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2016-17

ANNUAL REPORT

IDEA ENGINEERING STUDENT CENTER


Table of Contents Message from the Faculty Director

iv

ABOUT US Mission, Vision, & Values Engineering Students Overview Meet the Staff

1 2 3 4

STRATEGIC GOALS Spotlight Student Success Intiative

5 7 8

SUMMER PROGRAMS Summer Engineering Institute Transfer Pre-Engineering Program

9 11 12

SPECIALIZED PROGRAMS IDEA Scholars Program

13 15

MENTORSHIP Transfer Engineering Academic Mentorship Jacobs Undergraduate Mentorship Program

17 19 20

ACADEMIC ENRICHMENT ENG 10 ENG 2 SWEET Workshops Engineering Graduate & Scholarly Talks Engineering Learning Communities

21 23 24 25 26 27

DIVERSITY RECRUITMENT AND YIELD Engineering Overnight Program Breakfast with the Deans: Triton Day Brunch with the Deans: Transfer Triton Day

29 31 32 32

STUDENT LIFE Welcome Week Diversity Engineering Student Organizations

33 35 36

Professional Evening with Industry Graduation Reception & End-of-the-Year Banquets TESC/Engineering Student Organizations Ring Ceremony Matching Funds Student Travel Fund ACKNOWLEDGEMENTS

36 37 38 39 40 41 43


MESSAGE FROM THE FACULTY DIRECTOR The IDEA Engineering Student Center is here to foster an inclusive and welcoming community, increase retention rates, and promote a sustainable culture of academic excellence among all engineering students at UC San Diego. Since its inception, the IDEA Engineering Student Center has introduced a number of programs that contribute to student success, including the engineering learning communities, weekly academic, professional, and technical workshops, specialized courses on learning and engineering design, programs that foster degree completion, a series of peer/faculty/alumni mentorship programs, summer success programs, the continued expansion of new student organizations, and development workshops for our student leaders. These programs, and many other efforts by our faculty, staff and students, continue to enhance the culture of inclusion at the School of Engineering, increase the percentage of underrepresented students amongst our student body, and continuously improve the graduation rates of our engineering students. At the IDEA Engineering Student Center, we are committed to student success and see it as an integral piece of our comprehensive efforts to enhance the quality of the educational experience of our students. As the Faculty Director of the Center, I strongly encourage all students to take advantage of the services the Center has to offer. It provides the expertise, leadership, and programming that support the Jacobs School of Engineering belief that an excellent educational experience is intrinsically linked to fostering a climate that celebrates diversity, equity, and inclusion for students, faculty, and staff.

We encourage students, faculty, and administrators to question old assumptions and think about new and meaningful ways of addressing both personal and societal problems. A diverse cohort of people and perspectives is key to catalyzing such thought and advancing the work we do, whether it is in the classroom or our laboratories. The field of engineering is rapidly evolving requiring engineers to address highly complex challenges-everything from promoting energy security, increasing access to clean water, and engineering better medicine. Engineers not only require technical depth within their chosen discipline, but also inter and multi-disciplinary breadth to tackle these global issues. Therefore, our vision of student success goes beyond simply graduating students. We aim for academic achievement, full participation in all programs and learning experiences the school has to offer, and support so that our graduates are well positioned for launching a professional career or pursuing an advanced degree. We present this report in the hopes that some of you may recognize areas of synergy and approach us with potential collaborative opportunities. Thank you for reading!

Professor Olivia Graeve, Ph.D. Faculty Director IDEA Engineering Student Center

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About Us


OUR CORE VALUES Community

Leadership

Excellence

Collaboration

Diversity

Creativity

Inclusi0n

Innovation

MISSION & VISION To foster an inclusive and welcoming community, increase retention and graduation rates, and promote a sustainable culture of academic excellence among all engineering students at UC San Diego To provide engineering students with academic support and social engagement that enhances values of diversity for a global community

GOALS 1. Increase Retention & Graduation 2. Promote Academic Success 3. Foster a Supportive & Inclusive Environment 4. Develop Engineering Leaders


ENGINEERING STUDENT BODY OVERVIEW

� �

69.7%

UNDERGRADUATE STUDENTS

1,541 555 160

17.3%

MASTER ’S STUDENTS

13.0%

PHD STUDENTS

817 306

Engineering Students

Bachelor’s Degrees Conferred Master’s Degrees Conferred PhD Degrees Conferred

Freshmen Students Accepted Transfer Students Accepted

8,696

Undergraduate Students

6,061

Masters Students

1,498

PhD Students

1,137

*Data from Jacobs School of Engineering Student Overview 2016

IDEA ENGINEERING STUDENT CENTER

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MEET THE STAFF

Michelle is responsible for the

Gennie has overall responsibility

development and implementation

for coordinating, developing

of all new programs and

and promoting initiatives to

projects that support the IDEA

advance the diversity, enrichment,

Engineering Student Center’s

inclusion and retention of all

vision. She is responsible for the

engineering students at the Jacobs

design of research, assessment,

School of Engineering. She guides

and evaluation activities for the

staff members in the planning,

Center, including the development

coordination, staffing, budget,

of measurable and meaningful

and resources management for all

program and learning outcomes.

IDEA Engineering Student Center programs.

