Meeting presentation from the Collaborative Meeting in May 2018

1. Serita Acker, Mthrd, GCDF
Director, PEER & WISE
wserita@clemson.edu
864-656-7472

2. Mission Statement
PEER and WISE aim to educate, recruit, and
retain underrepresented population in
STEM fields through professional
development, community outreach,
academic enrichment, and peer support.

3. A Long-standing Commitment to Diversity
A 30 year history of
diversity programs:
 Programs for Educational Enrichment
& Retention (PEER), established in
1987 to increase minority retention in
the College
 Women In Science & Engineering
(WISE), established in 1995 to
increase female retention in the
College

4.  Raise the retention rates of
underrepresented students in
CECAS
 Raise the graduation rates of
underrepresented students in
CECAS
 Increase GPA of
underrepresented students in
CECAS
 Increase the number of
graduate students from
underrepresented groups
Current Goals:

5. PEER/WISE
Retention Initiatives
 Proactive mentoring for freshmen
 Counseling and study skills,
time management.
 Flour Daniel Engineering and
Science Study Hall
 Free, drop-in tutoring
 Covers most CECAS subjects
 Open to entire College
 Academic Coaching
 PEER and WISE Experience
 E-Newsletter, Professional
Development/Signature Events

6. PEER Mentoring
Proactive mentoring designed to help students transition into Clemson
Program Overview
Serita Acker, Director, Programs for Educational Enrichment & Retention (PEER); Lisa Jackson, Associate Director, PEER
National Association of Multicultural Engineering Program Advocates
Desired Program Outcomes
• Once students are at Clemson, they find the support needed to
help them thrive inside and outside of the classroom
Program Measures
• Number of underrepresented students retained in College
of Engineering, Computing, and Applied Sciences (CECAS)
• Number of underrepresented students attaining degrees
from CECAS
Key Program Components
• Mentoring
• Providing a friend who will offer advice and support
• Answering questions about life at Clemson
• Organizing study groups and social activities
• Making sure incoming freshmen are aware of what is happening
on campus
Program Participants
• Underrepresented males and females
• African American, Hispanic/Latino & American Indian
• Incoming freshmen enrolled in CECAS
Clemson University ranks in Top 20 in graduating African-
American engineers
Program Results
About PEER: A place to belong
Guiding Theory/Practice
Best Practices & Lessons Learned
College is an amazing time, and our programs for underrepresented students in the
College of Engineering, Computing and Applied Sciences (CECAS) make it even
better, nurturing academic and professional success while fostering life-building
personal connections. Our diversity program are designed to enrich the student
experience at Clemson by helping students develop the skills they’ll need to be
excellent engineering and science majors.
Effective study skills, time-management techniques and insights
from current, successful CECAS majors are all available, but these offerings go far
beyond academics. Along the way, they provide opportunities to make lifelong
friends. So come in. Sit awhile. Laugh, study, socialize, share. Find your fit – with
STEM opportunities with PEER at Clemson.
Staff Members: Serita Acker (Director); Lisa Jackson, Nancy Para; Francene Thomas; Sue Lasser;
VeeAnder Mealing
Now in her fourth year at Clemson, Pee serves as a
mentor to 13 other students, who sometimes tell her,
“I don’t know if I can do it.”
“It’s your job to step in and say, ‘You can do it,’” Pee
said. “We have resources. You’re their parent when
you need to be. You’re their friend when you need to
be.” [Left]
PEER Mentors
participating in a social
activity [Left]
PEER
Mentoring
Academic
Enrichment
Social
Activities
STEM
Retention
Study
Groups
Clemson’s ranking this year was up four spots from 2015 and 13 spots from 2014. When
historically black universities are excluded, Clemson ranked 12th this year among
predominantly white institutions.
PEER is central to Clemson’s effort to maintain forward momentum and is an acronym for
Programs for Educational Enrichment and Retention.
The program offers several services, but juniors and seniors serving as mentors to freshmen and
sophomores is at its heart.
Crystal Pee, a chemical engineering major from Conway, said her mentor introduced her to the
Clemson chapter of the National Society of Black Engineers. She served as the chapter
president, which led her to a conference in Minneapolis, where she landed an internship with
a multinational food company.
Now in her fourth year at Clemson, Pee serves as a mentor to 13 other students, who
sometimes tell her, “I don’t know if I can do it.”
“It’s your job to step in and say, ‘You can do it,’” Pee said. “We have resources. You’re their
parent when you need to be. You’re their friend when you need to be.”
Serita Acker, the director of PEER and the related program WISE, said the latest ranking
highlights the effectiveness of the programs offered at Clemson.
“Clemson is making strides in diversity and inclusion,” she said. “Our office has an impact on
that. It’s a welcoming place. Minorities and women know they can come here and transition
and become a part of the overall Clemson family.”
• PEER Mentors strive to practice “unconditional positive regard.”
• Persistence in contacting mentees in the face of initial
disinclination is crucial
• Presenting information on the unspoken assumptions made by
faculty and staff helps new students orient more quickly
• PEER mentoring should not be solely academic.
• Sometimes all you can do is listen

