Message from the Dean
Albert P. Pisano Professor and Dean Jacobs School of Engineering As one of the nation’s largest engineering schools, we bear a special responsibility to ensure that we are delivering an excellent educational experience to all of our 9,000 students here in the UC San Diego Jacobs School of Engineering. I am proud to say that our IDEA Engineering Student Center, together with our six academic departments, are continuously focused on this important mission: to foster an inclusive and welcoming community; increase retention and graduation rates; and promote a sustainable culture of academic excellence among all engineering students. This report outlines the myriad ways we are expanding and improving our programs to deliver on this mission, and in particular, to enhance support of our underrepresented student populations in engineering. Our goal is to welcome and empower students from day one. For example, we are expanding on our popular Summer Engineering Institute. This five-week program for incoming freshman is designed to help students transition from high school to the rigors of university-level curriculum. In addition to earning 6 academic credits, students learn about the many opportunities and resources available to them at UC San Diego. One of the biggest benefits is that students find their “posse”, making friendships that last for their entire four years with us and beyond. We have found that getting students engaged and connected improves their experience and likelihood of success. Just one example is our new Guided Engineering Apprenticeship in Research (GEAR) that was launched in Fall 2019 with 31 students. This is a year-long program in which undergraduates will participate with faculty and graduate students in research, while receiving mentorship and workshops to ensure our students gain the most value from this experience. GEAR is modeled after the highly successful program initiated in our Computer Science and Engineering department. We believe that these programs and many others, will ultimately contribute to student success, both in their academics and in all of the learning experiences that UC San Diego has to offer. I invite you to partner with us as we do the important work of educating talented young engineers who will become tomorrow’s diverse technology leaders.
Table of Contents Message from the Dean Director's Note ABOUT US Engineering Student Overview Meet The Staff 2018-2021 Strategic Plan Mission, Vision, & Goals
2 3 4 5 6
SUMMER PROGRAMS Summer Engineering Institute Transfer Prep
8 9 13
SPECIALIZED PROGRAMS IDEA Scholars Program ACES Scholars Program Jacobs Scholars Program
16 17 19 20
MENTORSHIP Jacobs Undergraduate Mentorship Program Transfer Engineering Academic Mentorship Program
22 23 24
ACADEMIC ENRICHMENT Workshops and Information Sessions for Engineers Engineering Learning Communities ENG 10 Engineering Graduate and Scholarly Talks
26 27 28 29 30
DIVERSITY RECRUITMENT Freshmen and Transfer Breakfast with the Deans Engineering Overnight Program
32 33 35
STUDENT LIFE Welcome Week Student Travel Fund Matching Funds Diversity Organizations Ring Ceremony
38 39 41 43 45 47
Director's Note Welcome to our new annual report! We are glad to summarize a year of great activities in the IDEA Engineering Student Center. In Fall 2018, Lisa Trahan took on the role of Director of Strategic Initiatives and Assessment to lead development of new programs for the Center. Following the IDEA Centerâ€™s 2018-2021 Strategic Plan, we developed a year-long research experience for undergraduates to facilitate engineering student access to research opportunities in all six departments at the Jacobs School of Engineering. The Guided Engineering Apprenticeship in Research (GEAR) pilot program was launched in Fall 2019, with the participation of 31 first-generation and low-income engineering students in their second and third year of their studies. We continue to promote academic success and build communities, starting with transition programs for incoming freshmen and transfer students over the summer. From summer 2017 to summer 2018, we saw a 16% increase in participation for the Summer Engineering Institute, a 5-week program attended by 1 in every 11 new engineering freshmen. Participation in Transfer Prep, which is a 4-day program for new transfer engineering students, also increased by 23%, with 1 in every 8 incoming students attending. During the 2018-2019 academic year, we established WISE (Workshops and Info Sessions for Engineers) Sessions. Coordinated by new Student Programs Coordinator Alejandra Arguelles, WISE offers a combination of hands-on technical workshops and information sessions on various topics related to studentsâ€™ academic, personal and professional development through a series of sessions on a particular theme. These include graduate school preparation, professional and career preparation, wellness and self-care, and technical skills and leadership development. In continuing our commitment to the academic, professional and personal development of engineering students from diverse backgrounds, the Dean's Office Matching Funds program was expanded to allow diversity engineering student organizations to apply for funding. As a result, these organizations increased participation in their national conferences. The UC San Diego chapter of the Society of Women Engineers sent 40% more students to their annual conference compared to the previous year, Women in Computing sent around 40 students to the annual Grace Hopper Celebration, and the UC San Diego chapter of the Society of Hispanic Professional Engineers sent 20 students to the annual Convention of this national organization. We look forward to strengthening current collaborations and forging new partnerships as we continue this important work of fostering an inclusive and supportive community and promoting academic success among our diverse engineering student body at UC San Diego. Thanks for reading! Olivia A. Graeve, Faculty Director Gennie B. Miranda, Director of Operations Lisa R. Trahan, Director of Strategic Initiatives and Assessment
1 | 2018-2019 Annual Report
About Us Did you know?
The Jacobs School of Engineering is #2 in California for bachelorâ€™s degrees in engineering and computer science awarded to women (ASEE 2018 data, published July 2019)
About Us | 2
Engineering Student Overview FA’18
9,225Total 6,027Undergraduate 1,934Masters 1,264
2,423Total 1,348Undergraduate 892Masters 183
*US News, published March 2019. **US News, published October 2019. ***ASEE 2018 data, published July 2019.
3 | 2018-2019 Annual Report
The University of California San Diego Jacobs School of Engineering educates tomorrow’s technology leaders and conducts leading-edge research that drives innovation for the global good. With approximately 250 faculty and nearly 9,000 students in six departments, the Jacobs School of Engineering awards more bachelor’s degrees in engineering and computer science than any other school in California.
US News Graduate Program Rankings
US News Best Global Universities Rankings
Jacobs School of Engineering
Engineering at UC San Diego ranks 6th in the
among the nation’s top engineering schools, and 6th in the nation among public universities according to
nation among public institutions, 10th in the nation overall, and 43rd in the world. **
the U.S. News ranking of graduate schools.*
Standings: Undergraduate Degrees Awarded***
#1 in California for bachelor’s
#2 in California for bachelor’s
The Jacobs School of Engineering at UC San Diego is the second-largest engineering school on the West Coast, according to the latest overall enrollment data from ASEE.
degrees awarded in engineering and computer science. degrees in engineering and computer science awarded to women.
