Program will support 25 low-income students via scholarships and support services
By the University at Buffalo
Students who are underrepresented in science, technology, engineering and math (STEM) programs are more likely to succeed if they experience positive psychosocial factors such as sense-of-belonging and self-efficacy.
Less is known about how other matters, such as social justice awareness and socio-technical theory, play in ensuring these students excel in the classroom and beyond.
A multidisciplinary University at Buffalo research team has been awarded a $1.5 million National Science Foundation grant to study these issues, and ultimately improve retention and graduation rates of high-achieving, low-income students pursuing STEM degrees.
On a larger scale, the project aims to help fulfill the national need for well-trained professionals in STEM fields.
The team, led by principal investigator Rajan Batta, will use the award over five years to fund scholarships and provide support services to 25 full-time students who are pursing undergraduate degrees in engineering or computer science, or master’s degrees in biomedical engineering or engineering science.
Batta, Ph.D., is associate dean for faculty affairs and diversity in the School of Engineering and Applied Sciences and a SUNY Distinguished Professor in the department of industrial and systems engineering.
Other investigators on the project are:
√ Harrison Kelly, Ph.D., associate professor of practice and director of undergraduate studies in the department of industrial and systems engineering in the School of Engineering and Applied Sciences.
√ Kristen R. Moore, Ph.D., associate professor in the department of engineering education in the School of Engineering and Applied Sciences.
√ Letitia Thomas, Ph.D., assistant dean for diversity in the School of Engineering and Applied Sciences.
To accomplish their goals, the investigators are developing a program that uses an inclusive learning community, which Batta calls the most significant aspect of the program. It will offer courses that examine the societal impacts of engineering and computer science and put social justice theory into practice by working with a community partner on a social-justice themed project.
Investigators will use a humanistic approach – a psychological perspective that emphasizes looking at the whole person, and the uniqueness of each individual – to address societal challenges such as access to health care, access to clean air and water, and accessibility to technology.
“The project will demonstrate ways students can use their engineering and computer science knowledge and skills to make the world a fairer and more just place for everyone,” says Moore, who is also an associate professor in the department of English at the College of Arts and Sciences.
The program also will provide mentoring, professional development, experiential learning and research opportunities with faculty and community partners. These activities will be integrated with existing support activities and a new Social Impact Summer Research Program to foster academic success and retention.
“The most significant part of the project, for me, is increasing the active engagement of student participants in hands-on, action and/or community-based research projects,” Thomas says. “Engagement in a social justice infused curricula and training is also significant.”
The process for selecting participants is still being finalized. Batta said it will likely include an application, committee review and interviews.
First-year undergraduates will receive four-year scholarships and MS students will receive two-year scholarships. Students will receive up to $10,000 per year, and can use the funding for any educational expenses.
The program will begin in the fall 2023 semester and is expected to run through 2027.
“We are hopeful that this model can be institutionalized and become a part of UB’s regular offerings to students beyond the grant funding,” Thomas says.
This project is funded by NSF’s Scholarships in Science, Technology, Engineering, and Mathematics program, which seeks to increase the number of low-income academically talented students with demonstrated financial need who earn degrees in STEM fields.