Michelle Ferrez, Ed. D

Gennie Miranda

Director of Strategic Initiative

Director of Operations

Ryan Fane

Jessica Baldis

Maggie Anderson

Ruben Rodriguez

Student Program Coordinator

Academic Success Coordinator

IDEA Student Center Coordinator

Student Program Coordinator

Sinai Cota

Adrian Dinescu

Albert Peralta

Martina Mitose

Sloan Scholars Program Assistant

Marketing Design Intern

Student Life & Design Intern

Student Life Intern

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Strategic Goals


6

1

Increase Retention & Graduation

2

Promote Academic Success

3

Foster a Supportive & Inclusive Environment

4

Develop Engineering Leaders

Increase retention and graduation rates among our diverse engineering student population

Provide student-centered services that promote academic success

Foster a supportive and inclusive environment for all engineering students

Develop engineering leaders who are civic-minded

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2016-17 IN SPOTLIGHT IDEA Scholars Highlights New freshmen from underrepresented minority (URM) groups admitted from Fall 2011 through Fall 2013 who were not IDEA Scholars had a 59% average retention rate after their third year in the Jacobs School. IDEA Scholars, on the other hand, had a 76% average retention rate. Although the retention rate for URM students not in the IDEA Scholars program has risen over the years, the IDEA Scholars retention rate still remains higher.

WIC and oSTEM Join the IDEA Center Family! OSTEM: The IDEA Center helped launch an oSTEM student chapter at UC San Diego in 2016. Out in Science, Technology, Engineering and Mathematics (oSTEM) is a national society dedicated to educating and fostering leadership for LGBTQA communities in the STEM fields.

In addition, our IDEA Scholars are graduating with an engineering degree at a higher rate than all freshmen who were admitted at the same time.

WIC: “We’re coders and engineers - both women and men - who support the female presence in computing. We run events, from tech talks to socials, and provide opportunities for female engineers to connect and succeed. We bring in industry professionals to hold tech talks and workshops, including all-female engineer panels.”

Academic Success Coordinator: New Position

Summer Engineering Institute Implemented in 2016

Jessica Baldis joined the IDEA Center as the Academic Success Coordinator, in charge of coordinating the NSF-funded Redshirt Program, Engineering Learning Community, and Summer Engineering Institute. The NSF Award will allow the IDEA Center to provide scholarships, faculty and industry mentorship, and academic support, as well as fund summer programs for a cohort of approximately 25 low-income students each year through the Academic Community for Engineering Success (ACES) Scholars Program.

Summer Engineering Institute is a 5-week, summer residential program for admitted freshmen engineering students. Its primary goal is to ease the academic and social transition to college life for incoming reshmen through academic coursework, peer and faculty mentoring, tutoring, academic and technical workshops, and the creation of a community of scholars.

IDEA ENGINEERING STUDENT CENTER

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STUDENT SUCCESS INITIATIVE & A CULTURE OF INQUIRY

The Student Success Initiative is a priority for the Jacobs School, and research is clear that an environment that is intentionally inclusive will not only expand opportunities for everyone, but will contribute to a student’s academic and professional well-being. We believe that diversity is key to individual flourishing, educational excellence, and the advancement of knowledge. In May 2015, the Jacobs School of Engineering celebrated the adoption of the “Jacobs School Student Success Initiative: Master Plan for Student Excellence, Diversity, and Success”. This plan serves as a map that will continue to guide us toward student success. It was developed to provide the School of Engineering with strategies and action for the next several years that will build upon the the values and goals of the IDEA Engineering Student Center and the UC San Diego strategic plan for diversity and inclusion. Our vision is to foster an atmosphere of excellence and support for all our students and to prepare future engineers who have the skills to engage effectively with an increasingly diverse society. Our graduates will be able to recognize the world from the perspective of others, have the ability to work cooperatively, negotiate controversial and complex issues with people from a wide range of backgrounds, and be open to new ideas and different perspectives. We cannot manage what we do not measure. An institution’s demonstration of accountability for their students’ learning has and continues to be a national focus. We have created a systematic approach of assessment and a culture of inquiry whereby assessment is used to question and critically examine assumptions about current educational and program practices. In a culture of inquiry, learning is defined as encompassing not only knowledge leading to understanding, but also abilities, habits of mind, ways of knowing and problem solving, attitudes, values, and other dispositions that an institution and its programs and services claim to develop.

Michelle Ferrez, Ed. D Director of Strategic Initiative IDEA Engineering Student Center

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Summer Programs


SUMMER ENGINEERING INSTITUTE PROGRAM DESCRIPTION: In 2016, the IDEA Engineering Student Center developed a 5-week academic summer residential program for admitted freshman engineering students. In addition to earning six credits towards their engineering degree, participants receive support in making the transition from high school to the rigors of a universitylevel engineering curriculum and build awareness of relevant campus programs and resources. PROGRAM GOALS: The program is specifically structured to ease the academic and social adjustment to college life for incoming freshmen through academic coursework, peer and faculty mentoring, tutoring, academic and technical workshops, and the creation of a community of scholars.

“The Institute created a culture of achievement or success for me because there was so much positive reinforcement and really positive acknowledgements. We challenged each other in a good way” —SEI Participant “It created a community. I think this is of such great value because it allows you to really learn about whom your students are and also, it illustrates to them that you are accessible.” —SEI Faculty

SUMMARY OF FINDINGS & RESULTS: In 2016, 63 students participated in the Summer Engineering Institute. Fifty-two of the participants completed the Summer Engineering Institute survey. There were four predominant findings that promoted engineering student success during the Summer Engineering Institute. The findings and themes were: 1. Strengthened academic and social integration to engineering 2. Increased engineering knowledge and specific technical skill development 3. Comprehensive support within the engineering educational ecosystem 4. Ongoing monitoring and advising that is inclusive of students’ academic, personal/ social, and cultural needs, thus creating an inclusive learning environment. IDEA ENGINEERING STUDENT CENTER

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TRANSFER PRE-ENGINEERING PROGRAM PROGRAM DESCRIPTION: The Transfer Pre-Engineering Program (PrEP) is designed to foster a sense of community and support among participating students, and prepare incoming transfer students academically for the rigor of engineering studies. It is a 3-day, 2-night experience held over the summer for incoming transfer engineering students. PROGRAM GOALS: This free program provides incoming students with the opportunity to become acclimated to campus life, build skills and habits necessary for success in engineering, and develop community amongst their peers before beginning their courses in the fall.