#2 on West Coast for school-
Meet the Staff
Olivia Graeve, PhD
Director of Strategic Initiatives & Assessment
Director of Operations
Ruben D. Rodriguez
Academic Success Coordinator
Sloan Scholars Program Assistant
IDEA Student Center Coordinator
About Us | 4
2018-2021 Strategic Plan 2018
In Fall 2018, the IDEA Engineering Student Center launched its Strategic Plan for 20182021. This document defines our focus and efforts for the next three years, which include:
Facilitating engineering student access to research opportunities in all six departments at the Jacobs School of Engineering through a year-long research experience.
Implementing the Academic Achievement Program, which is aimed at creating a caring academic community that proactively communicates with students and provides time and opportunity for improvement.
Continuing to expand our Engineering Learning Communities (ELC) course offerings by including upper-division engineering courses.
Joining the UC Systemâ€™s ongoing FirstGen initiative by exploring ways to refocus existing IDEA Center programming to better support first-generation college students at the Jacobs School of Engineering.
We launched the pilot for the Guided Engineering Apprenticeship in Research (GEAR) program to first-generation and low-income engineering students in their first and second year of undergraduate studies in Fall 2019. We will introduce new ways to ensure that students feel supported to succeed in their engineering coursework by launching the Academic Achievement Program in Spring 2020. This program aims to provide students with timely feedback about their academic performance and actively connect them with programs and resources to support their academic success. And in Fall 2018, we selected MAE 130A Mechanics 1: Statics for our pilot offering of ELCs on upper division engineering courses. On November 8, 2018, the IDEA Center launched its First-Gen Engineering initiative with a community reception to celebrate national first-generation day. This event provided a great opportunity for first-generation faculty and staff at the Jacobs School of Engineering to connect with our first-gen engineering students.
5 | 2018-2019 Annual Report
at a glance
Community | Excellence | Diversity | Inclusion | Leadership | Collaboration | Creativity | Innovation
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.
1. Foster a diverse student body at the Jacobs School of Engineering. 2. Increase retention and graduation rates among our diverse engineering student population. 3. Provide student-centered services that promote academic success. 4. Promote a supportive and inclusive environment for all engineering students. 5. Support engineering student organizations and project teams.
About Us | 6
10 | About Us
Did you know?
92% of students who participated in the Summer Engineering Institute stated that their willingness to seek academic help from others increased during SEI.
Summer Programs | 8
Summer Engineering Institute
Sunday, August 5, 2018 marked the beginning of the Summer Engineering Institute, a five-week residential program, for the 109 incoming freshmen who participated in this program.
Participants in the Summer Engineering Institute took two courses during Summer Session II, ENG 10 and a course in their major field of study. SEI allowed students to become acclimated to UC San Diego prior to the start of the fall quarter. Students were housed in Marshall Upper Apartments and received support from Peer Facilitators, upperclassmen who lived in the same apartments, offered mentorship, and coordinated social activities for all participants. SEI participants were faced with a busy schedule which mimics that of many undergraduate students, but promotes the development of new time-management skills. In addition to taking six units during the summer, students participated in daily academic workshops that introduced them to various campus departments, programs, and resources. Among others, campus partners included, but were not limited to, Geisel Library, the Office of Academic Integrity, CAPS, OASIS, RAZA Resource Centro, LGBT Resource Center, Womenâ€™s Center, Black Resource Center, California Space Grant Consortium, Academic Enrichment Program, Study Abroad, and the Career Center. Additionally, participants learned about the importance of research from current undergraduate students involved in research, as well as Professors Darren Lipomi (NanoEngineering) and Shadi Dayeh (Electrical and Computer Engineering). In addition to the academic focus, the Summer Engineering Institute strives to create a warm and welcoming community for engineering students through evening and weekend social events. Students developed a strong sense of community and established lasting friendships through activities like Beach Day, Pie Your Peer Facilitator, Karaoke Night, and Cross the Line. The Summer Engineering Institute closed with a remarkable capstone project showcase for ENG 10, which welcomed donors, campus and community partners, as well as friends and family to view the hard work students put into their projects over the previous five weeks. The Summer Engineering Institute was funded in part by the Boeing Company, the California Space Grant Consortium, the Padovani family, and the National Science Foundation.
9 | 2018-2019 Annual Report
Academic Success Students who participated in SEI developed foundational attitudes and new behaviors to support their academic success. For example, students increased their willingness to seek help from others (3.47 on 1-4 scale) as well as their amount of independent study (from open ended responses). They also developed positive attitudes (3.41 on 1-4 scale) and appreciation (3.38 on 1-4 scale) towards Engineering and stretched their thinking (3.33 on 1-4 scale) by developing an appreciation for different perspectives (3.37 on 1-4 scale). Students also broadened and deepened their study habits, both increasing their independent study as well as their likelihood to seek help from others. According to one Bioengineering student: “I felt that my learning was a lot more independent than I am used to. It was interesting to be able to go to office hours to learn more about confusing subjects.”
of students responding to the post-survey felt that SEI met their educational needs overall.
MAE10, 26% CSE5A, 10% ENG10, 100% 109 Total
SE1, 13% NANO/CENG15, 22%
Learning Community One of the goals of SEI is to create a community of learners that spans instructional staff and peers, both inside and outside of course lectures, to create a holistic experience that supports students’ academic success. This goal is encapsulated by a student during one of the focus groups that was undertaken after SEI:
“I think… a really major strength that they had during SEI and the classes themselves were providing extra additional support and resources. We’d have the Peer Facilitators doing study hours...and you could obviously make friends and have study groups that way, or you could go to TA offices hours…”
As part of this goal, SEI aims to increase students’ confidence in seeking help and/or advice from engineering faculty, instructors, and TAs. While students’ baseline survey responses indicated that the majority of students felt at least somewhat comfortable approaching professors and asking questions in class before participating in SEI, 92% of students said that they increased their willingness to seek help from others during SEI.
Summer Programs | 10
Summer Engineering Institute
Summer Engineering Institute introduces incoming freshmen to the rigors of a university-level engineering curriculum, and helps build their awareness of relevant campus programs and resources. Students take part in organized social activities during evenings and weekends, and begin forming a peer network and make lasting friendships.
