Engineering Experiences: Developing Leaders in Computer Science and Engineering through Holistic Support

• In Event: Strengthening STEM Pathways: Strategies for Supporting Students from Low-Income Backgrounds at HBCUs

Abstract

Objectives or purposes:
The FLAME (Preparing Future Leaders and Movers in Engineering and Computer Science) program at a public mid-atlantic university aims to cultivate leadership and professional excellence among low-income, academically talented students pursuing degrees in computer science and engineering. Funded by an NSF S-STEM program, FLAME provides scholarships, mentoring, research opportunities, and professional development with a goal of increasing STEM degree attainment, retention, and self-identification as scientists and engineers.

Perspective(s) or theoretical framework:
The program is grounded in Vygotsky’s Social Constructivism Theory and the Motivational Theory of Role Modeling. These frameworks emphasize experiential learning and the impact of exposure to relatable role models in fostering identity and professional growth. Through this dual lens, FLAME seeks to empower students to see themselves as capable STEM leaders and to develop technical and leadership competencies.

Methods, techniques, or modes of inquiry:
Methodologically, the program integrates a mixed-methods approach, including quasi-experimental designs with pre- and post-interviews, focus groups, and external evaluations. Students engage in leadership seminars, technical workshops, community-building events, internships, and undergraduate research, supported by a structured assessment protocol.

Data sources, evidence, objects, or materials:
Evidence of effectiveness includes qualitative data collected through interviews and focus groups, student portfolios, and participation metrics.

Results and/or substantiated conclusions:
Key outcomes from the first year revealed a 71% retention rate and increased student engagement in leadership and professional development. Students expressed strong STEM identity and aspirations, and showed early gains in communication skills, portfolio development, and conference participation.

Scientific or scholarly significance:
The FLAME program holds significant value for the STEM education community, particularly at HBCUs. It demonstrates how a holistic, theoretically grounded support model can address underrepresentation and inequity in STEM. By fostering leadership, technical excellence, and self-efficacy among diverse students, FLAME contributes to building a more inclusive and capable STEM workforce. Its scalable model of combining financial, academic, and social supports offers a promising blueprint for similar initiatives across the nation.

Author

• Claude Turner, Norfolk State University