Bridging Futures Takes a Village: A Pre-College Collaborative Education and Research Approach to Broaden Participation of Underrepresented Population in STEM Career Pathways

Olgha Bassam Qaqish; Chloe Hincher; Veronica Mbaneme; Sarah Olivia Harris

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Conference: 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
Location: San Antonio, Texas
Publication Date: February 9, 2025
Start Date: February 9, 2025
End Date: February 11, 2025
Conference Session: Track 2: Technical Session 2: Bridging Futures Takes a Village: A Pre-College Collaborative Education and Research Approach to Broaden Participation of Underrepresented Population in STEM Career Pathways
Tagged Topics: Diversity and 2025 CoNECD Paper Submissions
Page Count: 11
Permanent URL: https://peer.asee.org/54076
Download Count: 10

Paper Authors

biography

Olgha Bassam Qaqish North Carolina State University at Raleigh

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Olgha Bassam Qaqish, Ph.D. is a prominent figure in engineering education and research, currently serving as the director of the Engineering Grand Challenges Scholars Program (GCSP) at NC State University. With a diverse background encompassing education, research, mentorship, and innovation. Dr. Qaqish is a driving force in shaping the academic landscape.

She holds a patent for pioneering work titled, “Methods, Systems and Computer Readable Media for applying multi-push acoustic radiation force to samples and monitoring a response to quantify mechanical properties of samples,” showcasing her expertise in applied engineering. She is also a respected author, having co-authored two textbooks. Her debut, “Algebra Essentials,” emerged during her tenure teaching Mathematics at Wake Tech Community College, while her second publication, “Creating a Better World: Innovation, Ingenuity, and Engineering,” serves as a cornerstone in first-year engineering courses at NC State.

In addition to her roles in curriculum development and instruction, Dr. Qaqish is deeply involved in research and mentoring. She serves as an instructor for core first-year engineering courses such as E101: Introduction to Engineering & Problem Solving and E102: Engineering for the 21st Century. Her commitment extends to undergraduate and graduate-level research courses, where she fosters an environment of innovation and discovery. She established the study abroad program for E101 for Quito, Ecuador for Spring 2024 and is now the program director for the study abroad program for E101 for Prague, Czech for Spring 2025.

Dr. Qaqish’s academic journey reflects her dedication to learning and excellence. She earned her Bachelor of Science in Biomedical Engineering from Boston University, followed by a Master of Science in Biomedical Engineering from NC State University and UNC-Chapel Hill. Her academic pursuits culminated in a Ph.D. in Educational research from NC State University, underscoring her commitment to advancing engineering education.

As the director of the Grand Challenges Scholars Programs and a First-Year Engineering Educator at NC State University’s Undergraduate Academic Affairs - College of Engineering, Dr. Qaqish remains a steadfast advocate for academic and social achievement in engineering. She champions diverse educational strategies tailored to each student’s unique strengths while nurturing areas of improvement, thus ensuring a supportive and inclusive learning environment for all aspiring engineers.

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Abstract

This case study examines the integration of an Early College High School (ECHS) with the Grand Challenges Scholars Program (GCSP) at a prominent R1 public institution in the United States. The collaboration aims to empower K-12 students from underrepresented minority (URM) groups by engaging them in research to prepare them for successful careers in engineering and computer science. These URM students include first-generation college students and individuals from diverse racial, ethnic and gender backgrounds.

The GCSP, endorsed by the National Academy of Engineering (NAE) in 2009 and supported by over 90 institutions worldwide, equips undergraduate students to tackle Grand Challenges of the 21st Century. The program adopts a holistic approach to preparing scholars, emphasizing social consciousness, hands-on research skills, multidisciplinary knowledge, entrepreneurial experiences, and a global perspective. Since its establishment in 2013, the GCSP chapter at the university has mirrored the program’s broader success. In 2022, the university’s chapter launched the GCSP Research Experience for Undergraduates (GCSP-REU), which provides intensive mentorship and research opportunities to over 20 undergraduate engineering students. The GCSP-REU specifically targets students from marginalized populations and those without prior research experience; thus catalyzing their future successes [1].

The ECHS aligns with similar principles, focusing on holistic education to address the NAE Grand Challenges. It is dedicated to developing URM students by integrating project-based learning, problem-based inquiry, project management, and research skill into its curriculum. The ECHS and GCSP share core values and objectives, making their partnership a strategic effort to increase participation in engineering higher education and provide students with the support necessary for research success.

