2024 ASEE Annual Conference & Exposition

The Accelerated Engineering Leadership (AccEL) program addresses three critical needs: (1) promotion of graduate degree attainment by Low Income Academically Talented (LIAT) students to address workforce demands of master’s-level preparation in engineering, (2) implementation of evidence-based academic and student support activities that foster non-cognitive factors such as improved self-efficacy and engineering identity development and help LIAT undergraduate students transition to graduate degree programs, and (3) graduation of leaders skilled in technology, entrepreneurship and innovation to build and support the economy of the South Coast of New England, a diverse, post-industrial region characterized by high poverty.
The specific objectives for the AccEL program are to (1) double the application and recruitment of LIAT students with demonstrated financial need to accelerated B.S./M.S. programs in engineering, (2) double the participation, student success, and graduation of LIAT engineering M.S. students, (3) advance the research, leadership and entrepreneurship skills of LIAT engineering students, and (4) generate and disseminate knowledge on engineering identity and self-efficacy, and evidence-based curricular and co-curricular activities that affect LIAT student recruitment, persistence, and M.S. degree attainment. This paper will discuss the outcomes from our first year and a half of the program. In the first year we generated a robust applicant pool from which the AccEL scholars were chosen. Almost half (46%) of eligible students applied to the AccEL Program, including all 8 eligible female students and many students from underrepresented racial/ethnic groups. We successfully recruited eight M.S. students to the first cohort of AccEL S-STEM scholars. The scholars comprise a gender and racial/ethnically diverse group with 6 of the 8 scholars being either women and/or members of a racial or ethnic group underrepresented in Engineering (Hispanic/Latino or Black/African American). In regards to programming we launched the Introduction to the Research University (IRU) Seminar, which provided students with vital information intended to enhance their success in graduate school. This initial cohort currently has four students in PhD programs, and two employed in their field. This academic year we have seen an increase in applicants for the S-STEM scholarships and have increased the cohort to thirteen students, 69% are either women and/or members of a racial or ethnic group underrepresented in Engineering (Hispanic/Latino or Black/African American). We have added workshops to the IRU program to address feedback from the first cohort, such as assistance with PhD program applications and more events with other MS students in the college to increase networking.
In addition to the programming for current MS S-STEM scholars, we have a “Why Grad School” workshop series to encourage juniors to consider pursuing a Master’s degree. This includes career center activities, alumnae panels, personal statement preparation and time working with students to identify potential research advisors. This upcoming spring will be the first application cycle that would be impacted by this junior level programming. Lastly, we work closely with graduate program directors in each department to assist in recruiting S-STEM applicants and how to share the benefits of completing the +1 MS degree.