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Supporting Excellent Engineers (SEE)

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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: S-STEM 1

Tagged Topic

NSF Grantees Poster Session

Page Count

7

DOI

10.18260/1-2--35256

Permanent URL

https://peer.asee.org/35256

Download Count

120

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Paper Authors

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Daina Briedis Michigan State University

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DAINA BRIEDIS is a faculty member in the Department of Chemical Engineering and Materials Science at Michigan State University and Assistant Dean for Student Advancement and Program Assessment in the College of Engineering. Dr. Briedis is involved in several areas of education research including student retention, curriculum redesign, and student motivation. She has been involved in NSF-funded research in the areas of integration of computation in engineering curricula and in developing comprehensive strategies to retain early engineering students. She is active nationally and internationally in engineering accreditation and is a Fellow of ABET, of ASEE, and of the AIChE.

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Theodore Demetrius Caldwell Michigan State University

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BIOGRAPHICAL SKETCHES

THEODORE D. CALDWELL, ASSISTANT DEAN-STUDENT INCLUSION AND DIVERSITY

Contact Information
Michigan State University Cell: (517) 614-3528
Engineering Inclusion and Diversity Office: (517) 355-5156
College of Engineering Facsimile: (517) 355-2293
3424 Engineering Building E-mail: tc@egr.msu.edu
East Lansing, MI 48824-1226
http://www.egr.msu.edu

(a) Professional Preparation: Undergraduate
Michigan State University Advertising B.A. 1996

Professional Preparation: Graduate
Jones International University Adult Education – Higher Education Leadership and Administration M.Ed. 2011

(b) Appointments
2018-Present. Assistant Dean-Student Inclusion and Diversity, Engineering Inclusion and Diversity, College of Engineering, Michigan State University.
2008-2018. Director/Assistant to the Dean for Diversity, Diversity Programs Office, College of Engineering, Michigan State University.
2007-2008. Assistant Director, Diversity Programs Office, College of Engineering, Michigan State University.
2006-2007. Retention and Recruitment Coordinator, Diversity Programs Office, College of Engineering, Michigan State University.
2005. Recruiter, Admissions Office, International Academy of Design and Technology.

(c-1) Five Closely Related Publications (out of >100 refereed publications)
None.

(c-2) Five Other Significant Publications
1. Caldwell, T.D., Foster, K., Lane, T., Caldwell, R.A., Vergara, C.E., and Sticklen, Jon. What Happens After a Summer Bridge Program: The DPO Scholars Program. Accepted for publication in ASEE 2011. Paper 1790.

Five Synergistic Activities
1. Serving as Co-Principal Investigator for MSU on National Science Foundation NSF 1619681; Michigan Louis Stokes Alliance for Minority Participation (MI-LSAMP); under the direction of Martin Philbert, Herbert Winful, Edmund Tsang, Richard Ellis and Peter Bahr. Phase 3 of this grant is effective October 1, 2016 - September 30, 2022.

Collaborators and Other Affiliations
Collaborators and co-authors (last 4 years): Petty, C. (Mich. St. U.); Sticklen, J. (Mich. St. U.); Briedis, D. (Mich. St. U.); Shipman, R. (Mich. St. U.); Wolff, T. (Mich. St. U.); Foster, K. (Mich. St. U.); Thompson, L. (U. of Mich.); Thompkins, G. (Wayne St. Univ.); Tsang, E. (Western Mich. U.); Lane, T. (Mich. St. U.); Caldwell, R. (Mich. St. U.)

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Lisa Linnenbrink-Garcia Michigan State University

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Dr. Lisa Linnenbrink-Garcia is a professor of Educational Psychology in the Department of Counseling, Educational Psychology, and Special Education at Michigan State University. She received her Ph.D. in Education and Psychology from the University of Michigan, Ann Arbor. Her research focuses on the development of achievement motivation in educational settings and the interplay among motivation, emotions, and learning/engagement, especially in STEM fields.

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Emily A. Bovee Marquette University Orcid 16x16 orcid.org/0000-0002-1996-6337

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Emily A. Bovee is the Director of Educational Development and Assessment at the Marquette University School of Dentistry. She earned her bachelors in psychology from Arizona State, and earned her doctorate in educational psychology and educational technology from Michigan State. Her primary areas of research interest are student learning and persistence in higher education. Her current projects explore student motivation and success in STEM disciplines at the undergraduate and professional education levels.

