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5 Focus on K-16 Education and Transitions
Pages 21-26

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From page 21... ... Reaves noted the importance of early intervention to get students excited about STEM, and added that "everything we do is really a couple of steps ahead of the grade level where we want the student to be." As preparation for high school, for example, DAPCEP offers programs such as coding, engineering, robotics, and math, and "by the 10th grade, most of these students have identified what area or what type of interest they have." According to Reaves, DAPCEP's approach makes it a success, engaging both parents and students in their programs as well as partnering "with at least 11 universities in the state of Michigan, and then a couple outside of Michigan, where students are taking classes on their campuses." She also talked about DAPCEP's corporate partnerships, which afford students the opportunity to meet people who look like them and may be from similar schools, and to visualize a career trajectory for themselves. "Part of our success with our corporate partners and some of our university partners," she explained, "has been because of the alumni that have come through the program. Read the entire page →
From page 22... ... She spoke about the 2-day orientation of the Bridges program, which, for students from primarily rural communities, increases comfort with housing options and the local community, and also empowers "them to effectively seek out resources that are available to them." The program also offers training on laboratory skills, design thinking, research ethics, and communication skills, as well as a focus on topics like mental health, nutrition, financial planning, and peer mentoring. Foreman reported that the Bridges program has engaged Native American and other students from historically minoritized populations "with meaningful research experiences for nearly 20 years. Read the entire page →
From page 23... ... "I think this speaks to the fact that we, as an engineering community, have typically not looked at the transfer pathway as viable and that really represents something that is as important as first-time-incollege students." Berhane gave some examples of programs that address transitions and transfers, such as Wilbur Wright College, part of the City Colleges of Chicago system, 46 which has "developed a holistic and programmatic approach to transfer model based right in Chicago." Besides continuous engagement with 4-year schools, Wright College, a Hispanic-serving institution (HSI) , also has transitional programs for students coming out of high school into community college and has aligned its curriculum to be as demanding as the 4-year partners' courses. Read the entire page →
From page 24... ... It is a one-on-one mentoring program with typically two mentees assigned per mentor, and Nepal added that engineering faculty and staff who serve as mentors are "passionate about helping this group." In terms of the impact of the FG engineering mentoring program, Nepal reported that they have been tracking 1-year retention rates using student data with greater than a 2.0 GPA as an indirect measure of 1st year retention. He showed that students engaged in the FG mentoring program had better retention rates than FG students not connected to the mentoring program, and in some cases the retention rates for the FG students in the mentoring program were similar to or better than the non-FG students. Read the entire page →
From page 25... ... " Foreman answered that "even before the pandemic, we've tried to work with virtual engagements as much as possible to be able to bring students for our robotics participation qualifying tournaments." After that, students travel to MSU for the next event, and Foreman said that "we have to include transportation. We have to think about how we're getting the students here, how we're supporting them here, and how we're then giving them activities." And because the students families often also come, "we have to have family and graduate housing provided for those undergraduate students so that they can feel like they can come and not have to sacrifice their family at that time." Taking a question from the audience for all panelists, Najera asked about "large efforts in current and past programs to encourage K-12 students to pursue higher education, and the data indicate increased enrollment. Read the entire page →

From page 21...

... Reaves noted the importance of early intervention to get students excited about STEM, and added that "everything we do is really a couple of steps ahead of the grade level where we want the student to be." As preparation for high school, for example, DAPCEP offers programs such as coding, engineering, robotics, and math, and "by the 10th grade, most of these students have identified what area or what type of interest they have." According to Reaves, DAPCEP's approach makes it a success, engaging both parents and students in their programs as well as partnering "with at least 11 universities in the state of Michigan, and then a couple outside of Michigan, where students are taking classes on their campuses." She also talked about DAPCEP's corporate partnerships, which afford students the opportunity to meet people who look like them and may be from similar schools, and to visualize a career trajectory for themselves. "Part of our success with our corporate partners and some of our university partners," she explained, "has been because of the alumni that have come through the program.

Read the entire page →

From page 22...

... She spoke about the 2-day orientation of the Bridges program, which, for students from primarily rural communities, increases comfort with housing options and the local community, and also empowers "them to effectively seek out resources that are available to them." The program also offers training on laboratory skills, design thinking, research ethics, and communication skills, as well as a focus on topics like mental health, nutrition, financial planning, and peer mentoring. Foreman reported that the Bridges program has engaged Native American and other students from historically minoritized populations "with meaningful research experiences for nearly 20 years.

Read the entire page →

From page 23...

... "I think this speaks to the fact that we, as an engineering community, have typically not looked at the transfer pathway as viable and that really represents something that is as important as first-time-incollege students." Berhane gave some examples of programs that address transitions and transfers, such as Wilbur Wright College, part of the City Colleges of Chicago system, 46 which has "developed a holistic and programmatic approach to transfer model based right in Chicago." Besides continuous engagement with 4-year schools, Wright College, a Hispanic-serving institution (HSI) , also has transitional programs for students coming out of high school into community college and has aligned its curriculum to be as demanding as the 4-year partners' courses.

Read the entire page →

From page 24...

... It is a one-on-one mentoring program with typically two mentees assigned per mentor, and Nepal added that engineering faculty and staff who serve as mentors are "passionate about helping this group." In terms of the impact of the FG engineering mentoring program, Nepal reported that they have been tracking 1-year retention rates using student data with greater than a 2.0 GPA as an indirect measure of 1st year retention. He showed that students engaged in the FG mentoring program had better retention rates than FG students not connected to the mentoring program, and in some cases the retention rates for the FG students in the mentoring program were similar to or better than the non-FG students.

Read the entire page →

From page 25...

... " Foreman answered that "even before the pandemic, we've tried to work with virtual engagements as much as possible to be able to bring students for our robotics participation qualifying tournaments." After that, students travel to MSU for the next event, and Foreman said that "we have to include transportation. We have to think about how we're getting the students here, how we're supporting them here, and how we're then giving them activities." And because the students families often also come, "we have to have family and graduate housing provided for those undergraduate students so that they can feel like they can come and not have to sacrifice their family at that time." Taking a question from the audience for all panelists, Najera asked about "large efforts in current and past programs to encourage K-12 students to pursue higher education, and the data indicate increased enrollment.

Read the entire page →

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5 Focus on K-16 Education and Transitions Pages 21-26

5 Focus on K-16 Education and Transitions
Pages 21-26