MEGAN DAVIS
Enhancing Engineering Talent in Tennessee
NSF Awards: 1458735
2021 (see original presentation & discussion)
Undergraduate
Lipscomb University in Nashville, TN received an NSF S-STEM award in September 2015 to recruit, retain and support community college students pursing engineering to transfer after their associate's degree and earn their bachelor's degree at Lipscomb, a private university.
This project broadens participation in engineering, as it provides both the financial and personal support to navigate a major change in students' career trajectories. Several of Lipscomb's S-STEM recipients are the first in their family to go to college; others are female or underrepresented in other aspects.
Lead PI is Dr. A. Fort Gwinn. DUE Award: 1458735
Related Content for Enhancing (and Broadening) Engineering Talent in Tennessee
-
2021Biotechnology Associates to Masters (A2M) Degree Program
Elizabeth Zulick
-
2021STEM-CUREs Increase student access to research
Nichole Spencer
-
2019LEAPing from transfer student to undergraduate researcher
Katelyn Cooper
-
2018STEM Artist Learning By Doing
Paul Slater
-
2018S-POWER Engineering Pathways for Transfer students
Claire Duggan
-
2018Picture Yourself in a Technology Career
Pamela Silvers
-
2019IN LSAMP: Faculty Mentors Prepare Tomorrow's STEM Workforce
Michelle Quirke
-
2018Creating Academic Pathways in STEM (CAPS)
Janet Yowell
Michael Briscoe
This is a really interesting program for broadening pathways into engineering (something we at ASNE are always supporting). I am very interested to see what your research into grit and barriers finds. Do you think this program is self-sustaining past the S-STEM? It seems like you have some great momentum going, and I hope your program continues to bear fruit in the upcoming school year. Thanks for sharing!
Megan Davis
Director of Professional Development
Thanks for watching Michael. The university committed to providing funds at the same level for any S-STEM recipient who is in progress toward their degree when our NSF grant ends, and we keep advancing the discussion about how to attract and support community college transfers in our program and throughout the university. Dollars are short, but the rewards of having these highly motivated students on campus are great.
Gerhard Salinger
Megan Davis
Director of Professional Development
We are so proud of our S-STEM students at Lipscomb's College of Engineering. If you'd like to meet additional S-STEM recipients, check out these articles about two of our most recent grads. They just received their bachelor's degrees last Friday (May 7, 2021).
Jack Ardor has pursued an engineering degree for a dozen years: https://www.lipscomb.edu/news/graduation-files-...
Zech Rowley found he fit right into Civil Engineering at Lipscomb when he transferred after earning his associate's degree: https://www.lipscomb.edu/news/graduation-files-...
Gerhard Salinger
Former Program Officer (NSF)
It appears that the S-STEM project is making a positive difference for both the College and the students. Several colleges and universities have programs for accepting transfer students into their engineering schools. Have you talked with colleagues in other nearby colleges and universities about your and their practices, experiences and ideas? Many colleges find that the transfer students do better in the last two years than their own students. I am not sure they understand why this is so.
Rita Hagevik
Yes this is what is needed better connections to community colleges and financial assistance. Grit does balance with institutional and personal barriers as well. It is the support system that serves as the bridge. What bridges are you providing?
Megan Davis
Director of Professional Development
We've learned a lot through this grant about how to help our transfer students plug into our college:
1) One-on-one advising before they even apply for the S-STEM grant, so they know exactly what courses, how many semesters they will need at Lipscomb. We also go over the required Bible classes and chapel requirements (Lipscomb is a private Christian university) and Professional Development classes, as well as other gen eds, things we learned were a surprise to our transfers.
2) Connecting them to other S-STEM recipients so they know they're not alone.
3) Making sure to talk in classes, as we establish our group projects, about ways to be responsive and flexible to the schedules of commuter students, especially those with family and work demands.
4) Highlighting and celebrating their experience, as Scholars, as Associate's degree holders, on our website and in introductions to employers, so the students understand we appreciate their accomplishments.
5) Bringing them with us to recruit other community college students, and visit with their former professors.
6) Focus groups from our evaluator for this project helped us affirm what we were doing, and consider the students' suggestions for additional support: matching them with a "buddy" in the college to have regular coffee chats, plugging them into wider university resources for transfers, etc.
Yolanda Abel
Joselina Cheng
Professor
With the Biden administration and potential policy change to affect the higher education landscape, if, hypothetically speaking, 2-year community college are free, what strategies would you propose to implement differently to better prepare students to compete in the global workforce if they will not transfer to a 4-year college?
Suzanne Ruder
At my institution transfer students coming in with an Associates degree have all their general education courses waived. For STEM majors this means they are left with only upper level STEM classes. Many of these students that are in my classes have trouble adjusting to this rigorous course work, and often take three years to graduate. I am interested in the support system and mentoring that you provide for these students.
Megan Davis
We've invested in a tutor specifically for engineering classes (someone with an engineering degree and HVAC work experience) and subscriptions to SolidWorks Professor for our S-STEM students, as tools to support their transition.
The S-STEM grant also pays for 2/3rds of their summer tuition (one of their 2 summers as they transfer) so they can take Statics and Dynamics here, if they haven't had it, or want to brush up again. We require a C or better in those classes before they can advance to higher engineering coursework, so repeating it is frequently necessary. Completing that in the summer means they can still finish in two academic years on our track to graduation.
Megan Davis
Director of Professional Development
We've invested in a tutor specifically for engineering classes (someone with an engineering degree and HVAC work experience) and subscriptions to SolidWorks Professor for our S-STEM students, as tools to support their transition.
The S-STEM grant also pays for 2/3rds of their summer tuition (one of their 2 summers as they transfer) so they can take Statics and Dynamics here, if they haven't had it, or want to brush up again. We require a C or better in those classes before they can advance to higher engineering coursework, so repeating it is frequently necessary. Completing that in the summer means they can still finish in two academic years on our track to graduation.
Yolanda Abel
Associate Professor
Megan, great supports and interactions across the program and recruits, applicants, current students, and alumni. This seems like a foundational program that the college is committed to for the long-term.
Yolanda Abel
Associate Professor
Megan, great supports and interactions across the program and recruits, applicants, current students, and alumni. This seems like a foundational program that the college is committed to for the long-term.
James Callahan
Thank you for your beautiful video!
It's a real pleasure to follow Megan Davis' incredible work. Megan has had such a powerfully positive effect in the Bay Area. And continues to have! The Techbridge and Northern California Girl Scout programs have achieved so much in California.
As one aspect of our program, university and community college engineering students bring engineering to the communities -- especially communities of people of color. This is deliberately aimed at breaking down barriers, while advancing diversity and social justice. A couple of the engineering students appear in our video. So, you can see why following your program is very meaningful to us.
The STEM for All Video Showcase is so very helpful in outstanding programs across the United States to stay in touch, learn from and support one another. We are definitely learning from you, in California, Washington DC and Maryland in particular.
Thank you!
Megan Davis
Director of Professional Development
You are so kind James. Thank you for your compliment. Missing California and Crissy Field today!
Further posting is closed as the event has ended.