The Summer Engineering Institute aims to begin the formation of a peer engineering learning community that will continue to serve students throughout the academic year. Feedback from students suggest that SEI successfully fostered this academic community building. For example, students said that explaining their work to their peers was the most helpful activity to support their learning (3.25 on 1-4 scale). Furthermore, they were highly satisfied with opportunities to work with peers during (3.50 on 1-4 scale) and outside of class (3.47 on 1-4 scale).
I think it’s great because in all my classes I know someone from SEI, so I don’t have to sit alone. Even if I wasn’t super close to them I know I can go up to them and say “hi” and then make a study group with them and with people that they know probably. So I think that’s a really good thing that came out of this.
Peer Facilitators play a significant role in the SEI social experience by leading social activities, tutoring, and residential suite meetings. When asked about the social activities in SEI, participants felt strongly that the Peer Facilitators were helpful (3.82 on 1-4 scale). During the focus groups, students described how Peer Facilitators supported them and shaped the SEI social experience. As students explained:
“My PF [Peer Facilitator] over the summer, he still checks in with me. Some of the things I’ve talked with him about are still impacting what I’m doing now.” Overwhelmingly, students felt that one of the most valuable outcomes of SEI was building a network of peers, from their Peer Facilitators, to their classmates, to friends made outside of class. Students felt like they made great relationships during SEI (3.65 on 1-4 scale) and developed a strong network of people to
11 | 2018-2019 Annual Report
support them (3.63 on 1-4 scale). They had the opportunity to both develop friendships outside of class (3.63 on 1-4 scale) and get to know students in their major (3.61 on 1-4 scale). During focus groups, they discussed how lucky they felt to have developed friendships over the summer before the start of the Fall quarter. Because of this, they started the Fall quarter with a network who can support them in their studies and personally. As explained by one student: “It’s also just huge having friends in general when you’re starting college. Not knowing anybody. If I didn’t do SEI, I’d be completely lost coming into the fall. Having a few friends I made over the summer and I still spend a lot of time with who can help me out or I can help them out with anything. That’s big.”
Summer Programs | 12
Transfer Prep is a 4-day program held over the summer to provide incoming transfer engineering 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.
During summer 2018, we welcomed 87 incoming transfer engineering students to the Jacobs School of Engineering through the Transfer Prep program. Thatâ€™s 1 out of 6 of all transfer students who started at the Jacobs School of Engineering in Fall 2018. This was a 23% increase in participation from the previous year and was our largest Transfer Prep cohort ever! Sixty-seven percent of the participants were first generation college students, 29% were underrepresented minority students, and 23% were women. As part of the Transfer Prep program, students were introduced
to campus resources, met with advisors and faculty, toured either Northup Grummanâ€™s Mission Systems Site or The J. Craig Venter Institute, participated in social events, and much more! Participants were asked to fill out a post-survey, where theyindicated that Transfer Prep helped them form connections with their fellow students, created an awareness of resources and programs, and aided in their transition to UC San Diego. The activities participants reported as being most beneficial were: lunch with faculty, touring Geisel library, meeting with their departmental advisors, dinner with industry and alumni, touring the EnVision Maker Studio, and presentations from the Career Center and Academic Enrichment Programs.
Number of Participants
Year 13 | 2018-2019 Annual Report
“ “ “ “ “ “ When asked “What did you find the most valuable about Transfer Prep?", participants responded:
Talking to professors and getting to know them. I got more comfortable with asking questions and asking them about research opportunities in the future. Talking with faculty members was the most valuable experience.
I found it very valuable talking to the people in the industry. I got to learn about projects they’re working on but how they use resources when they were students.
Transfer Prep provides an opportunity for us to get familiar with the campus, make friends that we’ll work/study with in the next three years. It was a great inspiration to be a member of the UCSD community and the industry in general.
Summer Programs | 14
18 | About Us
Did you know?
IDEA Scholars are graduating with an engineering degree at a higher rate than all freshmen who were admitted in the Jacobs School of Engineering at the same time.
Specialized Programs | 16
IDEA Scholars Program
The IDEA Scholars Program works to foster community building and academic excellence among our top incoming freshman engineering students from diverse backgrounds. Students attend the Summer Engineering Institute as a cohort.
In Fall 2018, 52 students joined the 164 current IDEA Scholars who call UC San Diego home. IDEA Scholars are predominantly first-generation and/or from underrepresented minority groups. Here is the retention rate for engineering freshmen admitted in Fall 2014, by Fall quarter of their fourth year at the Jacobs School of Engineering.
Non-IDEA URM Students (Ethnicity only)
Non-IDEA Students (Includes First-Gen)
In addition, IDEA Scholars graduate with an engineering degree at a higher rate than students from the same population, as well as ALL Jacobs School freshmen who were admitted at the same time.
The annual IDEA Scholars Graduation Reception held on June 1, 2019 celebrated 42 students who were graduating with their engineering degree. They join the 92 alumni who have graduated since 2015. The following graduating IDEA Scholars received special acknowledgement for embodying the primary goals for the IDEA Scholars Program, which are to foster community building and academic excellence.
Academic Excellence Award Winner “The IDEA Scholars formed a strong foundation for the start of my college career. By meeting other students during PrEP, I was able to start the school year with a strong support system and sense of community that helped ease the transition into college. ENG1 and the weekly group meetings also helped me transition academically into UCSD by bringing to my attention the numerous resources on campus. JUMP provided me with a strong sense of mentorship as I started thinking about what I wanted to do post-undergrad. Connecting with a current graduate student has been instrumental in my own goal of attending graduate school.”
- Derek Wong, BS Bioengineering: Biotechnology currently enrolled in PhD in Chemical and Biological Engineering at Northwestern University
17 | 2018-2019 Annual Report
Community Service Award Winners
“The IDEA Center was the reason I decided to attend UCSD. I realized during the Engineering Overnight Program, which allowed me to sit in on courses, get an intimate tour of labs, and exposure to life on campus, that UCSD would be campus where I wanted to spend my college career. From there, I was able to attend the Summer PreEngineering program the summer before my freshman year, which helped my transition into college and provided the support system I needed to succeed. I not only met close friends and incredible mentors, I also was inspired to provide that same experience to the future cohorts of engineering students. I am forever grateful for all the opportunities IDEA Center has provided me.”
