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Increasing Student and Faculty Participation and Student Learning in an Undergraduate STEM Summer Research Program in a Government Institution through a Higher Education Partnership

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Conference

2015 ASEE Annual Conference & Exposition

Location

Seattle, Washington

Publication Date

June 14, 2015

Start Date

June 14, 2015

End Date

June 17, 2015

ISBN

978-0-692-50180-1

ISSN

2153-5965

Conference Session

Cooperative & Experiential Education Division Technical Session 1

Tagged Division

Cooperative & Experiential Education

Page Count

22

Page Numbers

26.946.1 - 26.946.22

DOI

10.18260/p.24283

Permanent URL

https://peer.asee.org/24283

Download Count

139

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Paper Authors

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Mary Yvonne Lanzerotti Augsburg College Orcid 16x16 orcid.org/0000-0001-7802-1117

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Dr. Lanzerotti received her A.B. from Harvard College, M. Phil. from University of Cambridge (U.K.), and her Ph.D. from Cornell University, all in physics. She is an Assistant Professor of Physics at Augsburg College, in Minneapolis, Minnesota. Previously she was a faculty member in the Department of Electrical and Computer Engineering at the Air Force Institute of Technology, Wright-Patterson Air Force Base, Ohio.

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Sean Joseph Creighton SOCHE

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BIO

Sean Joseph Creighton, Ph.D., is the President of SOCHE, a regional association of colleges and universities dedicated to educating, employing, and engaging citizens. SOCHE coordinates programs for over 20 diverse members of higher learning with an annual economic impact of $3.3 billion, serving over 120,000 student and more than 36,000 employees. In 2012, SOCHE received the Dayton Business Journal Non-Profit Business of the Year Award and in 2007 the Governor of Ohio recognized SOCHE as a model for collaboration in higher education.

Sean is currently in his second term as an elected member of the Board of Education for the Yellow Springs Public Schools, where he has been president, chaired the 2020 Strategic Plan, and served as the district’s legislative liaison. He also serves on advisory committees and boards for several local and national organizations, including Dayton Literary Peace Prize, Midwestern Higher Education Compact, TEDxDayton (license holder and co-chair), ThinkTV Public Broadcasting, and Wright-Patterson Air Force Base Community Partnership Leadership Council.

Sean has published and presented extensively on the impact of higher education, collaboration, civic engagement, and talent retention, and has also conducted research for the Kettering Foundation on the economic and civic missions of regionally based colleges and universities. He is a voice for collaboration and posts regularly at www.creightoncollaborative.com. Sean holds degrees from Marist College and New York University, and earned his PhD from Antioch University. He lives in the charming village of Yellow Springs with his wife, Leslee, and his five fun children, Liam, Maya, Quinn, Audrey, and Juliette.

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Maggie Varga SOCHE

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Maggie Varga, Director, Southwestern Ohio Council for Higher Education (SOCHE)

Maggie Varga is a Director for the Southwestern Ohio Council for Higher Education (SOCHE). In her capacity as Director, Maggie leads the SOCHEIntern Program, which employs nearly 300 students annually in cooperation with local government and small businesses, as well as the Air Force Institute of Technology (AFIT) and Air Force Research Laboratory (AFRL) at Wright-Patterson Air Force Base. The program provides high impact experiential learning opportunities for students while generating economic benefit and enhancing community sustainability. Her work improves the efficiency of programs that support member institutions and increase the success of more than 120,000 students in southwest Ohio. Maggie has also provided guidance and leadership in the creation and evolution of regional initiatives such as the Dayton Water Roundtable, Ohio’s Great Corridor Association, and the University of Dayton Rivers Institute.

Prior to her position at SOCHE, Maggie worked for the Fitz Center for Leadership in Community at the University of Dayton.

Maggie has a Master of Business Administration and a Bachelor of Science in Economics and Finance from the University of Dayton and was a member of the first cohort of the University’s Rivers Steward Program.

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Richard Martin The Air Force Institute of Technology

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Richard K. Martin received dual B.S. degrees (summa cum laude) in physics and electrical engineering from the University of Maryland, College Park, in 1999 and the M.S. and Ph.D. degrees in electrical engineering from Cornell University, Ithaca, NY, in 2001 and 2004, respectively. Since August 2004, he has been with the Department of Electrical and Computer Engineering, Air Force Institute of Technology (AFIT), Dayton, OH, where he is an Associate Professor. He is the author of 33 journal papers and 62 conference papers, and he holds five patents. His research interests include radio tomographic imaging; navigation and source localization; cognitive radio; and laser radar. Dr. Martin has been elected Electrical and Computer Engineering Instructor of the Quarter three times and HKN Instructor of the Year twice by the AFIT students. He is currently serving as a Senior Area Editor for IEEE Signal Processing Letters and has served as a Guest Editor for The IEEE Journal of Selected Topics in Signal Processing and an Associate Editor for IEEE Signal Processing Letters.

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Derrick Langley Air Force Institute of Technology

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Derrick Langley is an Assistant Professor of Electrical Engineering at the Air Force Institute of Technology (AFIT), Wright-Patterson Air Force Base (AFB), Ohio. He received his B.S. in electrical engineering from the University of Central Florida in 2003, his M.S. in electrical engineering from Wright State University in 2007, and his Ph.D. in electrical engineering from AFIT, Wright-Patterson AFB in 2012. His current research interests are metamaterials, microelectronics, microelectromechanical systems and nanotechnology.