7. WISER
 WISER- Women in Science and
Engineering Residence
 Sophomore female engineering and
science majors
 Living-Learning Community (LLC) in
Stadium Suites
 Afforded unique opportunities
 Peer mentoring
 On-site tutoring
 Social and community activities
 Professional development
workshops and certification

8. Expanding the Pipeline
PEER/WISE Recruiting
Initiatives:
 Elementary School Level:
 Girl Scouts/ Career Days
 PEER STEM Day
 Middle School Level:
 Project “WISE” Math,
Science and Engineering,
It’s a Girl Thing
 High School Level:
 PEER/WISE Recruitment
Days (juniors and seniors)
 S.E.E. Clemson (admitted)

9. PEER & WISE
Focus on Recruiting and
Retaining Women in
Engineering
 On-going retention programs for
Women in STEM:
 Mentoring Programs and Services
 WISER Residents in Science and
Engineering
 All CECAS majors
 PROFESSIONAL, SOCIAL AND
COMMUNITY DEVELOPMENT
 Weekly programs to support
academic success and professional
development
 Exam study session
 Personal Study Skills, Time
Management, and Counseling Support

10. Office Staff
Serita Acker
PEER and WISE Director
Francene Thomas
Administrative Coordinator
Lisa Jackson
PEER Coordinator
Johnsie Stancil
WISE Coordinator
Karleisha Coleman Kakraba
Graduate Coordinator of Academic
Enrichment and Outreach
Sue Lasser
Academic Enrichment Counselor
Maya Rucks
Graduate Coordinator of WISER

11. PEER/WISE
Scholarships
PEER & WISE
K-12 Outreach Recruitment Retention
PEER/WISE
Personal Advising
& Academic
Coaching
PEER/WISE
Tutoring & Study
Hall
PEER/WISE
Mentoring
Program
WISER LLC
PEER/WISE
Experience:
Incoming
Freshmen
S.E.E. (STEM) Clemson:
Accepted Students
Project WISE
WISE
Girl Scouts Day
PEER STEM
Day
WISE Choice:
Juniors and Seniors
PEER Snapshot:
Juniors and Seniors
WISE
It’s a Girl Thing

12. PEER and WISE Experience

13. CECAS Four- and Six-Year Graduation Rates
Gender Cohort Entering 4-Yr Grads 6-Yr Grads 4-Yr Grad Rate 6-Yr Grad Rate
Female
Students
2005 157 77 130 49.0% 83.0%
2006 155 82 129 52.9% 83.0%
2007 157 88 135 56.1% 86.0%
2008 160 96 141 60.0% 88.0%
2009 216 117 184 54.2% 85.0%
2010 226 122 187 54.0% 83.0%
Male
Students
2005 693 197 522 28.4% 75.0%
2006 643 216 504 33.6% 78.0%
2007 642 240 508 37.4% 79.0%
2008 620 244 490 39.4% 79.0%
2009 800 294 611 36.8% 76.0%
2010 733 253 554 34.5% 75.6%
Race Name Cohort Entering 4-Yr Grads 6-Yr Grads 4-Yr Grad Rate 6-Yr Grad Rate
African
American
2005 88 12 53 13.6% 60.0%
2006 81 24 54 29.6% 67.0%
2007 80 21 49 26.3% 61.0%
2008 69 15 39 21.7% 57.0%
2009 80 10 42 12.5% 53.0%
2010 69 13 38 18.8% 55.1%
Hispanic
2005 11 3 6 27.3% 55.0%
2006 7 2 4 28.6% 57.0%
2007 9 1 5 11.1% 56.0%
2008 14 6 10 42.9% 71.0%
2009 15 6 13 40.0% 87.0%
2010 25 10 18 40.0% 72.0%

14. Clemson National Recognition
First class of the Presidential Award for Excellence in Science, Math
and Engineering Mentoring. (1996)
WISE wins Women in Engineering Initiative Award from WEPAN.
ASEE’s PRISM magazine cites Clemson as fourth in the nation in
percentage of engineering PhDs granted to women. (2005)
The College of Engineering, Computing and Applied Sciences ranks
20th in the nation* in conferring bachelor’s degrees to African-
American students. * Among non-historically black universities
2017 Retention Mentoring Award from National Association of Minority
Engineering Program Advocates. The NAMEPA Retention Program Award was
established to honor retention programs that have actively increased the participation of
students from historically underrepresented minority (URM) populations in engineering.