- Jasmine Chiang, BS Electrical Engineering currently enrolled in MS in Electrical Engineering at UC San Diego
“IDEA Scholars played a big role in my college experience in that it allowed me to start off college not feeling so alone. I went into classes recognizing people and having one less thing to worry about during my first year of college. The IDEA Center also played a big role in allowing me to work at the Engineering Learning Communities for three years here at UCSD. I really enjoyed being able to help students in their classes and it brings me great joy to see how grateful the students are at the end of the quarter for this program.”
- Melissa Perez, BS Mechanical Engineering currently works as an Associate Engineer at Collins Aerospace
Specialized Programs | 18
Academic Community for Engineering Success (ACES) The Academic Community for Engineering Success (ACES) is aimed at fostering academic excellence in highly motivated engineering students from economically and educationally under-served backgrounds. During the 2018-2019 academic year, ACES welcomed its second cohort of ACES Scholars, which consists of 23 low-income engineering students. Faculty mentorship is an important part of the ACES program, and 20 Jacobs School of Engineering faculty served as mentors to the ACES Scholars during 2018-19. ACES Scholars were matched with faculty based on their majors and areas of interest.
ACES supports students from economically and educationally underserved backgrounds, and focuses on enhancing student success in their chosen engineering major through admission to the Summer Engineering Institute, faculty mentorship, a collaborative peer support community, and additional academic enrichment.
Faculty met regularly with the ACES Scholars to provide guidance and mentorship. The ACES program is part of a larger, NSF-funded â€œRedshirt in Engineering Consortiumâ€? made up of six different universities. In May 2019, the IDEA Center hosted all six universities for a two-day Redshirt Consortium meeting, allowing for the dissemination of information, sharing of best practices, and discussion surrounding how to best serve our student population. Currently, 93% of ACES Scholars who entered the program are still pursuing their engineering degrees at UC San Diego.
26% s Of lar t h e 23 ACES Scho
43% are female
are first-gen students
sta rte d in
19 | 2018-2019 Annual Report
Jacobs Scholars Program
Jacobs Scholars have access to a unique network of like-minded scholars, professionals, and industry leaders to provide them with the connections they need to succeed.
The Jacobs Scholars program was established almost twenty years ago by Dr. and Mrs. Irwin Jacobs in order to recruit the most promising applicants to the Jacobs School of Engineering. Each Jacobs Scholar receives a 4-year full scholarship to complete a bachelorâ€™s degree in one of the six engineering departments, which covers room and board, tuition, and living expenses. This program also provides a number of academic and institutional benefits including graduate-level borrowing privileges at UCSD libraries, the ability to change majors within the Jacobs School, participation in research programs, and faculty mentorship during their third and fourth years. In Fall 2018, 11 freshmen joined a community of 31 Jacobs Scholars. Each Jacobs Scholar is a member of the Jacobs School Scholars Society. The Society connects incoming Scholars with continuing Jacobs Scholars who serve as their peer mentors throughout their undergraduate career. The Society also coordinates a number of academic enrichment, professional development, and social events throughout the academic year, including a quarterly lunch with engineering faculty and resume reviews. Throughout its existence, the Jacobs Scholars program has served as the premier recruitment program for the Jacobs Schoolâ€™s
high-achieving applicants. It continued to attract a similarly talented group of students during the 2019 recruitment cycle with an average GPA of 4.32. Of notable highlights, Varun Govil, a bioengineering: biotechnology Jacobs Scholar junior, was one of 12 students awarded the Donald A. Strauss Foundation Public Service Scholars scholarship for his project proposal to develop synthetic biology outreach initiatives for underrepresented minority high school students. He received a $15,000 prize to pursue his social change and public service projects. The prestigious scholarship was awarded to 12 sophomore or junior undergraduates, and is meant to help fund their innovative projects. The performance of our Jacobs Scholars after graduation continues to be inspiring. Fourteen Jacobs Scholars completed their engineering degrees and graduated during 2019. Many of these students have been accepted into some of the most competitive PhD and Master's programs in the country, and others have taken engineering positions with firms like Google and Genentech. All 14 of the graduating Jacobs Scholars join a community of over 150 alumni who continue to do amazing things in industry, academia, and medicine.
Specialized Programs | 20
24 | About Us
Did you know?
The 360 people that make up the Jacobs Undergraduate Mentorship Program (JUMP) community consist of 250 undergraduate students, 80 graduate students, and 30 alumni and engineering professionals.
Mentorship | 22
Jacobs Undergraduate Mentoring Program
Jacobs Undergraduate Mentoring Program is a community of students (both undergraduate and graduate) and alumni, who provide support, advice, guidance, and experience to all members.
This year, the Jacobs Undergraduate Mentoring Program welcomed over 250 undergraduate students and 80 graduate mentors. We focused on providing thoughtful conversations regarding professional and personal opportunities for growth through panels and workshop sessions. We invited over 30 UC San Diego alumni and professionals from industry to networking events with our students where they provided advice for future goals, as well as tips and tricks for improving their resume and elevator pitch. Next year will hold many changes for JUMP as we implement industry tours, field trips and lounge space where undergraduates can have access to more graduate students and receive help on many topics, including graduate school applications. We also plan to hold more training sessions for Mentors throughout the year and offer more events where they can come together. At these events, they will receive information and tools they can use with their mentor group, as well as share best practices and effective approaches to mentorship. Through focus groups conducted at the end of the Spring 2019 quarter, we gathered feedback from 23 JUMP Mentors and Mentees. Two main highlights informed planning for the 2019-2020 academic year.
Overall Positive Feedback Undergraduates liked JUMP events overall, and felt they were often well organized and executed. They especially appreciated workshops on professional skills and preparing for career fairs.
Meeting Multiple Graduate Students A few undergraduates mentioned that they appreciated the events because they were able to meet multiple graduate students who were in their major or had taken their classes. In particular, students who were not meeting with their mentor seemed really appreciative that by attending these events, they had the opportunity to connect with other graduate Mentors.
23 | 2018-2019 Annual Report
Transfer Engineering Academic Mentorship Program
Transfer Engineering Academic Mentorship Program pairs incoming transfer engineering students in the Jacobs School of Engineering with upperclassmen transfer students.
Networking is such an important part of a student’s career. This is how students learn about resources, get advice and meet new people. Fall 2018 gave 100 undergraduate transter students who participated in the Transfer Engineering Academic Mentorship program the opportunity to get to know their engineering community through socials and community building activities. In Winter 2019, we prepared students for internships and research opportunities, and invited upperclassmen to share their wisdom and knowledge with the underclassmen. In Spring 2019, we invited Jacobs School of Engineering alumni and professionals from industry to network with our transfer students and give advice for successful approaches to the job and internship search. We look forward to next year and being able to grow our program. During the Spring 2019 quarter, we gathered feedback from 10 TEAM Mentors and Mentees who participated in a combination of individual (n=5) and group (n=5) interviews. Student feedback informed planning for the 2019-2020 academic year.
