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Pre-engineering Education Collaborative: Providing for the Education of American Indian Engineers A Collaboration between: College of Menominee Nation.

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Presentation on theme: "Pre-engineering Education Collaborative: Providing for the Education of American Indian Engineers A Collaboration between: College of Menominee Nation."— Presentation transcript:

1 Pre-engineering Education Collaborative: Providing for the Education of American Indian Engineers A Collaboration between: College of Menominee Nation – Lead Institution UW-Madison, College of Engineering UW-Platteville College of Engineering, Mathematics, and Science PEEC Principle Investigator Meeting Minneapolis, Minnesota August 2 – 3, 2012

2 1 Project Overview 2 Project Accomplishments 3 Economic Impact

3 PROJECT OVERVIEW

4 CMN – PEEC Collaborative CMN chose partners –University of Wisconsin – Madison Research –University of Wisconsin – Platteville Applied On-line and local programs University of Wisconsin System

5 What is the need? These programs exist because there is a recognized need for URM students in STEM related areas, but there is DIRE need for Native American representation

6 Enrollment in Engineering Total UW-Madison Native American or Pacific Islander Other Minority (African-American, Hispanic, more than one) Non-Minority Undisclosed Total UW-Platteville Native American or Pacific Islander Other Minority (African-American, Hispanic, more than one) Non-Minority Undisclosed Total

7 Enrollment in Engineering as Percents Total UW-Madison Native American or Pacific Islander % of Total0.4%0.6%0.7% 0.3%0.5% Native American or Pacific Islander % of Minority10%14%16% 7%12% UW-Platteville Native American or Pacific Islander % of Total0.2%0.3% 0.4%0.1%0.3% Native American or Pacific Islander % of Minority13%25% 36%6%21%

8 Degrees Total UW-Madison Native American or Pacific Islander Other Minority (African-American, Hispanic, more than one) Non-Minority Undisclosed Total UW-Platteville Native American or Pacific Islander Other Minority (African-American, Hispanic, more than one) Non-Minority Undisclosed Total

9 Project Objectives To build CMN’s capacity and infrastructure to sustain a Pre-engineering Associate Degree Program. To implement a pre-engineering program of distinction. By September 2015, to graduate at least 20 students from CMN’s pre-engineering program and transition to UW-Madison and UW-Platteville engineering programs.

10 Specific Aims - CMN Hire new engineer faculty Build and equip labs Develop Engineering Program –Curriculum committee –All courses must include language and culture –Curriculum equivalency with Madison and Platteville Recruit students for Engineering Program Track student learning Student retention and support –Student Stipends –Supplemental Instruction –Institutional culture

11 Specific Aims – UW-Madison Assist in curriculum development Enhance articulation agreement by developing direct transfer agreement Engineering Faculty member(s) as key collaborators, as well as administrators and staff Establish comprehensive support programs that support and sustain students transferring from CMN to CoE Offer opportunities for students –Campus visits –Summer research experiences

12 Specific Aims – UW-Platteville Assist in curriculum development Establish Articulation Agreement and facilitate transfer to UW-Platteville CMN/Platteville Campus Adviser and Liaison Explore Engineering Summer Program Undergraduate Research Opportunities Visiting Faculty and Distance course delivery Path to Success for Students

13 PROJECT ACCOMPLISHMENTS

14 CMN Curriculum Committee Approval Process 1.Program design 2.Course development can begin 3.Course approval by Assessment of Student Learning Committee 4.Course back to Curriculum Committee for a first hearing 5.Course approved at second hearing 6.Course can be offered

15 CMN Pre-engineering program and courses approved by Curriculum Committee Hired engineering faculty –Mentoring and institutional socialization Built labs Preliminary recruitment –3 students recruited to begin Engineering Program Developed admissions process

16 CMN Academic & Social Support Supplemental Instruction Discussion section –Course content Seminar –Social and cultural issues Concentrated mentoring by faculty

17 Specific work at partner institutions is dependent on work at CMN

18 UW - Madison Enhanced ongoing relationships Hosted introductory meeting –Programmatic goals; faculty introduction and curriculum discussion Involve key faculty and staff –Math, physics, chemistry, and engineering Heighten sensitivity and awareness of transfer students Analyzed our staff model to support this program; moved from one coordinator to “core-team” Two students currently enrolled from CMN Provided stipend support for one student participant in research lab Existing articulation agreement and adding direct transfer agreement

19 UW-Madison – Academic & Social Support Orientation Sessions –Summer Orientation, Advising and Registration –Incoming Orientation –Department Orientation Campus Visits –Faculty visits –Student visits (with high schools) Data analysis Academic Support –Supplemental Instruction –Tutoring-by-Request –Pilot seminar for transfer students Outreach –Develop Your Network Event –Focus Group

20 UW - Platteville Hosted 2 nd faculty meeting for curriculum review Provided stipends for 4 students to attend Explore Engineering Summer Program Hired Special Program Coordinator Planning to offer Explore Engineering Summer Program at CMN in summer 2013 Evaluated courses and drafted Articulation Agreement for transfer Involve key faculty and staff

21 UW-Platteville – Academic Social Support Hired special program coordinator with relevant connections to Menominee Nation community Established relationships with CMN faculty and staff Established relationships at Menominee Indian High School and surrounding schools

22 CMN PEEC Project Ongoing Collaborative Efforts Faculty and staff exchanges –Build relationships between institutions –Understand institutional cultures –Understand student needs Student visits –Campus visits –Engineering Expo Support activities in all campus communities Work on a new model for attaining a degree –Not one program at CMN and then another at transfer institution, but a learning continuum Complete transfer agreements

23 ECONOMIC IMPACT

24 Economic Impact Enhance number of Native American Engineers Transform the face of the engineering workforce Professionals with cultural-specific knowledge Enhance the standard of living in Native American populations and reservation communities Contribute to Native American institutions –Contributions and endowments to CMN or other Native American institutions

25 Panel #2

26 MAKING COLLABORATIONS WORK

27 Choose partners wisely Common philosophy and objective of partners –Focus is on student success Regularly enhancing ongoing institutional relationships Recognized cultural gaps between TCU and mainstream institutions Mainstream institutions provide a wide-range of opportunities and environments Agreed to frank and honest discussions about all aspects of the projects

28 ACADEMIC PROGRAM AND SUSTAINABILITY

29 Partner commitment to long-term effort Relationships between faculty will ensure that academic programs remain in sync Faculty retention –CMN absorbs costs of faculty in newly established program Mainstream institutions need to continuously add to their committed faculty and staff Continue to seek funds to support or endow program Enhance on-line and distance-learning courses and engineering degrees

30 STUDENT RECRUITMENT AND RETENTION

31 Enhance student familiarity with engineering Engage younger students and families through outreach activities Enhance student understanding of rigor and challenges to successful engineering degree completion Help students understand that lack of skills does not mean lack of ability Change the conversation – math and science are tools for contributing to community Academic support Institutional sensitivity


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