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Harrison Douglas Lawson Michigan State University Orcid 16x16 orcid.org/0000-0002-0946-2354

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Graduate Student at Michigan State University pursuing a M.S. in Chemical Engineering. After graduating, I plan to pursue doctoral studies at Carnegie Mellon University. My research focuses are biology and education. After graduating I aspire to continue working with education programs and join a university as teaching faculty.

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Mark Urban-Lurain Michigan State University

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Mark Urban-Lurain is retired as an Associate Professor and Associate Director for Engineering Education Research in the CREATE for STEM Institute at Michigan State University.

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Alexandra Anderson Lee Michigan State University

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Amalia Krystal Lira Michigan State University

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Amalia (Krystal) Lira is a doctoral student in Educational Psychology and Educational Technology at Michigan State University. She is interested in addressing STEM attrition among underrepresented racial and ethnic minority students using motivational frameworks.

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Kristy A. Robinson McGill University

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S. Patrick Walton Michigan State University

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S. Patrick Walton is the Associate Chair and C. Robert and Kathryn M. Weir Endowed Associate Professor in the Department of Chemical Engineering and Materials Science at Michigan State University. He received his bachelors in chemical engineering from Georgia Tech, and then attended MIT where he received his masters and doctoral degrees. After a post-doc at Stanford University, he joined MSU in 2004 where his research is focused on the development of novel therapeutic and diagnostic technologies based upon the unique physical and chemical properties of nucleic acids. He is also engaged in studying engineering student persistence and success through the lens of motivation. He has been recognized for his accomplishments in both teaching and research, receiving the MSU Teacher-Scholar award, the College of Engineering Withrow Teaching Excellence Award and being named an MSU Lilly Teaching Fellow and MSU's Undergraduate Research Faculty Mentor of the Year.

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Abstract

The Supporting Excellent Engineers (SEE) program in the College of Engineering (CoE) at Michigan State University, funded by the NSF S-STEM program, is building a financial, academic, and social support structure to increase persistence and success for academically talented students (GPA greater than 3.0) with high financial need (Pell-eligible). SEE activities build upon existing support programs and structures in the CoE and at MSU. SEE Scholars are selected from eligible second-year engineering students with awards of $8,000 per year for students’ second and third years. At completion, SEE will support four cohorts of 9 students. In addition to financial support, SEE provides research-based professional development and social cohort programming to assist students in building connections to the CoE and each other. Two explicit goals for the SEE Scholars program are for each scholar to obtain an internship, co-op, or summer undergraduate research position and 100% retention and persistence to graduation.

SEE support services are aligned with prior research on STEM persistence and psychological research on structures that support motivation. Leveraging ongoing assessments by members of the SEE team, the impacts of various financial and psychological supports are being examined. Internal studies from 2015-16 indicated that second- and third-year students had significantly lower feelings of belonging to the CoE, lower motivation in engineering (e.g., self-efficacy and value/interest for engineering), and higher perceived opportunity, effort, and psychological cost associated with pursuing studies in engineering. SEE is examining how being a SEE Scholar affects students’ feelings of belonging, and motivation (e.g., self-efficacy, value, identity, and perceived cost), relative to their peers. The data collected will allow us to determine the effectiveness of our support activities in enhancing students’ retention and persistence to graduation on a small population of select students.

SEE is directly supporting the persistence and success of 36 MSU engineering students. The CoE has an excellent record of graduation after admission and an excellent employment record for graduates (~96% employed or in graduate school within 6 months of graduation). As such, assisting high-need students financially and programmatically during the critical years when students are evaluated for admission to the CoE may lead to a lifetime of employment at salaries that will enable the students’ future financial security. From a research perspective, it is anticipated that the data generated by the project, though limited in scope due to the small numbers of students, will be useful to colleges of engineering seeking approaches to maximize student persistence and success.

Briedis, D., & Caldwell, T. D., & Linnenbrink-Garcia, L., & Bovee, E. A., & Lawson, H. D., & Urban-Lurain, M., & Lee, A. A., & Lira, A. K., & Robinson, K. A., & Walton, S. P. (2020, June), Supporting Excellent Engineers (SEE) Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--35256

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: © 2020 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