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LSAMP Indiana: Lessons Learned from a Diversity Program Serving Underrepresented Minority Students

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2012 ASEE Annual Conference & Exposition


San Antonio, Texas

Publication Date

June 10, 2012

Start Date

June 10, 2012

End Date

June 13, 2012



Conference Session

Developing Young Minds in Engineering: Part I

Tagged Division

Minorities in Engineering

Page Count


Page Numbers

25.908.1 - 25.908.8



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Paper Authors

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Monica Farmer Cox Purdue University, West Lafayette


Jeremi S. London Purdue University, West Lafayette

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Jeremi London is a graduate student at Purdue University. She is pursuing a M.S. in industrial engineering and a Ph.D. in engineering education.

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Benjamin Ahn Purdue University, West Lafayette

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Benjamin Ahn is a Ph.D. student in the School of Engineering Education at Purdue University. His research interests relate to higher education reform, graduate teaching assistants' roles in engineering classes, undergraduate engineering syllabus and curriculum development, and professional engineering practices in universities and industries. Ahn's research has been strongly motivated by challenging, exciting, and inspiring experiences he has had as a Teaching Assistant in first-year engineering classes and as a Graduate Assistant for Purdue's Summer Undergraduate Research Fellowships (SURF) program and Purdue's Minority Engineering Program (MEP). In the future, he wants to be a global innovator for higher engineering education.

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Porsche Amanda Williams


Cameron Michael McGhee Purdue University

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Louis Stokes Alliance for Minority Participation

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LSAMP X: Lessons Learned from a Diversity Program Serving Underrepresented Minority Students Since the inception of the Louis Stokes Alliance for Minority Participation (LSAMP) X programin 2003, approximately 1000 underrepresented science, technology, engineering, andmathematics (STEM) students have engaged in academic and professional developmentactivities across eight campuses in a Midwest state. These institutions vary in several ways-location (rural vs. urban), academic offerings (engineering degrees only at two campuses),numbers of underrepresented STEM students enrolled (approximately 800 vs. 40) and campustype (regional vs. top research). Some of the goals of the program have included peer teachingand mentoring in introductory and upper-level STEM courses, mentoring students in researchopportunities; and engaging students in a sophomore learning community. Most recently,members of the program have developed new opportunities and social media to recruit and toconnect student scholars and faculty mentors.This paper provides an overview of the benefits and challenges of working with a statewideprogram for underrepresented minorities in a state with a low population of minority studentsand with differing institutional characteristics across campuses. Drawing upon evaluationreports, the authors present lessons learned from conducting a large-scale diversity initiative andidentify transferable ways to engage the next generation of underrepresented students in STEMeducational and professional development activities.

Cox, M. F., & London, J. S., & Ahn, B., & Williams, P. A., & McGhee, C. M. (2012, June), LSAMP Indiana: Lessons Learned from a Diversity Program Serving Underrepresented Minority Students Paper presented at 2012 ASEE Annual Conference & Exposition, San Antonio, Texas. 10.18260/1-2--21665

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