  While a lack of diversity is a longstanding problem in computer science and
engineering, universities and organizations continue to look for solutions to
this issue. Among the first of its kind, we launched INSPIRE: STEM for Social
Impact, a program at the University of Victoria, Canada, aimed to motivate and
empower students from underrepresented groups in computer science and
engineering to develop digital solutions for society impactful projects by
engaging in experiential learning projects with identified community-partners.
The twenty-four students in the program came from diverse backgrounds in terms
of academic areas of study, genders, ethnicities, and levels of technical and
educational experience. Working with six community partners, these students
spent four months learning and developing solutions for a societal and/or
environmental problem with potential for local and global impacts. Our
experiences indicate that working in a diverse team with real clients on
solving pressing issues produces a sense of competence, relatedness, and
autonomy which are the basis of self-determination theory. Due to the unique
structure of this program, the three principles of self-determination theory
emerged through different experiences, ultimately motivating the students to
build a network of like-minded people. The importance of such a network is
profound in empowering students to succeed and, in retrospect, remain in
software engineering fields. We address the diversity problem by providing
diverse, underrepresented students with a safe and like-minded environment
where they can learn and realize their full potential. Hence, in this paper, we
describe the program design, experiences, and lessons learned from this
approach. We also provide recommendations for universities and organizations
that may want to adapt our approach.
