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Increasing Diversity and Student Success in Engineering and Computer Science through Contextualized Practices

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Conference

2020 ASEE Virtual Annual Conference Content Access

Location

Virtual On line

Publication Date

June 22, 2020

Start Date

June 22, 2020

End Date

June 26, 2021

Conference Session

NSF Grantees: Diversity 3

Tagged Topics

Diversity and NSF Grantees Poster Session

Page Count

15

DOI

10.18260/1-2--34817

Permanent URL

https://peer.asee.org/34817

Download Count

78

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Paper Authors

biography

Doris J. Espiritu Wilbur Wright College

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Doris Espiritu is the Executive Director of Engineering and Professor of Chemistry at City Colleges of Chicago-Wilbur Wright College. She pioneered Engineering at Wright. She promotes collaboration between K-12 schools, community colleges, 4-years institutions, non-profit organizations, and industries to develop Community of Practice, Professional Identity, and Self-Efficacy for students to help increase diversity in Engineering and Computer Science. Doris Espiritu is one of the first National Science Foundation's research awardees under the Hispanic- Serving Institutions (HSI) Program.

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biography

Ruzica Todorovic Wilbur Wright College

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Ruzica Todorovic is the Engineering Coordinator for the NSF: HSI “Building Bridges into Engineering and Computer Science”. She is also a faculty at Wilbur Wright College.

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Abstract

Wright College, an open-access community college in northwest Chicago, is an independently accredited institution in the City Colleges of Chicago (CCC) system. Wright is federally recognized Hispanic-Serving Institution (HSI) with the largest enrollment of Hispanic students in Illinois. In 2015 Wright piloted a selective guaranteed admission program to the Grainer College of Engineering at the University of Illinois at Urbana-Champaign (UIUC). Students in the Engineering Pathways (EP) program follow a cohort system with rigorous curriculum aligned to UIUC. From this pilot Wright built programmatic frameworks (one-stop intentional advising; mandatory tutoring, near-peer, faculty and professional mentoring; and access to professional organizations) to support EP students. Initial results were positive: 89% transfer rate and 89% bachelor’s degree completion. Building from the EP frameworks, Wright obtained a National Science Foundation (NSF) HSI research grant to expand programs to non-pathway students. Through the grant, Building Bridges into Engineering and Computer Science, the college developed assessment tools, increased the number of 4-year partnerships, and designed and implemented an Engineering Summer Bridge with curriculum contextualized for the needs of the Near-STEM ready students. These students need one to four semesters of Math remediation before moving into the EP. The college measured the Bridge participants' success through analysis of Math proficiency before and after the Bridge, professional identity (sense of belonging) and self-efficacy (the belief that the students will succeed as engineers). Surveys and case study interviews are being supplemented with retention, persistence, transfer, associate and bachelor degree completion rates, and time for degree completion. The key research question is the correlation of these data with self-efficacy and professional identity measures. Preliminary Results: 1) Sixty percent (60%) of the Bridge participants eliminated the remedial Math requirement completely. (Increased Math proficiency) 2) Engineering admission and enrollment doubled. 4) Increased institutionalized collaborations: the creation of a more programmatic admission, advising, transfer, rigorous curriculum, and other student support services within the College. 5) Increased partnerships with 4-year transfer institutions resulting in the expansion of guaranteed/dual admissions programs with scholarships, paid research experience, dual advising, and students transferring as juniors. 5) Increased diversity in Engineering and Computer Science student population. Wright will share an overview of the Building Bridges into Engineering and Computer Science project, research design, expanded practices, assessments and insights from the development and implementation of this program. The developed frameworks will be applied to provide ALL students at Wright, and at CCC equitable Engineering and Computer Science education.

Espiritu, D. J., & Todorovic, R. (2020, June), Increasing Diversity and Student Success in Engineering and Computer Science through Contextualized Practices Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--34817

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