Fourth-year undergraduate computer-science student Eyob Teshome describes his experience in the Computer Science (CS) Department as “enriching” and is confident that he is receiving an “exceptional education at UCSB,” adding, “The Computer Science professors are knowledgeable and genuinely dedicated. I especially appreciate how engaging my favorite classes have been. I’ve learned advanced concepts and practical skills that I know will serve me well throughout my career as a software engineer. The department provides comprehensive resources that have helped me stay organized and confident in my studies. I appreciate the supportive community and the dedication of the faculty, which have made learning here a genuinely positive experience.”

Teshome has found that, owing to the relatively small population of Black students on campus, connecting with peers who share similar backgrounds and experiences can be challenging. Like many Black students, he has found invaluable “support and a sense of belonging” in student organizations, such as the National Society of Black Engineers and Scientists (NSBE) and the Black Student Union (BSU) — groups, he says, that “help to foster community and create spaces to celebrate our culture together.

“I don’t know many Black students on campus,” he continues, “but the community I do have is incredibly supportive. I’m fortunate to have a couple of cousins attending UCSB, and their presence has made me feel comfortable and welcomed. My older cousins shared valuable information about academics and campus life, and now I can do the same for my younger cousin. This family connection has been a key part of feeling a sense of belonging within the Black community here at UCSB.

Balancing non-academic life with the rigors of the CS curriculum is important to Teshome. “One of the things I love most about being an engineering student at UCSB is the beautiful coastal setting and its remarkable social aspect,” he says. “After a challenging lecture or a long study session in the library, I recharge by walking around campus or relaxing on a campus bench surrounded by lovely views. If I ever feel stressed, a quick stroll outdoors helps me refocus and regain a balance between work and leisure. On the social side, my friends have been excellent at helping me maintain balance. Unwinding with them reminds me that there’s more to life than just academics. It’s essential to recharge and enjoy time outside the classroom.”

Access to guidance has been especially important to Teshome, who grew up in Sacramento. “The COE academic advisors have been invaluable in guiding me through my course selections and keeping me on track to meet my goals,” he explains, adding, “With their convenient drop-in hours and extensive knowledge, I always feel comfortable seeking help. This combination of supportive friends and expert academic advising has made a world of difference in my journey as an engineering student.”

One adjustment Teshome says he would like to see to strengthen the Black community on campus would be expanded peer-mentorship programs. “One of my most impactful experiences was being mentored by Byron Johnson [at the time, a Black graduate-student researcher in the Department of Psychological & Brain Sciences]. He offered invaluable academic guidance, introduced me to a research lab, and helped me connect with key resources on campus. Expanding peer mentorship programs, especially those connecting incoming students with established Black mentors, could foster a sense of belonging, encourage involvement in clubs and research opportunities, and help students transition more smoothly into college life.”

Teshome says that he is inspired by Lebron James, “not only for his athleticism and basketball excellence, but also for his leadership off the court,” he says. “Launching the I Promise School demonstrates his commitment to uplifting underserved youth and addressing systemic inequalities.”

Teshome, who plans to “travel and explore different cultures” after graduating, before finding a job he is passionate about at an organization whose mission statement gives him confidence, would also like to see scholarships to incentivize Black-student leadership. “Offering scholarships aimed explicitly at Black students who demonstrate leadership and actively contribute to building community would recognize students’ efforts and incentivize increased engagement within campus groups,” he observes.

Teshome knows whereof he speaks, having previously served as Treasurer for the National Society of Black Engineers (NSBE), an organization that, he says, “allowed me to connect with other Black engineers and scientists, which, in turn, helped me build a strong support system within my field of study." He also participated in the SEEDS (Student Engagement and Enrichment in Data Science) program in the UCSB Black Studies Department, which enabled him to be paired with Byron Johnson during his first year. "These organizations and connections have provided a sense of community and the guidance I needed to thrive,” he says.

In terms of Black students’ experience in STEM, he says, “I think the university should understand that while all STEM students may face the same academic challenges, the sense of isolation can be more pronounced for Black students when there are so few Black students and other students of color in our classes. It’s not just about academics; we also need support systems that allow us to feel included and understood. Having someone who can relate to my background and experiences, whether in a mentoring or a teaching role, helps me feel more confident and motivated. Beyond that, creating spaces and resources for cultural and social connection allows us to build networks and find possible role models. By prioritizing representation and inclusion in STEM, the university can ensure that students of color thrive academically and feel supported and valued throughout their journey here.”

Read more about Black History Month 2025.