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Factors For An Effective Lsamp Reu

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Conference

2007 Annual Conference & Exposition

Location

Honolulu, Hawaii

Publication Date

June 24, 2007

Start Date

June 24, 2007

End Date

June 27, 2007

ISSN

2153-5965

Conference Session

Factors Affecting Minority Engineering Students

Tagged Division

Minorities in Engineering

Page Count

16

Page Numbers

12.729.1 - 12.729.16

Permanent URL

https://peer.asee.org/2773

Download Count

32

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Paper Authors

biography

Leo McAfee University of Michigan

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Leo C. McAfee received the BS degree from Prairie View A&M University, Prairie View, TX, in 1966, and the MSE and PhD degrees from the University of Michigan, Ann Arbor, MI, in 1967 and 1970, respectively, all degrees in Electrical Engineering. He joined the University of Michigan in 1971 and is currently an Associate Professor of Electrical Engineering and Computer Science. He has had summer and leave positions at General Motors Research Laboratories, IBM T.J. Watson Research Center, AT&T Bell Laboratories, and Telecom Analysis Systems. He has held leadership positions for curriculum and degree program development, including Graduate Program Chairperson and subsequently Chief Undergraduate Program Advisor. He is a member of IEEE and ASEE.

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Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Factors for an Effective LSAMP REU

Abstract

A Louis Stokes Alliance for Minority Participation (LSAMP) Research Experiences for Undergraduates (REU) program has been offered for two summers by the National Science Foundation (NSF) Engineering Research Center (ERC) for Wireless Integrated MicroSystems (WIMS). For three previous summers, a WIMS REU was offered; thus WIMS has operated an REU for a total of five summers. This paper provides a view of the design and components of the WIMS LSAMP REU, and successes of the REU students to contribute to the WIMS research programs, as well as to pursue graduate study and earn graduate degrees. Alliances with LSAMP chapters at minority serving institutions (African-American, Hispanic, and others) have been important to the recruiting effort. WIMS REU’ers have gone on to graduate study and professional schools in significant numbers (about 80%). An independent third-party process evaluation has been done each year, leading to continuous program improvements.

Introduction and Overview

WIMS ERC Structure: WIMS is a National Science Foundation (NSF) Engineering Research Center (ERC) with initial core partner universities of the University of Michigan – Ann Arbor (UM), Michigan State University (MSU), and Michigan Technological University (MTU). During its seven year duration, WIMS now has outreach faculty at partner universities of Prairie View A&M University, University of Puerto Rico – Mayaguez, North Carolina A&T State University, Howard University, University of California – Berkeley, and University of Utah. WIMS has about 15 industry partners (small, medium, and large sizes) including Motorola, Freescale, Schlumberger, Stryker, Agilent, Medtronics, etc. Of course, NSF is the major partner and each university contributes substantial internal funding. WIMS is structured with nine areas consisting of five Research Thrusts: (r1) Biomedical Sensors and Subsystems, (r2) Environmental Sensors and Subsystems, (r3) Wireless Interfaces including MEMS, (r4) Micropower Circuits, and (r5) Advanced Materials, Packaging, and Processes; two engineered systems testbeds: (t1) Neural Prostheses, and (t2) Environmental Monitoring; an Education Programs Thrust; and an Industrial Liason for external and industry relations.

Education Programs Thrust Structure: The goals of the WIMS Education Programs Thrust are to educate the next generations of engineers and scientists about WIMS and with WIMS, and to rapidly transfer results from the research domain to the classroom domain. Proactive diversity and outreach initiatives, as well as evaluation, are to be integrated within each program. As depicted in Figure 1, the Education Programs Thrust provides comprehensive opportunities with three sub-components: pre-college programs for K-12 students, university programs for undergraduate and graduate students, and professionals / society programs for practicing professionals and general society.

McAfee, L. (2007, June), Factors For An Effective Lsamp Reu Paper presented at 2007 Annual Conference & Exposition, Honolulu, Hawaii. https://peer.asee.org/2773

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