“This program relieved much of the anxiety I initially had about transferring to UCSD, especially because of the campus's large size. I am excited to utilize all the resources available to me, and I am hopeful that because of this program, I will have a better opportunity to succeed at this school. Thank you so much!”

SUMMARY OF FINDINGS & RESULTS: Eighty-five percent of students who participated in Transfer PrEP in Fall 2012 have graduated with an engineering degree (in comparison, 78% of all transfer students who started at the same time graduated with an engineering degree and 4% are continuing their studies at the Jacobs School). 67% of students who participated in Transfer PrEP in Fall 2013 have graduated with an engineering degree, with 29% continuing at the Jacobs School (in comparison, 59% of all transfer students who started at the same time graduated with an engineering degree and 23% are continuing their studies at the Jacobs School). In 2016, 28 students participated in the program. Half of the participants are first generation students and a third are from underrepresented minority groups.

“I learned a great deal of information and I felt that I was more prepared for UCSD’s culture. Moreover, I am so proud to be a UCSD Engineering student; I believe I will have an amazing time with all my great friends and if I need anything, there is support for me. Thank you for making all of that­ happen—please continue the program for more students, you change lives.”

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Specialized Programs


IDEA SCHOLARS PROGRAM PROGRAM DESCRIPTION: IDEA Scholars follow an Academic Enrichment Plan specially designed to promote their academic success and graduation in engineering. The IDEA Scholars Program fosters a supportive community and facilitates students’ transition to college through quarterly one-on-ones with the program coordinator, mentorship from upperclassmen and graduate students, weekly community discussion during their first quarter in college, and by promoting their involvement in student organizations and/or engineering projects. PROGRAM GOALS: The goal of the IDEA Scholars Program is to foster community-building and academic excellence among our incoming freshmen engineering students from diverse backgrounds, thereby increasing the retention and graduation of students from underrepresented minority groups.

“IDEA Scholars has given me a support group and people to come back to through all four years here at UCSD. I know that the friends I have made are always willing to talk to me about life and the struggles that college students face. I will always be thankful of my time being an IDEA Scholar.” —IDEA Scholar, Class of 2017 “Being in the IDEA Scholars Program was awesome because I felt supported from day one. It was nice meeting others in engineering who have the same passion for STEM and for diversity in STEM. I am happy that the IDEA Center supports orgs like SHPE, which has helped me grow personally and professionally too.” —IDEA Scholar, Class of 2017 SUMMARY OF FINDINGS & RESULTS: In 2016, 60 out of the 63 students who participated in the Summer Engineering Institute joined 204 students already in the IDEA Scholars program. 93% of the participants remained in engineering at the beginning of their sophomore year. Our IDEA Scholars are graduating with an engineering degree at a higher rate than all freshmen who were admitted at the same time. The average graduation rate for IDEA Scholars who started their undergraduate degree between 2011-2013 is 76%. This is higher than the graduation rate among freshmen who were from ethnicity groups that are traditionally underrepresented in engineering, admitted during the same period, who were not IDEA Scholars (59% average retention rate after their third year in Jacobs School). Bottom line: if you are from a historically underrepresented group and you are an IDEA Scholar, you have a higher chance of graduating with an engineering degree here at UC San Diego compared to students who are not in the IDEA Scholars program. IDEA ENGINEERING STUDENT CENTER

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PHOTO CREDIT: ERIK JEPSEN/UC SAN DIEGO CREATIVE SERVICES AND PUBLICATIONS


Mentorship


TRANSFER ENGINEERING ACADEMIC MENTORSHIP (TEAM) PROGRAM DESCRIPTION: The Transfer Engineering Academic Mentorship (TEAM) program is designed to assist new transfer students in making a successful adjustment to UC San Diego as an engineering student. Incoming transfer engineering students in the Jacobs School are paired with an upperclassmen transfer student who shares the same engineering major. TEAM provides opportunities to build strong academic and professional connections with the engineering community. Therefore, all programmatic activities are exclusively designed with the transfer student in mind. PROGRAM GOALS: By the end of the program, students will have strong connections with fellow engineering peers, as well as engineering faculty and professionals, and will be well-informed about internships, research, and other scholarly opportunities. Students will be well-versed in the requirements of their engineering major and will have 1-1 connections with company representatives due to multiple site visits and tours.

The following quotes are from the openended questions on the TEAM survey: “Visiting a company and meeting engineering professionals who—like me, started off at a community college—was really inspiring and motivating. As a transfer student, sometimes there is a stigma that you were denied admission to a 4-year college and for some, that may be true. However, there are many who attend a community college due to cost. It doesn’t lower you. In fact, I think being a transfer student, entering one of the most competitive fields such as engineering, demonstrates commitment. This was a theme the engineer professionals spoke about and they could relate to transferring to a school of engineering and juggling family and kids and strategies they developed.” “Connecting with a transfer engineering student in my major that took the courses I would soon be enrolling in really helped my transition to engineering. It also helped because my mentor introduced me to faculty in my major and even brought me to her research lab, where I now work!”

