Summer Engagement in Cyber Undergraduate Research Experiences (SECURE)

Background: This virtual initiative, called Summer Engagement in Cyber Undergraduate Research Experiences (SECURE), was established as a response to support students who may have lost summer internships and/or have financial hardships due to COVID-19. Several students in the program were NSF S-STEM scholars, a mix of computer engineering, cyber security engineering, electrical engineering and software engineering students.Purpose/Hypothesis: The main question addressed by this initiative was whether we could build a virtual undergraduate research experience that enabled students to apply their studies and knowledge similarly as they would in a traditional summer internship. Goals for the experience included providing small-group mentoring as well as broader opportunities for students to learn about design and research skills and to collaborate across projects.Design/Method: Sixteen paid students were assigned to one of ten projects. Several students were classified as sophomores, and others were more advanced. Projects were proposed by faculty mentors with an emphasis on the development of educational experiences using research and/or design approaches. Several projects revolved around cyber security. We introduced students to the research process, while adapting to the limitations of a virtual program. While our main goal was to support students and provide summer work, we also made progress on projects that were established before the program.Results: The SECURE program operated from May 18 through July 31, 2020. The program was funded using funds remaining in an NSF grant with the approval of the program manager. It was successfully implemented through the concerted efforts of faculty, staff and graduate students to rapidly set up program operations. The goals for the program were met, and the feedback from the students and mentors were very positive.Conclusions: We demonstrated it is possible to rapidly build a virtual internship program to meet student needs, and we are working to obtain funding to continue the project next summer. The future goal will be to offer a hybrid model where students can be virtual or a combination of virtual and on-campus

Talking About a Revolution: Overview of NSF RED Projects

A significant initiative in engineering education in the U.S. began in 2014 when the National Science Foundation (NSF) initiated the IUSE/PFE: REvolutionizing engineering and computer science Departments (IUSE/PFE: RED) program. The goals of IUSE/PFE: RED (hereinafter referred to as RED) are to “enable engineering and computer science departments to lead the nation by successfully achieving significant sustainable changes necessary to overcome longstanding issues in their undergraduate programs and educate inclusive communities of engineering and computer science students prepared to solve 21st-century challenges.” In 2015, six RED projects were funded followed by seven more in 2016. In addition, NSF funded researchers at Rose-Hulman and the University of Washington (called Revolutionizing Engineering and Computer Science Departments Participatory Action Research REDPAR) to facilitate communication and collaboration among the RED teams and to study the processes followed by RED teams. Overviews of funded RED projects and the collaborative projects across teams are included here. In the conference session, a former RED program officer will introduce the RED program. Then seven RED teams (ASU, Purdue, Oregon State, USD, Colorado State, Iowa State, and Boise State) and the REDPAR team will present highlights from their projects. Session attendees will then engage with RED team members in an interactive format to learn more about the projects, gain insight into how they might prepare their own future RED proposals, see how these projects are changing the landscape of engineering education across the U.S., and consider approaches for applying lessons to their own institutions to enact change

Improving the Student Experience to Broaden Participation in Electrical, Computer and Software Engineering

This Innovative Practice Full Paper presents a student experience model being implemented in the Electrical and Computer Engineering (ECE) Department at Iowa State University. The department has been implementing, adapting and enhancing a student experience model as part of a scholarship program designed to support and increase the success of students from underrepresented groups in the fields of electrical, computer, software, and cyber security engineering, including community college transfer students. The student experience model uses evidence-based practices focused on professional and leadership development. Interventions include a weekly seminar; group activities such as outreach projects and volunteering; conference participation; faculty and peer mentoring; academic and social support; and collaborative activities with diversity programs, learning communities, student organizations, and companies. Feedback from students and input from peer mentors have been used to improve programming with an emphasis on sense of belonging, professional development, supportive community, leadership, and holistic well-being. In addition, due in part to various entry points into the model, the wide variety of student backgrounds, needs and experiences has been illuminated. This has helped the department and faculty become more aware of issues and consider new models and structures. This paper provides an overview of the student experience model and outcomes, including a summary of research results

Evidence-based planning to broaden the participation of women in electrical and computer engineering

The percentages of women in undergraduate electrical and computer engineering programs at Iowa State University averages below the national average. An external assessment of diversity and inclusion provided an impetus for faculty, staff and administrators to discuss issues, focus on specific areas, and collaborate on planning. In particular, the department has teamed up with the university's Program for Women in Science and Engineering to better integrate their programs with departmental activities. This has resulted in an enhanced student experience model being designed for undergraduate ECE women. The model leverages effective practices including learning communities, leadership and professional development, academic support and advising for the ISU Engineering Basic Program, academic preparation for the ECE field, and state and national resources for inclusive ECE career awareness, recruiting and teaching. The WI-ECSEL Initiative has been designed to improve diversity and inclusion in Iowa State's electrical, computer, and software engineering programs; improve educational pathways including transfer transitions from community colleges; provide a supportive and integrated student experience; establish a community of practice for faculty; and use research to inform practice.This is a manuscript of a proceeding published as Rover, Diane, Joseph Zambreno, Mani Mina, Phillip Jones, and Lora Leigh Chrystal. "Evidence-based planning to broaden the participation of women in electrical and computer engineering." In 2016 IEEE Frontiers in Education Conference (FIE), pp. 1-7. IEEE, 2016. DOI: 10.1109/FIE.2016.7757643. Copyright 2016 IEEE. Personal use of this material is permitted. Permission from IEEE must be obtained for all other uses, in any current or future media, including reprinting/republishing this material for advertising or promotional purposes, creating new collective works, for resale or redistribution to servers or lists, or reuse of any copyrighted component of this work in other works. Posted with permission