S-STEM scholars. The scholars comprise a gender and racial/ethnically diverse group with 6 of the 8 scholars being either women and/or members of a racial or ethnic group underrepresented in Engineering (Hispanic/Latino or Black/African American). In regards to programming we launched the Introduction to the Research University (IRU) Seminar, which provided students with vital information intended to enhance their success in graduate school. This initial cohort currently has four students in PhD programs, and two employed in their field. This academic year we have seen an increase in applicants for the S-STEM scholarships and have increased the cohort to thirteen students, 69% are either women and/or members of a racial or ethnic group underrepresented in Engineering (Hispanic/Latino or Black/African American). We have added workshops to the IRU program to address feedback from the first cohort, such as assistance with PhD program applications and more events with other MS students in the college to increase networking.
In addition to the programming for current MS S-STEM scholars, we have a “Why Grad School” workshop series to encourage juniors to consider pursuing a Master’s degree. This includes career center activities, alumnae panels, personal statement preparation and time working with students to identify potential research advisors. This upcoming spring will be the first application cycle that would be impacted by this junior level programming. Lastly, we work closely with graduate program directors in each department to assist in recruiting S-STEM applicants and how to share the benefits of completing the +1 MS degree.

AU - Tracie Ferreira
AU - Shakhnoza Kayumova
CY - Portland, Oregon
DA - 2024/06/23
PB - ASEE Conferences
TI - Board 378: Scholarships to Accelerate Engineering Leadership and Identity in Graduate Students (ACCEL)
UR - https://peer.asee.org/46962
DO - 10.18260/1-2--46962
ER -