DATA COLLECTION & METHODS: A post-survey is disseminated at the end of the academic year. The survey asks questions about the students’ experience of having a mentor, as well as specific aspects about the program and recommendations they may have for future programming. Open-ended questions are provided on the survey to understand specifically how each workshop or event impacted the students’ learning and/or professional development. (See right)

“Being a veteran student, it was valuable having another veteran engineering student as my mentor. He could relate to me on so many levels and we really formed a lasting bond. We were able to connect on technical skills the military trains you on and was able to use those skills directly in our major.”

SUMMARY OF FINDINGS & RESULTS: During the 2016-2017 academic year, we had 35 mentees and 72 mentors participate. As a result, we were able to achieve individual pairing between mentor and mentee. On the post survey, we had a 98% response rate. Students ranked the following three items as having the most impact: 1.) Specifically having an upperclassman, transfer engineering student serve as a mentor; 2.) Quick access to engineering faculty and mentorship; 3.) Industry site visits and networking with professionals. IDEA ENGINEERING STUDENT CENTER

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JACOBS UNDERGRADUATE MENTORING PROGRAM (JUMP) PROGRAM DESCRIPTION: Jacobs Undergraduate Mentoring Program is a community of engineering students (both undergraduate and graduate) and alumni, who provide support, advice, guidance, and experience to all members. JUMP hosts three meetings per quarter to serve as an opportunity for mentees, mentors, and alumni to connect, network, and provide mentorship. The quarterly meetings have the following themes: 1) fun and casual event for mentees and mentors to connect 2) professional and career development for both mentees and mentors 3) career advice, networking, and mentoring from alumni.

“I felt like [JUMP] helped me develop my career and personal goals more and focus on the future rather than just focusing on school.” —JUMP Undergraduate Mentee

PROGRAM GOALS: The goal of JUMP is to provide mentorship and positive role models at multiple levels: from peers, graduate students, and alumni. JUMP provides freshman and transfer students with resources and mentoring to ease their transition from high school or community college to UC San Diego, as well as resources and mentoring to undergraduate students considering graduate school, all while fostering a sense of community at the Jacobs School of Engineering.

“I liked best that the JUMP Mentor program offered some events that were also of interest to the mentors (like Alumni events).” —JUMP Graduate Mentor

“There is an old saying: “We stand on the shoulder of giants.” As an undergraduate, at every alumni-sponsored or student-organized event, I remember the free food and drinks. I remember the inspired feeling after learning about the innovative technologies and researches that the alumni were involved in. Most importantly, I remember the insights I gained from interacting with them. They helped pave the way for me -- through sharing their experiences, and imparting advice on intellectual and professional development. Being able to come back to share my own experience with the JUMP students has been both humbling and rewarding.” —True Xiong, B.S. Electrical Engineering 2005, Senior Software System Engineer, Sony and TESC DECaF Chair 2005

SUMMARY OF FINDINGS & RESULTS: In the 2016-2017 academic year, the number of JUMP participants increased by 37%, with 275 undergraduate students (Mentees) and 50 graduate students (Mentors) participating in this program. 20

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Academic Enrichment


ENG 10: FUNDAMENTALS OF ENGINEERING APPLICATIONS COURSE DESCRIPTION: Implemented during summer of 2011, ENG 10 gives students hands-on experience with engineering mathematics and its applications. Students use the Python programming language to apply concepts from mathematics to engineering applications (e.g. solving a system of linear equations to find the final concentration of chemical species in a reaction process). Inclass activities and a final design project provide students with hands-on experience with solving engineering problems related to design, manufacturing and prototyping, electronics, and data analysis. COURSE GOALS: Increase motivation and student success in engineering through an application-oriented, hands-on introduction to engineering mathematics and design processes.

LEARNING OUTCOMES:

DURING ITS FIRST YEAR:

ůů Develop an understanding of fundamental mathematical concepts in an engineering context. ůů Develop an understanding of core engineering concepts by formulating, analyzing, and solving math-based engineering problems. ůů Gain exposure to design and implementation basics through hands-on labs and design challenges. ůů Create a deeper interest in engineering and an appreciation for math through demonstrations (robots, image classification, etc.). ůů Communicate effectively with the engineering community and society at large. ůů Work effectively as an individual, in teams, and in multidisciplinary settings along with the capacity to engage in lifelong learning.

139 STUDENTS ENROLLED

33 UNIQUE DESIGN PROJECTS COMPLETED

SUMMARY OF FINDINGS & RESULTS: ůů Many students (even those with engineering experience) lack hands-on experience with engineering, as well an understanding of how they can apply engineering to real-world problems. But once you expose these students to engineering topics and skills (e.g. programming, electronics and design), they flourish. ůů Students are able to understand the iterative process and feedback systems of engineering design. ůů ENG 10 has directly influenced several students to get involved with undergraduate research and student engineering projects on campus. ůů ENG 10 has empowered students to feel that they truly are engineers. This seems to be particularly true with underrepresented students. ůů Students are capable of finding creative solutions to engineering problems. It seems many of them just need someone to show them the basics. IDEA ENGINEERING STUDENT CENTER

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ENG 2: ORIENTATION TO ENGINEERING II COURSE DESCRIPTION:

LEARNING OUTCOMES & DATA METRICS:

ENG 2 focuses on students strengthening their study skills and learning the value of implementing positive academic and personal practices that will impact their mindset and behavior patterns.

By the end of this orientation course, students will have learned, reflected on, monitored, and improved their use of time management and learning strategies. Students will have also learned about campus resources and engineering as a field of study and as a career. Finally, students will have worked to develop selfregulation and self-awareness skills and set academic goals for the remainder of their academic years in college.

COURSE GOALS: The objectives for ENG 2 are for students to acquire the study skills and the practical knowledge necessary for success in engineering as a field of study and as a career. The course specifically focuses on time management, learning strategies, and academic planning.