TEAM Activities Graduate and Research Panels
Students value opportunities to meet with graduate students and hear about their research/research opportunities. A few students mentioned that they were very interested in pursuing research/graduate school and would like additional opportunities to connect with graduate students and PIs.
The resume event was the most mentioned TEAM event, and most Mentees said that their Mentor reviewed/provided feedback about their resume. They found both of these to be helpful. Mentors agreed that this was helpful for students, but noted that the Mentee's specific needs for feedback may shift over time (e.g., creating a resume, fleshing out limited experience, wordsmithing, etc.)
Students found great value in discussing their academic plan with their mentor or other transfer students. This is the primary place where they got the information they needed to make decisions about which classes to take each quarter (first year and beyond).
Improvements for 2019-2020
To overcome the challenge of finding the “perfect” mentor that matches all of a Mentee’s needs, we will adopt the matching process used for Jacobs Undergraduate Mentoring Program where Mentees will be able to meet the Mentors and pick their top choice for a match. We also plan to provide opportunities throughout the year for Mentees to connect with multiple Mentors on different topics. This would allow them to connect with Mentors based on specific advice they could provide (e.g., classes, research, etc.) and talk with someone who has the most relevant information for their situation. Research, internship, and resume opportunities rose to the top as important topics for transfer students. Students identified research and internship opportunities as high priorities, and are eager to find them in their first year. As such, many of our new initiatives in 2019-2020 will be focused on addressing these issues, including: • Organizing industry tours for TEAM participants in Winter and Spring quarter • Recruiting graduate students to serve as mentors, who can provide guidance and advice on research involvement and pursuing graduate school. We look forward to further strengthening transfer students’ overall experience in TEAM in the new academic year.
Mentorship | 24
28 | About Us
Did you know?
95% of students participating in Engineering Learning Communities (ELC) would recommend them to other students!
Academic Enrichment | 26
Workshops and Info Sessions for Engineers The Workshops and Info Sessions for Engineers (WISE) are designed to provide engineering undergraduates the skills and abilities they need to succeed as a professional engineer. In 2018-2019, SWEET (Success Workshops for Emerging Engineers in Training) Workshops were renamed WISE (Workshops and Info Sessions for Engineers) Sessions to reflect the format of these offerings, which are a combination of hands-on technical workshops and information sessions on various topics related to students’ academic, personal and professional development. In addition, each session is prepared with a specific skill that a student will acquire at the end of the session and/or a clear benefit to the student, which is communicated to students at the time that each session is being advertised. We started the academic year offering a series on Python, in partnership with Eta Kappa Nu (HKN), and Arduino, in part-
The Workshops and Info Sessions for Engineers are a series of academic, professional and technical skill-building seminars open to all undergraduate engineering students at the Jacobs School of Engineering.
nership with the Department of Electrical and Computer Engineering’s Project in a Box. We started a series on graduate school preparation, in partnership with the Graduate Division, with topics that included “Why Go to Grad School?” and “Funding Your Graduate Education.” We also offered a series on career preparation, in partnership with the Career Center, and self-care, in partnership with the Counseling and Psychological Services. In addition, we featured a special talk by a Jacobs School of Engineering alumna, Lisa Stambaugh, author of “Web Diva Wisdom: How to Find, Hire and Partner with the Right Web Designer for You.” Lisa spoke to her experience as a software developer and how to thrive as a woman engineer. For the 2019-2020 academic year we plan on working in partnership with project teams to provide technical workshops as well as talks on student involvement in competitions.
WISE Themes in 2018-2019 Graduate School Preparation
Professional and Career Preparation
Wellness and Self-Care
27 | 2018-2019 Annual Report
Technical: Arduino, Python
Engineering Learning Communities
Engineering Learning Communities provide small, cooperative learning environments for students in pre-requisite math, science, and engineering classes.
Program Description Engineering Learning Communities (ELCs) are collaborative study groups for engineering students that are facilitated by Peer Educators - undergraduate students who have already mastered course content. During the 2018-2019 academic year, ELCs were offered for many of the “gateway” courses required of most engineering students. ELCs meet every week for two hours and participants do practice problems, prepare for exams, master fundamentals, strengthen study skills, learn the value of collaborative study, and gain confidence in a supportive group environment.
Expanding to Engineering Courses During the 2018-2019 academic year, ELCs were expanded to include two engineering courses: Mechanics I: Statics (MAE 130A) and Mechanics II: Dynamics (MAE 130B). MAE 130A and MAE130B were selected because a large number of engineering students take these courses from both the Mechanical and Aerospace Engineering and Structural Engineering Departments.
Math 20A - E, Math 18
73% of students felt ELCs helped them succeed in their course.
Chemistry 6A - 6C Physics 2A - 2C
95% of students participating in ELCS would recommend them to other students.
Feedback on Peer Educators My Peer Educator knows his stuff. He is clear and stops to help when we are having trouble. He does check points (asks if we're lost) and there's no shame when anyone says they have no clue what is going on.
He is very welcoming and can explain the material in a way that's easy to understand!
Academic Enrichment | 28
F u nFundamentals d a m e n t a l s oof f EEngineering n g i n e e r i n gApplications Applications
In support of Dean Albert P. Pisano’s Experience Engineering Initiative, aimed at giving each Jacobs School undergraduate student a hands-on or experiential engineering course or lab each and every year starting freshman year, the IDEA Center continued to offer ENG 10 - Fundamentals of Engineering Applications to engineering freshmen every quarter during the 2018-2019 academic year. In-class activities using Python and Arduino complement the lectures and provide students hands-on experience with solving real-world engineering problems related to design, manufacturing and prototyping, electronics, and data analysis. In addition, students receive full training in all of the engineering/ technical equipment at the EnVision Maker Studio. This year was one of reflection and planning for ENG 10. Following assessment of the course during the Winter 2019 quarter, an ENG 10 Curriculum Committee of faculty, instructors, and staff was formed to discuss possible curricular and structural changes to the course. Preliminary recommendations include: • Refocus curriculum on math topics that are foundational in engineering, and avoid superficial introductions to more advanced topics. • Consider limiting enrollment to first year students, who will benefit most from the introductory nature of the course. • Keep assignments and class activities in Python, because it is a valuable programming language for students to learn and is a good introduction to programming. • Incorporate more opportunities for students to do mathematical calculations, to ensure that they understand the math they will then calculate using Python. • Transition from using Adafruit Circuit Playground Classic to Adafruit Circuit Playground Express, which will allow students to better apply what they’ve learned by programming their final projects in Python instead of Arduino IDE. • Formalize the structure for Arduino and CAD tutorials. • Incorporate additional information about the engineering design process and collaborating on a team. The committee will resume meeting in the 2019-2020 academic year to revise course activities, improve course administration, as well as create a timeline for implementing these modifications.
