TETC-TYT Phase I Progress Presentation March 6, 2007

Agenda F Background F Student Activities F Formal Mentoring F Preliminary Results F Successes (Fall 2006 – present)

Background F A work study program for Entering and Progressing participants in externally funded research programs was begun in fall  20 TETC-TYT participants were recruited and selected to work as a member of a research team with:  clearly delineated tasks and expectations,  complementary workshops to enhance the research experience and complement/enhance the academic learning experience. F To ensure the progress and success of the participants, a formal and structured year long pyramid type mentoring program was enacted that emphasizes formal study groups. F The success of the recruitment process was predicated on the relationships established with local HS math and science teachers, as well as HS counselors through a prior TWD Best Practices Grant (# EE ).

Participant Activities F The student activities in the research teams were designed to reinforce the characteristics of an effective learner by practicing the concepts culled in the workshops and in the classroom. F Participants were required to attend workshops where the following topics were covered:  study skills,  academic survival skills,  proficiency in Word/Excel/PowerPoint/Access,  using the library and search engines to perform a review of literature,  how to read and summarize scientific journals,  how to keep a research log,  communication skills,  time management skills,  teamwork skills  ethics in research F The workshops utilized material from EE 1303, a best practices course developed via a prior TWD Best Practices Grant (# EE ).

Participant Activities F Through research team rotations we will expose the participants to the different projects and thus a better understanding of the engineering disciplines. F The fall 2006 participants were rotated in spring F An important benefit to the students will be to make more informed decisions as upper division students regarding specialization and which technical electives to take. F We will measure the effectiveness of this strategy through interviews as these cohorts become upper division students.

Formal Mentoring F One current research assistant from each of the funded research projects was assigned as a formal mentor to 5 TETC-TYT program participants. F These formal mentors attended the mentoring workshop developed via TWD Best Practices Grant (# EE ), and were paid an additional $600 per semester. F The formal mentoring became part and parcel of the student’s job as a funded research assistant within an externally funded research project.  Among the duties of these mentors are to  Hold formal study sessions once per week for a 3-hour period on Saturdays,  To provide advising with respect to technical electives and career interests, and with respect to course load and sequencing,  Help in identifying scholarship opportunities, and  Provide encouragement. F In order to maximize the TETC dollars and reach as many students as possible, each funded entering and progressing student was assigned a non-funded participant as a formal study partner, who was encouraged to attend the Saturday study sessions and workshops.

Preliminary Results Results from the initial Fall 2006 cohorts with respect to our stated objectives are: F Objective 1: Increase the number of High School students from underrepresented minorities, particularly females, enrolling in the Engineering programs (supports long- term objective 3). F ~46% of the cohorts were underrepresented minorities, and 50% females. This is significantly higher than the College of Engineering demographics for entering students (40% underrepresented minorities, 13% females).

Preliminary Results F Objective 2: Increase undergraduate retention rates of Engineering students, particularly underrepresented minorities and females (supports long-term objective 3). F 100% of females and underrepresented minority cohorts returned for their second semester. This represents a significant improvement in retention, where in the College of Engineering retention rates for these cohorts’ hovers in the low 20%.

Preliminary Results F Objective 3: Increase the number of Hispanics, with an emphasis on Hispanic females, graduating with a B.S. and entering the Texas Engineering workforce. F Objective 3 is a long-term metric, given that we must wait till participants graduate.

Successes (Fall 2006 to present) F As a result of the success of this TETC-TYT grant, we have leveraged a grant from the Department of Education that is enabling us to serve 40 rather than 20 participants. F The DOE grant, entitled “A Structured HS to Engineering Undergraduate Pipeline for Hispanic Females,” was funded by the Department of Education’s Minority Science and Engineering Improvement Program. F Freescale Semiconductor, Inc. of Austin, Texas (a spin-off of Motorola) has agreed to donate $5,070 in equipment and $10,000 in cash to establish the Digital Systems Laboratory, and to sponsor one senior project per year. F Freescale has also agreed to yearly site visits for our freshman intervention techniques. Our point of contact is Andy Mastronardi, Director of the Freescale University Program.