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Diana Lynn Cahill SOCHE

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Diana Cahill, M.Ed., is currently Program Manager for Southwestern Ohio Council for Higher Education, SOCHE. Previously, Cahill was the Civilian Student Coordinator at the Air Force Institute of Technology, AFIT. She earned an M.Ed. in Curriculum and Instruction from Wright State University and a BA in English from Youngstown State University.

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Abstract

Increasing Student and Faculty Participation in an Undergraduate STEM Summer Research Program in a Government Institution through a Higher Education PartnershipAbstractThis paper describes steps taken to increase participation in an undergraduate STEM SummerResearch Program at the Air Force Institute of Technology (AFIT), a government institution.These steps are taken during the third year of an ongoing process to transform the undergraduateprogram. A partnership among AFIT, the LEADER (Launching Equity in the Academy acrossthe Dayton Entrepreneurial Region) Consortium, and the Southwestern Ohio Consortium forHigher Education (SOCHE) was established to assess the students’ experiences and to informfuture experiences based upon the results of surveys conducted annually since 2012. SOCHEhas employed nearly 1,000 STEM students in the past 25 years.In 2012, a formal assessment tool was distributed to the students for the first time to measure theimpact of the research experience. Also in 2012, a formal assessment tool was distributed to theFaculty Advisors of the students for the first time to measure the research experience of thestudents from their advisors’ perspective. Following the student survey results in the 2012Program, we identified the following four broad needs expressed by the students: (1) A desire formentors with increased organization and communication among SOCHE, AFIT, and thestudents; (2) A desire for increased interactions with other students; (3) A desire to improve theirCV or resume at the beginning of the program; (4) A desire to gain engineering experience,skills, and confidence in research.In the 2013 Program, we introduced and implemented four new voluntary components inresponse to the student needs. Because of government restrictions, the participation of students inthe components is voluntary, and students were encouraged to participate by SOCHE. Thesetransformational components are: (A) A joint orientation process with SOCHE and AFIT ProjectLeaders; (B) Student cohorts through social activities and STEM-based games; (C) A weeklyseminar meeting with outside presentations of general interest; and (D) A Poster Session so thatstudents can present the engineering experiences they have gained. Selected students wereawarded “Posters of Excellence” Certificates in a poster competition.Student response rates in the 2013 Program were low to both a pre-survey administered bySOCHE when the program was in session and to a post-survey following the program (pre-survey response rate: 33%; post-survey response rate: 16%). While participation in the JointOrientation was nearly 100%, student participation in the other 11 one-hour weekly events waslow (13%).This paper describes increased student and faculty participation in the 2014 Program. The 2014Program comprised 50 students and 14 Faculty Advisors. The 50 participating students is thelargest number of students since the start of our assessment effort (The 2013 Program comprised43 students, and the 2012 Program comprised 48 students). SOCHE continues to advertise theresearch internships conducted at the Federal Government Institution throughout southwesternOhio.In the 2014 Program, we introduced and implemented a fifth component. This component is: (E)Counseling. This component provides personal interaction among the students and SOCHE atthe Government Institution (where the students are pursuing their research projects). In thiscomponent, the Director of SOCHE drove to the Government Institution for one day(Wednesday) each week and spent four hours meeting informally with students and answeringstudent questions regarding the Program. Approximately 20 students met the Director each day.In addition to introducing Component (E), we also standardized the location and time of eachevent in the four components (A)-(D). Each event was held at the same time (noon-1pm) eachweek in the same location. The consistency of the programming helped the students remembereach weekly event and contributed to increased participation.This paper will describe the new component (E) and additional steps taken to increase studentparticipation in the five components in the 2014 Program. This paper will also describe stepstaken to increase faculty participation in the Faculty Advisor survey.In the 2014 Program, student participation increased in each component. Nearly 100% of thestudents participated in the Joint Orientation. Thirteen of the 50 students (26%) participated inthe Kayak trip; 18 students (36%) participated in the resume workshop; and 21 students (42%)participated in the Poster Preparation Session. Seventeen students (34%) prepared 12 posters forthe Poster Session, compared with the participation of 9 out of 43 students (21%) who togetherprepared 7 posters in the 2013 Poster Session (a Poster Session was not held in the 2012Program). Faculty participation in the 2014 Faculty Advisor survey is 11 out of 13 on-campusfaculty (85%) (One faculty transferred out of the country prior to the administration of theFaculty Advisor Survey and was not able to be surveyed). The increased faculty participationrate in the 2014 Program compares favorably to the Faculty Advisor response rate of 56% in the2013 Program and 61% in the 2012 Program.Our capability to strengthen the program focuses on incorporating feedback from the students,who are government contractors, and incorporating feedback from the Faculty Advisors in orderto inform best practices in workforce development. Additional results and findings of theassessment of the 2014 Summer Research Program will be discussed, and the results andfindings will be compared with results from the 2012 Program and 2013 Program.

Lanzerotti, M. Y., & Creighton, S. J., & Varga, M., & Martin, R., & Langley, D., & Cahill, D. L. (2015, June), Increasing Student and Faculty Participation and Student Learning in an Undergraduate STEM Summer Research Program in a Government Institution through a Higher Education Partnership Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24283

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2015 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015