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Graduate & Scholarly Talks
Engineering 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
Grad Talks had a very successful year, with an average attendance of 80 graduate students and postdocs per session. Under the guidance of Professors Tod Pascal and Zheng Chen, we were able to offer 6 graduate and scholarly talks per quarter and recruit industry, faculty, and campus speakers who shared their knowledge on topics like: The Job Search: Academia Vs. Industry, Grant Writing, Imposter Syndrome, Time Management, Writing Better Emails, Mentorship, and Learning How to Network. Respondents to an end-of-year survey provided an overall rating of 4 out of 5 for the Grad Talks series, and provided wonderful topic suggestions for the 2019-2020 academic year. We look forward to another successful year in which we include some of our graduate students to present their expertise on related topics, such as: finding and securing a post-doc position, career direction and development, time management, building a good relationship with the PI, and preparing for a faculty position. Thanks to the following departments for co-sponsoring Grad Talks: Bioengineering, Electrical and Computer Engineering, Mechanical and Aerospace Engineering, and Structural Engineering Departments.
Attendance by Department 2018-2019 Average Attendance*
107Fall Quarter 73Winter Quarter 76Spring Quarter
314Computer Science and 129 Other (Post Doc, Engineering
Sloan Physical Science)
*Across 6 talks offered per quarter
"How often did you attend Grad Talks during each quarter?" Once per quarter: 32% 2-3 times per quarter: 39% 4-6 times per quarter: 24% Other: 5%
Attendance by Academic Level
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Diversity Recruitment Did you know?
Out of the 85 admitted freshmen who attended the Engineering Overnight Program, 62% accepted their offer to UC San Diego and will be joining the Jacobs School of Engineering family in Fall 2019.
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Breakfast with the Dean Our annual Breakfast with the Dean, held during Triton Day on April 13, 2019 for admitted engineering freshmen, and Transfer Triton Day on May 11, 2019 for admitted engineering transfer students, provide an opportunity for students from underserved groups to meet current engineering students, faculty, and staff. They were able to ask questions and learn about the various programs at the Jacobs School of Engineering that promote their academic success and social engagement. Both events are coordinated in partnership with our engineering diversity student organizations: Women in Computing (WIC), the National Society of Black Engineers (NSBE), the Society of Hispanic Professional Engineers (SHPE), Society of Women Engineers (SWE), Society of Asian Scientists and Engineers (SASE), and Out in Science, Technology, Engineering, and Mathematics (oSTEM). Breakfast with the Dean on April 13, 2019 was attended by 65 admitted freshmen and their families, with 71% of these students accepting their offer to UC San Diego and joining the Jacobs School of Engineering in Fall 2019. In addition, 82% of the 56 transfer engineering students who attended Breakfast with the Dean on May 11 accepted their offer of admission to UC San Diego and will also be joining us in Fall 2019.
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Engineering Overnight Program At the annual Engineering Overnight Program, held on April 11-13, 2019, the IDEA Center hosted 85 high school seniors who have been admitted to an engineering major on campus. This 3-day, 2-night program is geared towards providing these admitted students from underserved groups an opportunity to experience the university environment and campus life at UC San Diego, meet fellow admitted high school seniors and current engineering students, and get a feel for the supportive community that awaits them at the Jacobs School of Engineering. Many thanks to the 85 current engineering students who volunteered to host these EOP participants in their dorms and apartments.
The IDEA overnight program was the final determining factor in my decision to SIR, I am most definitely accepting to become a Triton, opportunity is everywhere and the connections I was able to make were amazing!
Out of the 85 admitted freshmen who attended this event, 62% accepted their offer to UC San Diego and will be joining the Jacobs School of Engineering family in Fall 2019.
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Diversity Recruitment | 36
40 | About Us
Did you know?
400 graduating undergraduate engineering students participated in the 2019 Ring Ceremony event!
Student Life | 38
Welcome Week â€˜18 In Fall 2018, the IDEA Engineering Student Center welcomed the 1,772 new undergraduate students to the Jacobs School of Engineering through various events. We also participated in numerous activities both within the School of Engineering as well as campus-wide, to familiarize students to the programs and resources that we offer at the IDEA Center. They include presenting at all the engineering department orientation sessions, and tabling at the Student Services Festival and various community center open house events. The IDEA Center also helped welcome the 1,150 new graduate engineering students at the Graduate Student Fair, and by presenting on our various services at the department orientation sessions.
Engineering Community Welcome In partnership with the National Society of Black Engineers (NSBE), Society of Women Engineers (SWE), Society of Hispanic Professional Engineers (SHPE), Women in Computing (WIC), and Out in Science, Technology, Engineering, and Mathematics (oSTEM), the IDEA Center welcomed new engineering students from underserved groups to the Jacobs School of Engineering in Warren Lecture Hall on Wednesday, September 26, 2018. Each of our diversity organization selected a representative to speak about their experience as an engineering student, as well as their experience as a member of their organization. The panel included Tee Srey (oSTEM), Laura Gutierrez (SHPE), Kyle Skelil (NSBE), Jacqueline Villalobos (SWE), and Madeline Lee (WIC), who spoke about how and why they got involved with their respective organizations. They also talked about the challenges they faced during their transition to college, and the role their organization played in easing their transition to UC San Diego. Following the panel, attendees were offered the opportunity to ask questions about the panelistsâ€™ experiences as members of each organization, as well as their general experience within their major. Many attendees were concerned with the pace of classes at UC San Diego and asked for tips to maintain a reasonably balanced academic schedule.
