June 15, 2019
June 15, 2019
June 19, 2019
Minorities in Engineering
In 2014, an American land-grant research university in the South began a new cycle of the National Science Foundation (NSF) Scholarships in Science, Technology, Engineering, and Mathematics (S–STEM) grant entitled the Human-Centered Computing Scholars (HCCS): Fostering a New Generation of Underrepresented and Financially Disadvantaged Researchers. This project was a continuation of NSF Grant No. 1060545, which supported students at this university, originally funded in 2011. The HCCS program sought to advance doctoral students’ career self–efficacy by financial support, offering opportunities for students to participate in career-based advising sessions, professional development, and other work-related experiences, informed by Gardner (2006) that suggests that doctoral students pass through three phases (entry, candidacy, and completion) as they matriculate through their programs. The model employed acknowledges that both supportive and challenging experiences are present at each phase and can positively or negatively influence doctoral student outcomes. Thus, the HCCS program includes critical learning opportunities within each phase of their studies which are presented in this work.
Waisome, J. A. M., & McMullen, K., & Smith, T. R., & Smarr, S. A., & Gilbert, J. E. (2019, June), Developing Career Self-Efficacy of Researchers in Human-Centered Computing through Scholarship Support (Experience) Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--32638
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