I Will Guide You Home...
I Will Guide You Home...
1.0 INTRODUCTION
1.1 Texas Technical Workforce Program
2.0 OVERVIEW
2.1 The Problem
2.2 How the mentoring office will help
3.0 IMPLEMENTATION
3.1 Staff
3.2 Facilities
3.3 The Workshop
3.4 Card Readers
3.5 Computers
4.0 PARTICIPANTS
1.0 INTRODUCTION
This proposal covers the concept and details regarding the creation and operation of an IEEE mentoring program.
This program was conceived in the spring of 2002 by members of the UTA Student Branch of IEEE (IEEE@UTA). We believed that the creation of central location that facilitated peer, and possibly professor, mentoring was in the best interest of students, the department, and the University. Through communication with professors, the members learned that the Faculty was also considering setting up such program in accordance with the Texas Technical Workforce Program (TTWP) grant that they had received. Under the guidance of faculty members, the members of IEEE have merged the two plans. Working together, with the funds from the TTWP, we seek to create something that can make a lasting impact on the University.
1.1 Texas Technical Workforce Program
Members of industry noticed thatfewer and fewer students are pursuing the challenging field of electrical engineering and that current recruitment efforts are insufficient. They found this to be very concerning and believe that it will lead to a shortage of engineers in the coming years. Low throughput retention figures showed that significant amounts engineering freshmen were changing majors after the first year. The Texas Technical Workforce Program was conceived to increase the number of baccalaureate degrees awarded in the Department of Electrical Engineering, with the desired outcome of increasing the number of BSEE students placed in the technology industry of Texas.
It was noted that the number of freshmen entering the College of Electrical Engineering was lower than needed to meet the anticipated needs of Texas industry. Electrical Engineering is a very challenging major for most students and is often perceived as too difficult. Potential students who look at today's job market are worried about being able to find a job after they graduate. Potential students might not see a reason to attempt such a challenging major when they might not be able to find work when they are done.
It was also observed that the retention rate of students in the college was very poor for students in their first and second years. Only a small percent of entering freshmen made it through to upper levels courses. By TTWP standards, this translates to low numbers of entering (30 hours or less), progressing (90 hours or less) and advanced (127 hours or less) students. Of course, the obvious result is that only a small number obtain Grad status i.e. poor throughput retention. Some students have trouble with the sudden increase in pace when the first circuits' classes begin where others may lack the skills to operate in the college environment. Without guidance, these students, who could potentially become successful Electrical Engineers, are lost to other programs.
It is in the best interest of the University to not have potential Electrical Engineers discouraged simply because they are inexperienced. It is in the best interest of the University and the students to ensure that graduating engineers are of the highest possible quality and can add prestige to the University's name. It is in the best interest of Industry to make Electrical Engineering an attractive major to ensure that there will be no labor shortage in years to come.
2.2 How the mentoring office will help
The IEEE Mentoring Office will help in the recruitment of aspiring electrical engineering students, and help retain the ones that begin the journey. The existence of the IEEE mentoring office would be advertised on the web, at tables at orientation week, live visits to class during the first week, and on recruitment trips to high schools. This would become part of the appeal of Electrical Engineering at UTA. The office would be a focal point on orientation tours to display the EE program. Potential students would know that there is help available.
The office will primarily help achieving the retention goals. Entering students will have an easy to find central location to obtain assistance. They will see realize that Electrical Engineering is rewarding field of study. They will be exposed to IEEE and see its benefits. The students will be working with people who have recently made it through or are currently in the same program. Students who excelled in certain areas will be available to assist others who are struggling. As well as instructional assistance, the mentors will be able to offer insights and guidance on how to survive and succeed as an engineering student.
Peer mentoring is a proven method of helping students improve their grades. Good examples of similar programs on the UTA campus alone include the Math Clinic, Physics Clinic, the Chemistry Clinic, and the SOAR individual and group tutoring. These programs statistically show a letter grade improvement for participating students.
Mentors will also benefit from the exchange. The best way to master a subject is to explain it to someone else. They will have a work experience that lends itself very well to applications and résumés. Paid positions could be a very important source of income for cash strapped students.
With the funding promised by the Texas Technical Workforce Program, we have many options. One option is to follow the example of the Math Clinic that is run by the math department. A portion of the money would be used to hire qualified students as mentors who would staff the office as needed therefore ensuring regular hours. In addition to the job security of part time employment all participants will enjoy, international students who participate in the program will qualify for reduced tuition fees.
Alternatively, to avoid having to manage a payroll, a scholarship fund in the form of employment opportunities could be created. The students who receive the scholarship will be required to work in the mentoring office for the duration of the scholarship. Not only will this benefit the students receiving help, but the mentors will most certainly become more efficient in their acquired academic skills.
With the support of the faculty, we are investigating the possibility that TAs hold some or all of their office hours in the mentoring office. This way they will be available in an easy to find, central location. Although their primary obligation will be to the students of the class they are responsible for, their expertise in other fields will be invaluable to other students who need assistance. There will be an area for the TA's to use while they are not actively tutoring a student. It is hoped that some professors might also choose to hold some of their office hours in the facility and use the area for special study or review sessions. Several professors have expressed an interest in participating.
The Mentoring office is room #132 in Nedderman Hall with overflow options into room #128 across the hallway. The space is expected to receive major renovations as early as November 2002. The preliminary version of the mentoring office will use the facilities as is. The current layout is as follows.
The space is segmented into several offices, half of which are used by IEEE and the other half by HKN. Post renovation, much of the area will be opened up.
This new layout will provide ample space to set up computer terminals, desk space, lecture areas, areas for staff, and a workshop. The computer area will be set up to facilitate tutoring on software applications such as MatLab with Simulink, PSpice, Cadence, MathCAD, etc. Desk space and lecture area will be available to instruct a group of students or offer one on one tutoring or group tutoring on whiteboards. A staff area will be designated for tutors to use when they are not actively mentoring any students. A workshop area, made possible by tools loaned by Dr. Bearny Svihel, will be set up to offer assistance on design projects and other hardware related issues.
The University has newly renovated lab facilities nearby, but they are usually only available for scheduled lab classes. These hours of operation can present scheduling problems for students. Our area will complement those lab facilities by offering complementary tools and hours. The workshop will house all the required equipment to produce PCB's from copper clad boards, including a computer and laser printer for designing and printing the PCB layout, along with various important mechanical and electrical tools. It will provide students with a place to work on assembly projects as well as provide them with an opportunity to explore and find new interests.
The entrances to the mentoring office will have card readers that are used as security doors. Authorized people will have access to the office when it is closed. When it is open, students who seek mentoring will swipe their ID cards at the door. This, when combined with performance data from professors, will quantify the benefits of the mentoring office to the students. This data, along with the number of students enrolled in classes, will provide the metrics for justifying the Texas Technical Workforce Program grant to the review board. We will demonstrate our results with data
Computers will be central in the mentoring offices plan to offer assistance with the numerous software suites that engineers are required to master. IEEE has taken control of a small number of older computers that will run some of the software, albeit very slowly. We are in the process of applying for a donation of ten more modern computers from Lockheed Martin Missiles and Fire Controls “ Dallas, but these too are 4 years old. More modern computers, or even components, would be of great interest to us and are vital in helping us fill this role.
IEEE
Chairman: Rami Qweider
Document Authors: Chris Michael, Stephan Wright
Concept: IEEE UTA Student Officers
IEEE Faculty Advisor: Dr. Kenerangui
Faculty
Project Leader: Dr. Shoults
Project Co-leader: Dr. Dillon
Project Advisor: Dr. Svihel