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Jacobs School Open House Welcome Week culminated with the Jacobs School Open House, where the IDEA Center welcomed new and returning students on Friday, September 28, 2018. This event brought together units from the Jacobs School of Engineering such as the Gordon Engineering Leadership Center, Institute for the Global Entrepreneur, and Global Ties, as well as campus partners that provide service to engineering students like The Basement, Teaching and Learning Commons, Counseling and Psychological Services, Career Center, Academic Enrichment Program, OASIS, First Year Experience, Study Abroad Office, and Geisel Library. The Open House highlights the numerous resources available to students, both within the School of Engineering and campus-wide.
Sloan Scholars It was with great excitement that we welcomed 12 new Sloan Scholars this year, five of them in engineering. These doctoral students will participate in a program supported by a grant from the Alfred P. Sloan Foundation to support a University Center for Exemplary Mentoring at UC San Diego.
PhD in Bioengineering PhD in Bioengineering
PhD in Structural Engineering PhD in Electrical Engineering
PhD in Computer Science
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The Student Travel Fund provides financial support and funding for undergraduate engineering students attending conferences and competitions. This fund was established with generous donations from the graduating senior class in conjunction with the annual Ring Ceremony. Seniors from each graduating class help to ensure this award will continue to assist rising engineers for years to come.
Xuanang Li 2019 IEEE VLSI Test Symposium “My first authored paper was accepted to the conference. This is my first time giving a technical presentation about my research work. I spent a lot of time improving my presentation skills and prepared to answer any questions from other professors, PhD students, and industrial people. During the conference, I met a lot of people that are interested in my research. I also listened to a bunch of talks in the field of hardware testing and security that represent the state of the art development in these fields.”
Marquez Balingit NSBE National Convention 2019 “I spent time networking with recruiters from multiple graduate school programs and got contact information as well as in depth info about the opportunities for visiting the campuses. I gave resumes to these schools and to companies such as Consumer Energy, JPL, and others for internship opportunities. I gained wisdom about the growing influence of artificial intelligence and its impact on the criminal justice system, "Smart Cities", and future for work. I also learned about key methods and strategies to becoming a successful applicant in graduate fellowship programs such as The National GEM Consortium and the NSF.”
Samantha Lee SASE West Regional Conference “Attending SASE WRC allows us a unique opportunity to network with other SASE chapters across the West Region. We met people from Fresno State, Cal State Long Beach, UC Santa Barbara and even Arizona State, just to name a few. Along with meeting people from across the state, we were able to refine our professional skills by attending the workshops hosted by industry professionals such as those from the Red Cross and Lockheed Martin."
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l e v a r T
Cesar Alva Associated Schools of Construction
“The event was one of a kind that cannot be replaced by any other experience. It involved coming up with construction solutions under 15 hours, acting as a general contractor for a heavy civil problem. We were able to learn what involves building a bridge, especially on the financial side. We had to determine an estimate for the total amount it would cost to build the bridge and the staging of how it would get constructed. We learned how communication and organizational skills are key components in any job site as its a team collaboration between engineers, architects and general contractors to have a job done. On top of that it was also important to keep everything organized as coming up with a bid book to explain the different estimates and subcontractors that are joining the site can become a part of the problem if nothing is organized.”
Sean Orellana 45th Annual NSBE National Conference “While I was in Detroit Michigan attending the 45th Annual NSBE National Conference I had both a great professional experience and was able to get closer to my fellow organization members. The two-day career fair helped me learn more in depth about how different energy companies function and what fields I’d be interested in learning more about through co-op or internship opportunities. Also, since I mostly spending time with my organization members we became closer and I got to know them more as people rather than fellow engineers. I will use the information I gathered from the conference to apply for internships for summer 2020 and learn what I want to focus on.”
Victoria Thai Engineers for a Sustainable World Annual Conference “There were many speakers for the event that discussed different topics, including sustainable city infrastructure and how to create international projects. From those sessions, I learned that public transportation can drastically reduce personal vehicles on the roads. I also learned how to organize, plan, and execute an international project that could help poorer communities live better lives, for example, building a bridge across a river. We were also able to network with other students from different chapters. I now have a contact from another chapter that can help get corporate sponsorship for the UCSD chapter. I was able to learn more about different resources within the ESW national community that can help make the ESW-UCSD chapter even better through the community, fundraising, or through projects.
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Engineering student organizations participating in project-based competitions may apply for Matching Funds, where funds raised by the student organization are considered for matching by the Dean's Office on a dollar-for-dollar basis.
During the 2018-2019 academic year, Matching Funds awarded $62,659 in grants to 18 different project teams. This year, the program was expanded to allow student groups to apply during Spring quarter, in addition to Fall. In addition, diversity engineering student organizations were invited to apply for Matching Funds to encourage them to increase the number of students they send to their national conferences. These changes have allowed more student groups to participate in competitions or attend conferences.
Highlights Triton Robotics placed 6th in a class of 60 cars in the ChampCar Endurance Series. The team received recognition for being the first team participating for only their second year to compete and finish the competition. Society of Civil and Structural Engineers' (SCSE) Seismic Design Team participation in the 2019 EERI (Earthquake Engineering Research Institute) Seismic Design Competition on Vancouver B.C., Canada. The project team developed towers to withstand seismic loads and received 6th place in structural analysis and 8th in poster presentation among 39 teams participating worldwide. The UC San Diego branches of Eta Kappa Nu (HKN) and IEEE co-hosted H.A.R.D. Hack for the fifth time. This 24-hour hardware focused hackathon competition has gained popularity state-wide, and this year, an invitation was extended to other schools to compete at UCSD. In 2019, HKN and IEEE were able to host almost twice as many students compared to the previous year. They also saw a more diverse participant pool this year, with participants from Cognitive Science, Business, and other non-Engineering majors, resulting in interesting interdisciplinary projects through collaboration between Engineering and non-Engineering majors. The H.A.R.D. Hack 2019 grand prize winner was team EasyFrenzy. Their project is called The Green Machine: a smart trash can that uses machine learning to separate trash into the correct receptacles. A step towards a more ecological trash machine!