Major

Winter 2017

Spring 2017

Bioengineering

5

1

Computer Science & Engineering

3

3

Electrical & Computer Engineering

5

3

Mechanical & Aerospace Engineering

4

1

Nanoengineering

0

0

Structural Engineering

4

1

21

9

TOTAL

table: Engineering Student Enrollment by Major

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SUMMARY OF FINDINGS & RESULTS: At the end of Spring 2017, we conducted a qualitative assessment of ENG 2, which not only reiterated the finding that students make habitual changes to their behavior after taking the class, but also informed us what type of specific changes were made and how they have been beneficial to the student. Participants who completed the ENG 2 course found that individual effort and involvement factors were important to their academic performance. All participants acknowledged that, upon beginning the course, they lacked adequate study habits and skills, and their current behavior was not conducive nor leading to academic success. Due to their proactive work habits and attitudes towards their academic goals, these participants were able to adjust and modify their behavior by prioritizing and consciously setting time to study efficiently and effectively, based on the skills they learned from the course, and to be self-aware and reflective about their practices.

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SWEET WORKSHOPS PROGRAM DESCRIPTION:

���

The S.W.E.E.T workshops are a series of academic, professional, and technical skill-building workshops open to all undergraduate engineering students. The workshops take place each week during fall, winter, and spring quarter. We host approximately 24 workshops (8 per quarter) throughout the academic year. PROGRAM GOALS:

38+4856+ 58+ =

To inform students about campus resources that are key to their academic success, train students on cutting edge technology that is being used in engineering classrooms and in industry, and train students on skills and strategies that can be utilized in the classroom to maximize their learning.

29%

28%

FRESHMEN

SOPHOMORES

JUNIORS

24%

SENIORS

19%

figure: Attendance by Academic Level (On Average)

16%

15%

10%

17%

21%

ůů ůů ůů ůů ůů ůů

Structural Engineering Mechanical & Aerospace Engineering Nanoengineering Electrical & Computer Engineering Computer Science & Engineering Bioengineering

21%

figure: SWEET Workshop Attendance by Department (On Average)

LEARNING OUTCOMES: The following are some of the learning outcomes we seek to achieve: 1) an understanding of engineering classes and faculty expectations, 2) how to write a professional resume, 3) interview strategies, 4) knowledge on test taking and exam preparation, 5) knowing the process and timeline for applying to graduate school, 6) strategies and tools for stress and anxiety, 7) foundational and advanced skills and application of current technology (i.e. LabView, Python, Solidworks, data science, etc.). DATA COLLECTION & METHODS: Pre and post surveys are disseminated at the beginning and end of each professional workshop to understand student learning on the topic being addressed. Open-ended questions are provided on the surveys to understand specifically how the workshop impacted students’ academic and professional development. On a yearly basis, surveys are disseminated to undergraduate engineering students and industry/alumni partners to gauge what type of training is needed in the future and/or required by both academia and industry, especially as it relates to new technologies and/or programming languages. SUMMARY OF FINDINGS & RESULTS: During the 2016-2017 academic year, for our non-technical workshops, we had an average 75-85 students attend each workshop. Our technical workshops have an average of 95-140 students. Based on student and industry feedback and evaluations, more topics, as well as advanced training on specific technical skills will be provided during the 2017-2018 academic year. Therefore, the workshops will be held twice a week, whereby a total of 16 workshops per quarter will take place. Thus, the workshops will increase to a total of 48 per year. IDEA ENGINEERING STUDENT CENTER

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ENGINEERING GRADUATE & SCHOLARLY TALKS

���

PROGRAM DESCRIPTION:

Graduate & Scholarly talks are a series of academic, professional, and technical training workshops open to all graduate and postdoctoral engineering students at the Jacobs School of Engineering. The professional workshops take place throughout the academic year and we host 6-8 workshops per quarter.

18.6%

11.4%

5.5%

5.5%

28.3%

ůů ůů ůů ůů ůů ůů

Mechanical & Aerospace Engineering Electrical & Computer Engineering Computer Science & Engineering Structural Engineering Bioengineering Nanoengineering

29.7%

PROGRAM GOAL:

Engage graduate and postdoctoral engineering students in professional workshops and inquiry that will enrich their potential for success. By taking advantage of these activities, we are preparing graduate and postdoctoral students in the development of their teaching and academic careers. Overall, our goal is to ensure that we are addressing topics that graduate and postdoctoral students face and/or will face when they transition into faculty and early academic career positions.

“As a faculty member and presenter, the talks have provided me with an avenue to address a need in graduate engineering education. It also encouraged me to be a more thoughtful faculty advisor and think of the student holistically in their overall professional development”

26

figure: Graudate Talks Attendance by Department (On Average)

“The talks have increased my understanding and knowledge of professional skills and has better equipped me in my academic training” “The talks have allowed me to think about my research and career in more broad terms and have diverse professional engineering professionals I can now go to for feedback and advice” “Often times colleges and universities forget about the type of training a Ph.D. student needs. The Talks provide a platform to address the emerging needs and training of graduate students in an efficient manner” DATA COLLECTION & METHODS: Pre- and post- surveys are disseminated at the beginning and end of each professional workshop to understand student learning on the topic being addressed. Open-ended questions are provided on the surveys to understand specifically how the workshop impacted their learning and/or professional development. Furthermore, on a quarterly basis, surveys are disseminated to engineering graduate students, faculty, and industry/ alumni partners to gauge what type of training is needed and/or being required by both academia and non-academic constituents. SUMMARY OF FINDINGS & RESULTS: During the 2016-2017 academic year, we had an average 75-85 students attend each of our non-technical workshops. Since the inception of Engineering Graduate and Scholarly Talks in 2013, the number of graduate and postdoctoral students attending has grown. In 2013, the range of attendees per workshop was 48-97 students. During the 2016-2017 academic year, the range was 73-157. 67% are Ph.D. students, 32% master’s students, and 1% postdoctoral students. 2 016 - 17 A N N U A L R E P O R T