In the summer of 2023, this collaborative vision came to fruition with the launch of a joint research program. The inaugural ECHS cohort, consisting of four high school students, took part in a five-week research program alongside the GCSP-REU scholars. This initiative aimed to prepare these high school students for undergraduate engineering studies, while fostering interdisciplinary and inter-institutional collaboration. The program’s initial success was evident in its ability to challenge stereotypes and facilitate meaningful interactions between high school students and undergraduate scholars.

Feedback from the first cohort in 2023 prompted improvements for future iterations of the program. Program leaders applied the engineering design cycle to enhance participation and diversity, resolve logistical issues, strengthen support mechanisms, and ensure sustained growth. Additionally, ECHS students who were not part of the summer program were given the opportunity to join District C Teamship, a business problem-oriented internship established by the ECHS. This experience contributed to refining program dynamics and improving student engagement. In subsequent iterations, the program expanded to include eleven ECHS students working across various research labs on campus. This development highlights the program’s growing success in advancing engineering education and research among URM groups. In summary, this case study illustrates a successful collaboration between ECHS and GCSP at an R1 institution to enhance diversity and inclusion in engineering and computer science fields by developing an innovative research program that prepares URM students for future success in these fields.

Citation
Format

Qaqish, O. B., & Hincher, C., & Mbaneme, V., & Harris, S. O. (2025, February), Bridging Futures Takes a Village: A Pre-College Collaborative Education and Research Approach to Broaden Participation of Underrepresented Population in STEM Career Pathways Paper presented at 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD), San Antonio, Texas. https://peer.asee.org/54076

TY - CPAPER
AB - This case study examines the integration of an Early College High School (ECHS) with the Grand Challenges Scholars Program (GCSP) at a prominent R1 public institution in the United States. The collaboration aims to empower K-12 students from underrepresented minority (URM) groups by engaging them in research to prepare them for successful careers in engineering and computer science. These URM students include first-generation college students and individuals from diverse racial, ethnic and gender backgrounds.

The GCSP, endorsed by the National Academy of Engineering (NAE) in 2009 and supported by over 90 institutions worldwide, equips undergraduate students to tackle Grand Challenges of the 21st Century. The program adopts a holistic approach to preparing scholars, emphasizing social consciousness, hands-on research skills, multidisciplinary knowledge, entrepreneurial experiences, and a global perspective. Since its establishment in 2013, the GCSP chapter at the university has mirrored the program’s broader success. In 2022, the university’s chapter launched the GCSP Research Experience for Undergraduates (GCSP-REU), which provides intensive mentorship and research opportunities to over 20 undergraduate engineering students. The GCSP-REU specifically targets students from marginalized populations and those without prior research experience; thus catalyzing their future successes [1].

The ECHS aligns with similar principles, focusing on holistic education to address the NAE Grand Challenges. It is dedicated to developing URM students by integrating project-based learning, problem-based inquiry, project management, and research skill into its curriculum. The ECHS and GCSP share core values and objectives, making their partnership a strategic effort to increase participation in engineering higher education and provide students with the support necessary for research success.

In the summer of 2023, this collaborative vision came to fruition with the launch of a joint research program. The inaugural ECHS cohort, consisting of four high school students, took part in a five-week research program alongside the GCSP-REU scholars. This initiative aimed to prepare these high school students for undergraduate engineering studies, while fostering interdisciplinary and inter-institutional collaboration. The program’s initial success was evident in its ability to challenge stereotypes and facilitate meaningful interactions between high school students and undergraduate scholars.

Feedback from the first cohort in 2023 prompted improvements for future iterations of the program. Program leaders applied the engineering design cycle to enhance participation and diversity, resolve logistical issues, strengthen support mechanisms, and ensure sustained growth. Additionally, ECHS students who were not part of the summer program were given the opportunity to join District C Teamship, a business problem-oriented internship established by the ECHS. This experience contributed to refining program dynamics and improving student engagement. In subsequent iterations, the program expanded to include eleven ECHS students working across various research labs on campus. This development highlights the program’s growing success in advancing engineering education and research among URM groups. In summary, this case study illustrates a successful collaboration between ECHS and GCSP at an R1 institution to enhance diversity and inclusion in engineering and computer science fields by developing an innovative research program that prepares URM students for future success in these fields.
AU - Olgha Bassam Qaqish
AU - Chloe Hincher
AU - Veronica Mbaneme
AU - Sarah Olivia Harris
CY - San Antonio, Texas
DA - 2025/02/09
PB - ASEE Conferences
TI - Bridging Futures Takes a Village: A Pre-College Collaborative Education and Research Approach to Broaden Participation of Underrepresented Population in STEM Career Pathways
UR - https://peer.asee.org/54076
ER -