Transcript Course Introduction

TETC-TYT
Phase I Progress Presentation
March 6, 2007
Agenda
Background
Student Activities
Formal Mentoring
Preliminary Results
Successes (Fall 2006 – present)
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).
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:
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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).
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.
Discipline
Electrical
Engineering
Computer
Engineering
Mechanical
Engineering
Civil
Engineering
Funded Project
Distribution of RF Signals via WDM
Networks
Energy Efficient RF CMOS Front-End Circuits
for Wireless Communications
Age-Related Effect of Bone Remodeling on
the Toughness of Bone
The Evaluation of a System for Measuring
Seal Coat Quality
Agency
ONR
ARL
Lead Faculty
Mehdi Shadaram, Ph.D.,
P.E.
Eugene John, Ph.D.
NIH
Xiaodu Wang, Ph.D.
TxDOT
Jose Weissmann, Ph.D.,
P.E.
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
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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.
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 longterm 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).
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%.
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.
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.