ENGINEERING LEARNING COMMUNITIES PROGRAM DESCRIPTION: During the 2016-2017 academic year, we decided to grow ELC by adding Chemistry 6A, 6B, and 6C, as well as Physics 2A, 2B, and 2C to the entire offering of the MathCalculus Series (20A—20F). In addition, we hired a total of 16-18 engineering peer educators who would facilitate a specific community based on their academic strength in the subject matter. PROGRAM GOALS: Though many forms and definitions of learning communities exist, the Engineering Learning Communities focused on engaging students in a common intellectual activity, including applying what they were learning in various contexts, and building social and intellectual connections between one another, which, in turn, helped build a sense of community among participants.

“I have to say [Learning Communities] really built up my confidence…not only my academic confidence in that I know I can do the work—it went beyond that! I now feel confident knowing that I have peers like me who feel the same way and that we are really learning and growing together. We really helped each other, challenged one another, and became more confident in our ability to teach one another and actually present scientific and mathematical concepts.”

LEARNING OUTCOMES & DATA METRICS: The following key learning outcomes were established for the Engineering Learning Communities: ůů ůů ůů ůů

Build a supportive learning environment. Develop confidence and strengthen study skills. Learn the value of collaborative study. Increase student mastery and motivation in course subject(s).

As a result, when developing the appropriate methods for assessing the learning communities, we followed a mixed-method approach in order to see if we were meeting the goals of our learning outcomes and to further understand the learning process of our engineering students. SUMMARY OF FINDINGS & RESULTS: Overall, students were extremely positive about their Engineering Learning Community experience(s), particularly their ability to read and think through a problem, work with peers on developing solutions, and having an upperclassmen engineering peer educator facilitate their learning. As the findings illustrate, students became members of a community focused on academic content, which further allowed them to develop their academic skills sets, discover their voice in the learning process, and integrate what they were learning into other academic and social experiences. In addition, peer educators spoke of the intense stimulation of discovering their engineering degree and teaching practices and the deep satisfaction of learning to collaboratively create a curriculum or lesson plan.

IDEA ENGINEERING STUDENT CENTER

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PHOTO CREDIT: ERIK JEPSEN/UC SAN DIEGO CREATIVE SERVICES AND PUBLICATIONS


Diversity & Recruitment


DIVERSITY, RECRUITMENT, & YIELD GOAL: To increase the number of engineering students who are first-generation or from underrepresented groups through these programs and events: ůů Engineering Overnight Program ůů Breakfast with the Dean for Admitted Freshmen ůů Breakfast with the Dean for Admitted Transfers

ENGINEERING OVERNIGHT PROGRAM The Engineering Overnight Program (EOP) is a free 3-day, 2-night program for high school seniors from lower socioeconomic groups who have been admitted to the Jacobs School of Engineering. Participants are paired up with current UC San Diego undergraduates who serve as their hosts. Students participate in activities that include touring labs, connecting with faculty and networking with student organizations. The number of high school seniors who participated in the 2017 EOP was our highest since the program started in 2013 and 16% higher than the previous year. The number of hosts participating in 2017 was also the highest it has ever been (23% higher than the previous year). In 2017, the acceptance rate for EOP participants was 63.75%, compared to 22.61% across the Jacobs School of Engineering.

“It was amazing. It made me feel for the first time like I can make a change to the engineering industry.” “It was a great experience. Talking to current students and also learning about engineering at UCSD has influenced me to apply for the summer program.” YIELD:

EOP

JSOE

2016

55.88%

19.35%

2017

63.75%

22.61%

PARTICIPANTS:

IDEA ENGINEERING STUDENT CENTER

Applied

Participated

2016

237

68

2017

261

80 31


BREAKFAST WITH THE DEAN: Breakfast with the Dean (BWTD) provides an opportunity for students from underrepresented and underserved groups who have been admitted to engineering majors to meet with current engineering faculty, students, and staff, and learn about the various programs at the Jacobs School of Engineering that promote academic success and social engagement.

TRITON DAY The number of students who attended the 2017 Breakfast with the Dean event is two-and-a-half times that of our highest attendance since the event started in 2012! YIELD:

BWTD

JSOE

2016

78.57%

19.35%

2017

63.87%

22.61%

PARTICIPANTS:

Participated

2016

42

2017

191

TRANSFER TRITON DAY We had a 32% increase in the number of students who attended the 2017 Breakfast with the Dean event during Transfer Triton Day. YIELD:

BWTD

JSOE

2016

74.19%

19.35%

2017

75.00%

40.71%

PARTICIPANTS:

Participated

2016

31

2017

40

32

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Student Life


WELCOME WEEK

IDEA ENGINEERING STUDENT CENTER

35


DIVERSITY ENGINEERING STUDENT ORGANIZATIONS PROFESSIONAL EVENING WITH INDUSTRY Professional Evening with Industry is an annual event organized jointly by National Society of Black Engineers (NSBE), Society of Hispanic Professional Engineers (SHPE), and Society of Women Engineers (SWE). This event includes a catered dinner with keynote speakers, and a career fair where company representatives will have a chance to review resumes and meet current students from the Jacobs School of Engineering. PEI 2016 had a higher number of company sponsors compared to the previous four years, with three corporate, nine gold and 12 silver sponsors. The sponsorship funds are distributed among the three diversity student organizations to enable them to provide quality programming and events, as well as professional development, to their officers and members throughout the academic year.

