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

Doris J. Espiritu; Ruzica Todorovic

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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: 501

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Paper Authors

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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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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.

Citation
Format

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

TY - CPAPER
AB - 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&#39; 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.

AU - Doris J. Espiritu
AU - Ruzica Todorovic
CY - Virtual On line
DA - 2020/06/22
PB - ASEE Conferences
TI - Increasing Diversity and Student Success in Engineering and Computer Science through Contextualized Practices
UR - https://peer.asee.org/34817
DO - 10.18260/1-2--34817
ER -