This is a really interesting program for broadening pathways into engineering (something we at ASNE are always supporting). I am very interested to see what your research into grit and barriers finds. Do you think this program is self-sustaining past the S-STEM? It seems like you have some great momentum going, and I hope your program continues to bear fruit in the upcoming school year. Thanks for sharing!

We are so proud of our S-STEM students at Lipscomb's College of Engineering. If you'd like to meet additional S-STEM recipients, check out these articles about two of our most recent grads. They just received their bachelor's degrees last Friday (May 7, 2021). 

Jack Ardor has pursued an engineering degree for a dozen years: https://www.lipscomb.edu/news/graduation-files-...

Zech Rowley found he fit right into Civil Engineering at Lipscomb when he transferred after earning his associate's degree: https://www.lipscomb.edu/news/graduation-files-...

It appears that the S-STEM project is making a positive difference for both the College and the students.  Several colleges and universities have programs for accepting transfer students into their engineering schools.  Have you talked with colleagues in other nearby colleges and universities about your and their practices, experiences and ideas?  Many colleges find that the transfer students do better in the last two years than their own students.  I am not sure they understand why this is so. 

Yes this is what is needed better connections to community colleges and financial assistance. Grit does balance with institutional and personal barriers as well. It is the support system that serves as the bridge. What bridges are you providing?

With the Biden administration and potential policy change to affect the higher education landscape, if, hypothetically speaking, 2-year community college are free, what strategies would you propose to implement differently to better prepare students to compete in the global workforce if they will not transfer to a 4-year college? 

At my institution transfer students coming in with an Associates degree have all their general education courses waived. For STEM majors this means they are left with only upper level STEM classes. Many of these students that are in my classes have trouble adjusting to this rigorous course work, and often take three years to graduate. I am interested in the support system and mentoring that you provide for these students.

Megan, great supports and interactions across the program and recruits, applicants, current students, and alumni. This seems like a foundational program that the college is committed to for the long-term. 

Megan, great supports and interactions across the program and recruits, applicants, current students, and alumni. This seems like a foundational program that the college is committed to for the long-term. 

Thank you for your beautiful video!

It's a real pleasure to follow Megan Davis' incredible work.  Megan has had such a powerfully positive effect in the Bay Area.  And continues to have! The Techbridge  and Northern California Girl Scout programs have achieved so much in California.

As one aspect of our program, university and community college engineering students bring engineering to the communities -- especially communities of people of color. This is deliberately aimed at breaking down barriers, while advancing diversity and social justice.  A couple of the engineering students appear in our video.  So, you can see why following your program is very meaningful to us.

The STEM for All Video Showcase is so very helpful in outstanding programs across the United States to stay in touch, learn from and support one another.  We are definitely learning from you, in California, Washington DC and Maryland in particular.

Thank you!