Corporate: ůů Northrop Grumman ůů Tri Tech Software Systems ůů Nestle Waters Gold: ůů ůů ůů ůů ůů ůů ůů ůů ůů

Salesforce The Boeing Company Informatica LLC Facebook IBM Credit Corporation UTC Aerospace Systems Visa LEIDOS ViaSat

Silver: ůů ůů ůů ůů ůů ůů ůů ůů ůů ůů ůů ůů

QUARTERLY LEADERSHIP WORKSHOPS The IDEA Engineering Student Center continues to promote growth among our engineering student leaders through a quarterly Engineering Leaders Workshop. We work closely with SHPE, NSBE, SWE, WIC, oSTEM and TESC officers in preparing their programmatic plans for the academic year; promoting collaboration and partnership among them, as well as with other engineering student organizations; and facilitating the transition between outgoing and incoming student leaders. We also include in these workshops topics that foster their academic and leadership development such as diversity paradigm, micro expressions, and SWOT analysis; and emphasize the importance of all student leaders maintaining good academic standing. 36

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Qualcomm Intel Corporation Genentech General Atomics & Affliates Union Bank Box, Inc MITRE Corporation Cymer Esri Turner Construction Company Greenlee Communications Cisco Systems, Inc


GRADUATION RECEPTIONS & END-OF-THE-YEAR BANQUETS At the end of every spring quarter, the diversity engineering student organizations plan and coordinate an end-of-the-year banquet to celebrate the yearlong achievements of its executive board and members. Faculty, alumni, staff, and industry professional are invited by the board to recognize their continued support and efforts throughout the year. This is also an opportunity to acknowledge graduating students and award recipients for their tremendous accomplishments to the organization. The staff advisor from the IDEA Engineering Student Center presents each graduating senior with an IDEA cord and a special graduation gift. The officers of each executive board also receive a special gift from the IDEA Engineering Student Center for their hard work and dedication as engineering student leaders.

oSTEM The IDEA Engineering Student Center recently helped launch the UC San Diego chapter of Out in Science, Technology, Engineering, and Mathematics (oSTEM). oSTEM is a national society dedicated to educating and fostering leadership for LGBTQA+ communities in the STEM fields through professional development workshops and social activities.

UC San Diego is the third UC school to join the more than 50 chapters across the country.

Bioengineering undergraduate Matthew Jaconetta was one of the initial driving forces behind oSTEM, which he saw as a way to help build community and empower students.

oSTEM is an umbrella organization, meaning it’s not just for engineering students, but LGBTQA+ students of all majors.

“My mission has been fostering a strong community for the queer students on this campus,” said Jaconetta. “A sense of belonging is directly correlated to how much you want to stay [at a school]…the retention rate.”

“We became an official student organization this quarter and have 2530 people show up regularly to meetings,” said Jaconetta. “It really demonstrates the need.”

oSTEM is the latest addition to an entire suite of student organizations aimed at helping students succeed and thrive academically, socially and personally.

IDEA ENGINEERING STUDENT CENTER

37


TESC/ENGINEERING STUDENT ORGANIZATIONS

TESC is a student organization dedicated to serving students by facilitating communication within the engineering student body, promoting engineering education, organizing programs and events, providing a resource of information about engineering student activities, furthering the professional development of engineering students, and acting as a collective voice for engineering students and engineering student organizations at UC San Diego.

TESC was reorganized from a divisional structure to a Matrix Structure. This shift ultimately moved TESC toward a more organic overall organizational culture.

“The Triton Engineering Student Council (TESC) unites and empowers the engineering community at UC San Diego. We do so through professional, educational, and networking engagements in collaboration with student organizations, campus partners, and industry relations” —Who We Are, TESC Mission & Values

TESC has committed renewed efforts to engaging with diversity organizations. As part of this initiative they participated in annual event planning meetings with new leadership and consulted with both Women in Computing (WIC) and the Society of Women Engineers (SWE) when hosting the first ever HackXX at UC San Diego.

$300,000

3,000+

RAISED FOR ENGINEERING PROJECT TEAMS & EVENTS

The matrix structure mixes divisional expertise with functional assignments. Communication and workflow have been simplified to quickly onboard new members to TESC’s structure, culture of accountability, and annual goals/vision.

photos: 2016 SD Hacks Competition, hosted in RIMAC Arena 38

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ATTENDEES AT ENGINEERS ON THE GREEN, DECAF, AND SD HACKS


RING CEREMONY

Ring Ceremony is an annual event where we celebrate our engineering seniors and their accomplishments. The ceremony includes recognition awards, a keynote speaker, the Jacobs School graduation oath, and the presentation of the rings. The graduation oath is a commitment of participants to uphold standards of ethics, integrity, and quality as practicing engineers and as graduates of the Jacobs School of Engineering. During the ceremony, participants receive a ring to be worn as a symbol of this commitment. In 2017, over 400 graduating seniors attended this event. $10,000 was raised from the senior class gift for the Student Travel Fund, which help cover costs for undergraduate student travel to conferences and competitions.

