Board 3: Engineering Technology Scholars-IMProving Retention and Student Success (ETS-IMPRESS): First Year Progress Report

Recognizing a national and regional need for a highly trained engineering technology STEM workforce with baccalaureate degrees, the Engineering Technology Scholars – IMProving Retention and Student Success (ETS-IMPRESS) project provides financial support and an ecosystem of high-impact curricular and co-curricular activities to increase the success of academically talented students. A total of 12 first-time students are supported for four years and 36 students transferring from community colleges are supported for two years. The goals of the project are to (1) increase the number and diversity of students pursuing degrees in engineering technology (first-generation, underrepresented students, women, and veterans); (2) add to the body of knowledge regarding best practices in Engineering Technology and promote employment; and (3) contribute to the literature on self-efficacy. The project brings together engineering technology academic programs that are offered through the School of Technology and programs in the Honors College, an inclusive and unique college designed around high-impact educational practices. The project provides a unique opportunity to engage academically talented engineering technology students in activities designed to foster leadership, technical know-how, and employability skills for technology fields that actively recruit and employ graduates from diverse backgrounds and communities. By focusing on a broad range of students, the project investigates the relationship between student characteristics and student success through (1) a mixed methods pre/post research design that examines differences in motivation, self-efficacy and professional skills and (2) a matched cohort comparison study of transfer students that examines participation/nonparticipation in engineering technology programs of study with honors’ college elective programming. The paper will address first year project activities including the ETS-IMPRESS recruitment, and advertisement plan to first-year and community college transfer students. The paper will also address the student eligibility and selection process, the recruitment of the first cohort scholars, and finally the orientation program including the summer bridge undergraduate research experience. I. Research Background Research shows that the impact of financial aid on retention is more significant in STEM programs than in other degrees because STEM degrees often take longer to complete [1]. Financial concerns and issues can erode the self-confidence of students and their willingness to remain in STEM [2]. To reform STEM education, financial support is provided by a variety of external organizations, including disciplinary societies, education associations, resource networks, foundations, and governmental agencies [3]. For underrepresented minorities in STEM programs, financial support comes from a range of programs, including general programs supporting underrepresented minorities, financial aid that targets students in STEM, and need-based aid programs. Research has shown that financial incentives are correlated with reduced attrition among low-income and minority students when provided in conjunction with academic support and campus integration programs. Colleges can also achieve better outcomes by simplifying bureaucratic procedures for applying for financial aid [4]. For example, short reminders to first-year college students to fill out financial aid forms have been shown to improve persistence [5]. According the President’s Council of Advisors on Science and Technology (PCAST) report [2], retention of students in STEM majors is the most effective way to expand the STEM pipeline. Financial support that meets student need is strongly correlated with student attendance, persistence, and graduation [6]. Bowen and colleagues studied a possible relationship between college financing and baccalaureate completion. They defined the “net price” of tuition as tuition minus grant aid, and found a positive relationship between lower net prices and higher graduation rates [7]. Others have suggested that financial incentives could be significant factors to improve student performance [8]. A third study suggested that the most beneficial effect of financial aid was to increase students’ freedom to become more engaged in the academic and social environments, which led to increased student persistence [9]. In the past decade, Florida and Pennsylvania policymakers provided financial incentives to schools that helped students clear milestones on their academic journeys or finish work toward degrees or credentials, which led to increasing rates of degree completion [10]. The existing student aid system was designed for college students who were financially dependent on their parents. However, students’ financial needs have changed. A significant number of today’s students (especially community college students) are older; many attend part-time due to family and work responsibilities. Additionally, financial aid combined with enhanced student support has been shown to be more effective in promoting persistence and completion than financial aid alone [11]. This project combines both financial aid and student support. In addition to financial need, student retention can be negatively affected by a lack of belonging or social integration in the academic environment. Students who are socially integrated are active, participating and engaged members of an educational environment [12-17]. To engage students in their learning, The Association of American Colleges and Universities points to the value of participation in multiple high impact practices (e.g. learning communities, research experiences, internships, global learning) especially for increasing perceptions of learning among underserved groups [18]. Thus, providing support programs, including cohort/community building activities, summer bridge programs to enable college readiness, mentoring, advising, tutoring, and undergraduate research experiences are key factors in retaining students. All of these recommendations are directly addressed in our ETS-IMPRESS project. The ETS-IMPRESS project provides financial support and an ecosystem of high-impact curricular and co-curricular activities to increase the success of academically talented students. A total of 12 first-time students will be supported for four years of STEM study, and 36 students transferring from community colleges in state of Michigan and neighboring states will be supported for two years. The project will focus on expanding the number and diversity of academically talented and financially disadvantaged individuals entering and completing degrees in Engineering Technology at Michigan Tech. The project brings together Michigan Tech’s programs in engineering technology that are offered through the School of Technology and programs in the Pavlis Honors College, an inclusive and unique college designed around high-impact educational practices. School of Technology targeted majors are: 1) Electrical Engineering Technology, 2) Computer Network and System Administration, and 3) Mechanical Engineering Technology. II. Implementation Plan: Figure 1 shows the project implementation plan. III. Student Selection, Orientation Program, Advertising and Recruitment Plan A. Advertising and Recruitment Plan: An aggressive recruiting strategy were used to attract financially disadvantaged and academically talented underrepresented minority, returning veterans, and low-income students to School of Technology programs. Our recruitment strategy took advantage of existing Michigan Tech recruiting initiatives existing articulation agreements with key community college partners. ETS-IMPRESS scholarship program recruitment materials were developed and advertised to the Michigan Community college association, Michigan Tech’s partner community colleges, and other community colleges in the state of Michigan through reaching out to individual who can help encourage transfer students to consider applying for the ETS-IMPRESS scholarship. The list includes: Macomb Community College, Alpena Community College, Bay College, Jackson College, Lansing Community College, Mid-Michigan College, Monroe County Community College, Mott Community College, Muskegon Community College, Southwestern Michigan College, and West Shore Community College. ETS-IMPRESS recruitment material was shared also with state of Michigan science and math teachers, teachers within the Copper Country Intermediate School District (CCISD) and other intermediate school districts in the region. ETS-IMPRESS scholarship information was posted on social media venues, including Facebook, LinkedIn, Twitter, and Instagram to advertise the program. The project also gained media coverage local to Michigan Tech and across the region. B. Student Eligibility and Selection Process: Each applicant must be a US citizen, national, or permanent resident alien. First-year students applying for admission must have a high school GPA of 3.0 or higher, an ACT Composite score of 22, and for the new SAT they need a combined score of 1110. Community college transfer students must have a minimum GPA of 3.0. Students must have an Associate’s degree in a relevant engineering technology program. Both first-year and transfer students will be required to submit an essay to describe their career goals and why they should be considered for the S STEM scholarship. Financial need of both eligible first-year students and transfer students will be verified using the US Department of Education’s rules for need-based Federal financial aid. Michigan Tech’s Financial Aid Office will utilize the student information data warehouse to verify student eligibility during this phase. A total of 41 students applied for acceptance into the ETS IMPRESS program. There were 17 students deemed eligible (financial need of at least $4500), with 9 (5 freshmen and 4 transfer students) students a