Vergara, C. E., & Caldwell, T. D., & Sticklen, J., & Sivakumar, S. N., & Foster, K. P., & Lane, T. B., & Caldwell, R. A., & Henry, L. R. (2014, June), Increasing Retention of Underrepresented Minority Students in Engineering: The Diversity Programs Office - Scholars Program (DPO-SP)  Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--20629

\bibitem{asee_peer_20629}
  Vergara, C. E., \& Caldwell, T. D., \& Sticklen, J., \& Sivakumar, S. N., \& Foster, K. P., \& Lane, T. B., \& Caldwell, R. A., \& Henry, L. R. (2014, June), \emph{Increasing Retention of Underrepresented Minority Students in Engineering: The Diversity Programs Office - Scholars Program (DPO-SP)}
  Paper presented at 2014 ASEE Annual Conference \& Exposition, Indianapolis, Indiana.
  10.18260/1-2--20629

Claudia Elena Vergara, Theodore Demetrius Caldwell M.Ed., Jon Sticklen, Subashini Nagendran Sivakumar, Kyle P. Foster, Tonisha Brandy Lane, Rickey Alfred Caldwell Jr., and Lisa R. Henry.  "Increasing Retention of Underrepresented Minority Students in Engineering: The Diversity Programs Office - Scholars Program (DPO-SP)".  2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana, 2014, June.  ASEE Conferences, 2014.  https://strategy.asee.org/20629 Internet.  25 Apr, 2024

\bibitem{asee_peer_20629}
  Claudia Elena Vergara, Theodore Demetrius Caldwell M.Ed., Jon Sticklen, Subashini Nagendran Sivakumar, Kyle P. Foster, Tonisha Brandy Lane, Rickey Alfred Caldwell Jr., and Lisa R. Henry.
  "Increasing Retention of Underrepresented Minority Students in Engineering: The Diversity Programs Office - Scholars Program (DPO-SP)".
  \emph{2014 ASEE Annual Conference \& Exposition, Indianapolis, Indiana, 2014, June}.
  ASEE Conferences, 2014.
  https://strategy.asee.org/20629 Internet.  25 Apr, 2024

@INPROCEEDINGS{asee_peer_20629
author = "Claudia Elena Vergara, Theodore Demetrius Caldwell M.Ed., Jon Sticklen, Subashini Nagendran Sivakumar, Kyle P. Foster, Tonisha Brandy Lane, Rickey Alfred Caldwell Jr., and Lisa R. Henry"
title = "Increasing Retention of Underrepresented Minority Students in Engineering: The Diversity Programs Office - Scholars Program (DPO-SP)"
booktitle = "2014 ASEE Annual Conference \& Exposition"
year = "2014"
month = "June"
address = "Indianapolis, Indiana"
publisher = "ASEE Conferences"
note = {https://strategy.asee.org/20629}
number = {10.18260/1-2--20629}
}

TY  - CPAPER
AB  - Increasing Retention of Under-represented Minority Students in Engineering:        The Diversity Programs Office - Scholars Program (DPO-SP)The College of Engineering at [university] has developed two programs that addressimpediments faced by students from economically disadvantaged areas. Students from lowsocio-economic areas are recruited by DPO to take part in a summer bridge experience thatincludes academic pre-classes and social network building. The capacity of the summer bridgeprogram is 30 students per year. The program includes a rigorous set of math tutorials andfocused work sessions - all done in the social context of a learning community. Most of thesummer bridge students who matriculate to [university] in engineering will flow directly into theDPO Scholars Program (DPO-SP) program. Established in Fall 2009, DPO-SP is an academicyearlong program funded internally by [university]; it incorporates components and activitiesdesigned to provide a structured social and academic support system for academically at risk firstyear students. The structure of the program represents a successful model to retainingundergraduate engineering and more generally STEM students. Two critical factors differentiatethe SP from a number of previously implemented initiatives:   •   Each cohort is offered a two-year program. This allows the DPO to provide a solid       support structure for each participant during the two most critical years of a college       student’s experience.   •   All components of the program are mandatory: A student cannot opt out of one       component and still participate.Students who successfully complete the first year of the program are awarded a $1000scholarship and placement in a summer residential research assistant position. This researchassistant appointment provides a $1,100-$3,500 stipend, as well as an opportunity for students toconnect with faculty much faster than if they waited until their junior year or upon acceptanceinto their college. Connection with faculty is another critical piece of a retention initiative.During the second year, the students would continue with all program initiatives, but they wouldalso serve as peer mentors for the cohort that will begin SP that same fall semester.Retention findings are summarized in table 1. A pre and post administration of the [university]math placement test showed an impressive boost in the placement of students who were initiallyplaced in the zero-credit mathematics course:   •   For Cohort ’12, (17 students), 88% scored higher on the Math Placement Exam.   •   For Cohort ’13, (41 students), of the MTH 1825 starters, 79% moved up at least one math       class, of the MTH 103 starters, 100% moved up at least one math class, of the MTH 116       starters, 42% moved up to MTH 132, of the total cohort, 94% increased their score on the       Math Placement Exam, 70% moved up at least one math class; the average score increase       was 44%.Table 1. DPO-SP Retention in Engineering and other STEM disciplines          Cohort              Retained in        Retained in        Retained at                                                                                                  1                              ENGR (%)                STEM (%)          University (%)2009 (through 6th semester) 61                   70                    78n=232010 (through 4th semester) 61                   72                    77n=182011 (through 2th semester) 56                   67                    78n=18In this paper we will describe the structure of the program and discuss our findings including theprogram evaluation results focusing on two main aspects, academic and social. We will presentthe short and long-term impacts that the program and its components have on participants, anddiscuss our efforts to extend the program to include other academic units within the [university].                                                                                                 2
AU  - Claudia Elena Vergara
AU  - Theodore Demetrius Caldwell M.Ed.
AU  - Jon Sticklen
AU  - Subashini Nagendran Sivakumar
AU  - Kyle P. Foster
AU  - Tonisha Brandy Lane
AU  - Rickey Alfred Caldwell Jr.
AU  - Lisa R. Henry
CY  - Indianapolis, Indiana
DA  - 2014/06/15
PB  - ASEE Conferences
TI  - Increasing Retention of Underrepresented Minority Students in Engineering: The Diversity Programs Office - Scholars Program (DPO-SP)
UR  - https://strategy.asee.org/20629
DO  - 10.18260/1-2--20629
ER  -