“Of the three ceremonies I attended over the weekend...the Ring Ceremony was my favorite. It was a great way to highlight the unique achievement of graduating from the Jacobs School of Engineering...I love the symbolism behind the rings and the oath we take during the ceremony.�

IDEA ENGINEERING STUDENT CENTER

SCHOOLWIDE AWARD WINNERS: Faculty of the Year: Dr. Christine Alvarado Student of the Year: Ryan Hill, Yajur Maker, Alan Puah IDEA Award for Community Leadership: Jose Ramirez

DISTINGUISHED SPEAKERS: Dr. Dharmendra Modha, Chief Data Scientist, IBM Dr. Al Pisano, Dean, Jacobs School of Engineering Kimberly Ly, B.S. Computer Science Ryan Hill, B.S. Computer Science

39


MATCHING FUNDS TEAMS RECEIVING FUNDING: (20 total teams, up from 17) ůů ůů ůů ůů ůů ůů ůů ůů ůů ůů ůů ůů ůů ůů ůů ůů ůů ůů ůů ůů

Autonomous Airplane Team Design, Build, Fly Design, Build, Launch ChemE Car Team AIChE Western Regional Conference Team Human Powered Submarine Team Solar Car Team Engineering World Health HIV Diagnostics Team Grand PrIEEE Micromouse Project Drive Team Quadcopter Team Skynet Triton Racing Concrete Canoe Team Seismic Design Team Steel Bridge Team Made in Space Team Tech Yonder Dynamics

FUNDS AWARDED IN 2016-17:

$58,550

UP +18% FROM 2015-16

above: The Human-Powered Submarine team at their competition in Maryland, june 2017

TEAM RESULTS & HIGHLIGHTS: The Human Powered Submarine (HPS) team at the UC San Diego placed 4th in the oneperson non-propeller driven category during the 14th International Submarine Races held June 24th - June 30th at the Carderock Naval Base in Bethesda, Maryland. The competition was a drag race through a 100 meter course, which required the submarine to travel through two sets of pylons without breaching for a run to be considered successful. The team was able to finish its first successful run in six years at the races. In 2018, the team plans to compete in the European International Submarine Races for the first time. The UC San Diego Autonomous Airplane Team (UCSD AUVSI) builds fully autonomous airplanes that can locate and recognize targets and avoid moving and static obstacles. The UCSD AUVSI team competed in the 2017 AUVSI Student Unmanned Aerial Systems Competition, held in Maryland by the Seafarer Chapter of the Association for Unmanned Vehicles Systems International. The team finished 5th in the Flight Readiness Review portion of the competition and finished 9th out of 54 registered teams in the overall competition, two places higher than the previous year and their best finish in the past five years.

above: The UCSD AUVSI aircraft

40

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STUDENT TRAVEL FUND FUNDS AWARDED IN 2016-17:

$9,825

CONFERENCES ATTENDED: UP +38.8% FROM 2015-16

above: The SpaceX Hyperloop Pod Design Competition hosted at Texas A&M University

(Abridged List) ůů SHPE National Conference (Kansas City, KS) ůů SEDS SpaceVision Conference (Cape Canaveral, FL) ůů SpaceX Hyperloop Pod Design Competition (College Station, TX) ůů Theta Tau Western Regionals (Davis, CA) ůů American Society of Civil Engineers Workshop for Student Chapter Leaders (Los Angeles, CA) ůů American Chemical Society Annual Meeting (San Diego, CA) ůů Celebration of Women in Computing (San Luis Obispo, CA) ůů Clinton Global Intiative Universty (Boston, MA) ůů Vision VR/AR Summit 2017 (Hollywood, CA)

The Jacobs School of Engineering Student Travel Fund provides opportunities for individual students and student organizations to apply for scholarships to supplement costs of conferences or other similar events. Students applying for these funds are focused on opportunities to increase student visibility and networking. The Jacobs School of Engineering Travel Fund was made possible by generous donations starting with the 2013 graduating senior class in conjunction with the annual Ring Ceremony. Through their giving efforts, our seniors came together as Tritons helping to secure enhanced learning opportunities for future Jacobs School students. Awards from this fund will help cover cost for undergraduate student travel to conferences and competitions. For the 2016-2017 academic year $9,825 were awarded to 17 engineering student groups and 24 individual engineering students who either participated or presented at a conference.

above: Clinton Global Intiative University

IDEA ENGINEERING STUDENT CENTER

41


PHOTO CREDIT: ERIK JEPSEN/UC SAN DIEGO CREATIVE SERVICES AND PUBLICATIONS


Acknowledgements


PARTNERS & DONORS

Northrop Grumman Corporation

California Space Grant Consortium National Science Foundation

Janet & Mark Handzel The Boeing Company

Campus Partners Academic Enrichment Program Academic Integrity Office Academic Internship Program Admissions and Relations with Schools Black Resource Center Career Services Center Center for Student Involvement Corporate Affiliates Program Counseling and Psychological Services Cross Cultural Center EnVision Maker Studio Financial Aid and Scholarships Office Gordon Engineering Leadership Center Graduate Division International Student & Programs Office Jacobs School of Engineering Departments Lesbian, Gay, Bisexual & Transgender Center Office for Academic Support and Instructional Services Postdoctoral and Visiting Scholars Affairs Raza Resource Centro Student Promoted Access Center for Education and Service Student Affairs Technology Services Study Abroad Office Summer Session Teaching + Learning Commons The Library Undergraduate Colleges Women's Center IDEA ENGINEERING STUDENT CENTER

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PHOTO CREDIT: ERIK JEPSEN/UC SAN DIEGO CREATIVE SERVICES AND PUBLICATIONS

IDEA ENGINEERING STUDENT CENTER, UC SAN DIEGO 9500 GILMAN DRIVE, MC 0429 LA JOLLA, CA 92093-0429 (858) 534-6105 IDEA.UCSD.EDU

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Annual Report 2016-2017  

Introducing the Inaugural IDEA Engineering Student Center Annual Report, 2016-2017

Annual Report 2016-2017  

Introducing the Inaugural IDEA Engineering Student Center Annual Report, 2016-2017

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