2018-2019 Participating Teams AIAA Design/Build/Fly ASME Human Powered Submarine Eta Kappa Nu (HKN) & IEEE H.A.R.D. Hack IEEE Grand PrIEEE IEEE Micromouse oSTEM - Out in Science, Technology, Engineering, and Mathematics SAMPE Bridge Competition SCSE Concrete Canoe SCSE Seismic Design Team
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SCSE Steel Bridge SHPE - Society of Hispanic Professional Engineers SWE - Society of Women Engineers SynBio iGEM Triton Robosub Triton Robotics Triton Unmanned Aerial Systems WIC - Women in Computing Yonder Dynamics University Rover Challenge
C-Car was founded by leaders of the successful FSAE team, Triton Racing to give students who wish to pursue a career in automotive engineering and racing engineering an opportunity to develop crucial engineering, project management, and testing skills. Mark II represented an evolutionary leap in terms of raw technology for the C-Car Racing team at UC San Diego. The car was refitted with significant improvements in suspension and aerodynamics to compete in arguably the most competitive event held on the west coast, which was held in Monterey, CA. Overall, the team finished 6th in class in a field of 60 cars. Of the teams competing in their second competition, UC San Diego stood alone. There were no other first or second year teams in the field at competition, a testament to just how far the team has come in such a short amount of time. The designs and methods employed managing the race closely mimicked those of winning teams in the past helping set the pace of the competition for the duration. During the awards ceremony, the team received honorable mention for intuitive design, teamwork, and sportsmanship. The team was also recognized as the first second year team to compete and finish the competition in its entirety.
- C-Car Racing Matching Funds Final Report 2018
The UCSD Concrete Canoe team had a very successful 2019 competition season at the Pacific Southwest Conference (PSWC) organized by the American Society of Civil Engineers (ASCE) from April 3 to April 5. After nine months of designing, experimenting, and building, the end product was the stellar canoe Cosmos. This year, 18 total teams competed against Cosmos in the Concrete Canoe competition. Concrete Canoe is proud to say that UCSD ranked second overall in the conference, a feat never before accomplished in UCSD’s 17-year history in the competition. The team had one of the best technical papers and oral presentations thus far, with only minor point losses that can be improved. - UCSD Concrete Canoe Matching Funds Final Report 2019
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Diversity Student Organizations Opening the Matching Funds application to engineering diversity organizations in Spring 2018 has allowed Society of Women Engineers (SWE), the Society of Hispanic Professional Engineers (SHPE), Women in Computing (WIC), and Out in Science, Technology, Engineering, and Mathematics (oSTEM) to send more students to their annual conference for their personal and professional development.
Out in Science, Technology, Engineering, and Mathematics (oSTEM) Annual Conference In November 2018, the UC San Diego chapter of oSTEM sent 10 students to their annual conference in Houston, Texas. A great benefit to students who attended this conference was being able to participate in "identity-based workshops where individuals who identify with particular identities could form affinity groups, have discussions on navigating STEM spaces as a queer person, and offering resources and support" (oSTEM Matching Funds Final Report 2018). Congratulations to oSTEM's VP Internal, Mische Holland, who was chosen out of over 60 applicants to present their research. Holland received an award for the Best Undergraduate Research Poster Presentation.
Grace Hopper Celebration of Women in Computing (WiC) Approximately 40 students from the UCSD Chapter of Women in Computing attended the 2018 Grace Hopper Celebration in Houston, Texas. "Overall all WIC members enjoyed the student-organized trip to the Grace Hopper Celebration and benefitted from the conference. Many were incredibly thankful to have been able to attend the conference, with some reporting that they now feel more confident in their abilities. All attendees additionally left the Grace Hopper Celebration with a sense of inspiration and courage. They will remember that while women are a minority in tech, we all have the potential to increase diversity and create positive change in the industry. Being surrounded by thousands of women in the tech industry shows us that we can succeed in such a male dominated industry."
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Society of Hispanic Professional Engineers (SHPE) National Convention Of the 20 participants that attended the 2018 SHPE National Convention in Cleveland, Ohio, at least 8 participants mentioned that it was their first time attending the SHPE Convention, and 83% were able to receive an interview for either an internship or full-time job upon graduation. Allan Martinez, who was the 2017-2018 Outreach Co-Chair for SHPE UCSD Chapter received an offer on the spot during one of his interviews with Lockheed Martin! “I felt very empowered seeing Hispanics in high positions giving their own workshops and speeches, knowing that they were able to make it and are still fighting for the rest of us to feel comfortable in a similar space.” – 4th Year Student , First Time Conference Participant
In addition, Maritza Sanchez (2nd Year PhD Student in Materials Science and Engineering) was recognized as Graduate Student Role Model of the Year at the STAR Awards Gala. This award is presented to an active SHPE student member who has provided selfless and outstanding contributions to their SHPE student chapter and the Hispanic community, while at the same time, maintaining academic excellence. Congratulations, Maritza!
WE18: Society of Women Engineers’ (SWE) Annual Conference The UCSD Chapter of SWE was able to send 13 students to WE18, held in Minneapolis, MN on November 2018. When asked about their experience attending the SWE Conference, 40% of the participants indicated that they would not have been able to afford the cost of attending if it was not subsidized by Matching Funds. SWE members who attended the conference gained valuable networking skills and exposure to a large community of successful women engineers. “My favorite part was seeing all the women engineers come together and support each other. The talks at the conference were very informative and inspirational and gave me insight into what my future as an engineer might look like. I also think that I was able to get closer with members of SWE UCSD through traveling and sharing new experiences.”
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Ring Ceremony Ring 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.
387 graduating students registered to attend Ring Ceremony 2019 Award for Excellence in: Bioengineering Surabhi Kalyan Computer Science and Engineering Barbara He Rahul Sabnis Electrical and Computer Engineering Kelly Levick Victor Miranda Mechanical and Aerospace Engineering Hannah Munguia Flores Danielle Monique Naiman NanoEngineering Davina Joshuia Structural Engineering Yuanqi (Ivy) Wang Faculty of the Year Award Jan Kleissl Student of the Year Award Graham Martin IDEA Award for Excellence in Diversity and Inclusion Jacqueline Villalobos
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Acknowledgements Special thanks to: California Space Grant Consortium Jack Wolf Endowment Scholarship Janet & Mark Handzel Lawrence Livermore National Laboratory National Action Council for Minorities in Engineering Northrop Grumman Corporation National Science Foundation Roberto and Colleen Padovani Endowed Scholarship The Boeing Company
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Explore all of the IDEA Engineering Student Center's work, events, and updates during the 2018-2019 academic year at UC San Diego!
Published on Jan 22, 2020
Explore all of the IDEA Engineering Student Center's work, events, and updates during the 2018-2019 academic year at UC San Diego!