15. Past and Present Funding Sources

16. THANK YOU!

17. Fall Signature Events
 Résumé Critique
 Study Abroad
 What to Expect at the
Career Fair and
Advice to Better Your
Résumé
 Affording Graduate
School
 Applying to Graduate
School
 CU Honors College
 Study Abroad
 Mock Interviews and
What to Expect During
the Interview Process
 Grad School 101
 BS/MS Workshop
 Happy Hour from
4:30pm-5:00pm with
activities and light
refreshments
 Donuts with the
Doctors Lunch and
Learn

18. Entering First Time Full Time Freshmen Fall 2010-2015
Race Name 2010 2011 2012 2013 2014 2015
African American 68 85 79 70 90 107
Asian 25 21 26 33 43 56
Hispanic 22 34 27 36 41 50
Native American 2 2 1 2 4 4
Native Hawaiian or
Pacific Islander
2 1 1 1
Non-Resident Alien 6 5 3 10 8 6
Two or More Races 22 23 30 34 44 39
Unknown 10 9 9 2 4 1
White 782 755 994 1025 1095 1018
Cohort Total 939 935 1170 1212 1329 1282

19. How can you help?
1. Make students aware of PEER and WISE and other
engineering organizations on campus
2. Encourage undergraduate research experience
3. Be mindful of group dynamics when assigning
teams
4. Value experiential knowledge and cultural capital
5. Recognize that there is no “one size fits all”
solution for underrepresented students
6. Keep expectations high
7. Be approachable
8. NSF funding opportunities for retention

20. African American and Latino Students in CECAS 2017
0.00%
2.00%
4.00%
6.00%
8.00%
10.00%
12.00%
14.00%
ENGR BIOE CHE CE ECE BE EES GEOL IE ME CME MSE CPSC
African American Women Latino Women Latino Men African American Men

21. African American Students in CECAS 2017
Discipline
African American
Men
African American
Women
Total AA Men &
Women
Total
Students
% of African
American Men
% of African
American Women
General Engineering 142 54 196 1772 8.0% 3.0%
Bioengineering 2 5 7 349 0.6% 1.4%
Chemical Engineering 12 8 20 301 4.0% 2.7%
Civil Engineering 17 3 20 366 4.6% 0.8%
Computer Engineering 11 5 16 211 5.2% 2.4%
Electrical Engineering 23 6 29 287 8.0% 2.1%
Biosystems Engineering 1 2 3 68 1.5% 2.9%
Environmental Engineering 2 1 3 102 2.0% 1.0%
Geology 3 1 4 37 8.1% 2.7%
Industrial Engineering 20 19 39 469 4.3% 4.1%
Mechanical Engineering 26 2 28 927 2.8% 0.2%
Ceramic and Materials Engineering 0 0 0 0 0.0% 0.0%
Materials Science and Engineering 3 5 8 162 1.9% 3.1%
Computer Information Systems 6 3 9 87 6.9% 3.4%
Computer Science 50 22 72 686 7.3% 3.2%
Total 318 136 454 5,824

22. Latino Students in CECAS 2017
Discipline Latino Men Latino Women
Total Latino Men &
Women
Total Students % of Latino Men % of Latino Women
General Engineering 65 12 77 1772 3.7% 0.7%
Bioengineering 7 7 14 349 2.0% 2.0%
Chemical Engineering 7 6 13 301 2.3% 2.0%
Civil Engineering 16 2 18 366 4.4% 0.5%
Computer Engineering 9 3 12 211 4.3% 0.5%
Electrical Engineering 15 1 16 287 5.2% 0.3%
Biosystems Engineering 0 1 1 68 0.0% 1.5%
Environmental Engineering 1 1 2 102 1.0% 1.0%
Geology 0 1 1 37 0.0% 2.7%
Industrial Engineering 14 4 18 469 3.0% 0.9%
Mechanical Engineering 31 1 32 927 3.3% 0.1%
Ceramic and Materials Engineering 0 0 0 0 0.0% 0.0%
Materials Science and Engineering 3 1 4 162 1.9% 0.6%
Computer Information Systems 4 0 4 87 4.6% 0.0%
Computer Science 19 1 20 686 2.8% 0.1%
Total 191 41 232 5,824

23. African American and Latino Students in CECAS 2017
Discipline
Total African
American Men &
Women
Total Latino Men
& Women
Total African
American & Latino
Men & Women
Total Women Total Males Total Students
% Latino & African
American Women
General Engineering 196 77 273 454 1318 1772 15.4%
Bioengineering 7 14 21 169 180 349 6.0%
Chemical Engineering 20 13 33 88 213 301 11.0%
Civil Engineering 20 18 38 62 304 366 10.4%
Computer Engineering 16 12 28 27 184 211 13.3%
Electrical Engineering 29 16 45 37 250 287 15.7%
Biosystems Engineering 3 1 4 39 29 68 5.9%
Environmental Engineering 3 2 5 39 63 102 4.9%
Geology 4 1 5 14 23 37 13.5%
Industrial Engineering 39 18 57 162 307 469 12.2%
Mechanical Engineering 28 32 60 94 833 927 6.5%
Ceramic and Materials Engineering 0 0 0 0 0 0 0.0%
Materials Science and Engineering 8 4 12 50 112 162 7.4%
Computer Information Systems 9 4 13 16 71 87 14.9%
Computer Science 72 20 92 97 589 686 13.4%
Total 454 232 686 1348 4,476 5,824