TETC-TYT

1. TETC-TYT Phase I Progress Presentation March 6, 2007

2. Agenda • Background • Student Activities • Formal Mentoring • Preliminary Results • Successes (Fall 2006 – present)

3. Background A work study program for Entering and Progressing participants in externally funded research programs was begun in fall 2006. 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. 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. 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 (#010115-EE2005-1000).

4. Participant Activities • 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. • 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 • The workshops utilized material from EE 1303, a best practices course developed via a prior TWD Best Practices Grant (#010115-EE2005-1000).

5. Participant Activities • Through research team rotations we will expose the participants to the different projects and thus a better understanding of the engineering disciplines. • The fall 2006 participants were rotated in spring 2007. • 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. • We will measure the effectiveness of this strategy through interviews as these cohorts become upper division students.

6. Formal Mentoring • One current research assistant from each of the funded research projects was assigned as a formal mentor to 5 TETC-TYT program participants. • These formal mentors attended the mentoring workshop developed via TWD Best Practices Grant (#010115-EE2005-1000), and were paid an additional $600 per semester. • 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. • 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.

7. Preliminary Results Results from the initial Fall 2006 cohorts with respect to our stated objectives are: • Objective 1: Increase the number of High School students from underrepresented minorities, particularly females, enrolling in the Engineering programs (supports long-term objective 3). • ~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).

8. Preliminary Results • Objective 2: Increase undergraduate retention rates of Engineering students, particularly underrepresented minorities and females (supports long-term objective 3). • 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%.

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

10. Successes (Fall 2006 to present) • 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. • 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. • 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. • 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.