Dana C. Newell

The Women in Applied Science and Engineering Summer Bridge Program: easing the transition for first-time female engineering students

The Women in Applied Science and Engineering (WISE) Summer Bridge Program is designed to prepare incoming female students for the transition from high school to the College of Engineering and Applied Sciences (CEAS) at Arizona State University (ASU). This program offers academic reviews in courses such as mathematics, physics, and chemistry. Computer programming tutorials are also offered in Excel and HTML to better prepare students for their freshman introductory engineering course. Participants acclimate to the campus by receiving general information concerning the university, financial aid, and departmental advising. Students attending the program become familiar with the campus, have a head start on their freshman engineering classes, and have a chance to meet other female students. An overview of the WISE Summer Bridge Program is presented as well as retention data for 1998 and 1999 program participants. In addition, the paper discusses the need for and impact of bridge programs specifically geared toward female students. Further, the paper investigates other life circumstances, such as level of involvement in student activities, living situation, and employment that impact retention of these students. Finally, future projections of implementation and direction of student retention programs are explored.

Evaluating a NACME academic scholarship program

Arizona State University was one of 13 schools that received a five-year block grant in 2003 from the National Action Council on Minorities in Engineering (NACME) to increase the number of underrepresented minority students who receive a Bachelors degree in Engineering or Computer Science. The first cohort of freshmen students began the academic scholarship program in Fall 2003 and the second cohort in Fall 2004. The students are required to take a two-hour Academic Success course in their first fall semester and to attend a one hour workshop every other week during the following spring semester. During subsequent years, until graduation, the NACME students meet five or six times each semester. This paper evaluates the NACME program in terms of demographics, student evaluations of the course and instructors of the Academic Success course, and the students academic achievement, including retention, and observations of the instructors of the program. Lessons learned and several changes made in the Academic Success course for the second cohort are examined for possible influence on the students. These changes include a different type of classroom, the use of name placards, more activities for the students to get to know each other with icebreakers and in-class group time, and a handout each class of a summary of the evaluations and questions from the preceding class. Also, changes to continue to improve the program are discussed

The Coalition of Minority Engineering Societies and The Society of Women Engineers (CEMSWE): collaborative retention efforts with INTEL

The Coalition of Engineering Minority Societies and the Society of Women Engineers (CEMSWE) was created in 1998 and operates out of Center for Engineering Diversity and Retention (CEDAR). In the fall of 2003, CEMSWE collaborated with INTEL to provide a more comprehensive retention program geared at improving student GPAs. The program, known as the CEMSWE 3.0 Program, has an academic excellence component, weekly monitoring and peer cluster meetings. Those students enrolled in the program that shows the largest increase in GPA over the period of fall 2003 semester and spring 2004 semester will receive a

The Women in Applied Science and Engineering (WISE) Recruitment Programs: investing in the future

1000 scholarship. To date, over 60 students are enrolled in the program. This paper further details the program, analyze its success and make recommendations on how universities and corporations can use this model to strengthen their own retention efforts for underrepresented populations in engineering.

The Wise Summer Bridge Program: Assessing Student Attrition, Retention, And Program Effectiveness

The Women in Applied Science and Engineering (WISE) Summer Recruitment Programs are designed to introduce female students to the twelve engineering disciplines available at ASU. WISE TEAMS targets middle school girls entering grades 6-9, especially under-represented ethnic minorities. The TEAMS program consists of three days of team training in the context of science and engineering exploration. The hands-on engineering and science labs and physical activities are described. WISE-Up, a weeklong residential program, is offered for high school girls entering grades 10-12. WISE-Up offers a variety of labs and activities, company tours, team-building exercises, and a weeklong, hands-on, team project. In addition, WISE awards scholarships to outstanding senior participants in WISE-Up. An overview of the WISE Summer Recruitment Programs is presented, as well as retention data on 1997-2000 participants who are now attending ASU. In addition, the paper discusses the need for and impact of recruitment programs specifically geared toward female students.