Natalie Violetta Frank’s journey at Portland State University (PSU) reflects both the complexity of navigating a STEM education as someone who didn't initially plan to pursue engineering and her dedication to ensuring that underrepresented students have better opportunities and support. Frank describes her early educational environment as one where there were very few science, technology, engineering, and mathematics (STEM). pathways available. "We didn’t have robotics or any engineering or specialty courses growing up at any of the public schools in Hawaii," she explains, highlighting the limited options that shaped her early academic experiences.
It was not until her undergraduate years that engineering entered Frank’s horizon, and even then it wasn’t an obvious fit. She was initially driven by a desire to find where her skills and interests intersected. "All I really knew was that I liked math, and I was really into art," she says, a sentiment that echoes the uncertain beginnings of many students exploring STEM fields. Her choice to attend PSU was shaped heavily by financial realities, with the Western Undergraduate Exchange (WUE) scholarship playing a major role. Though pragmatic, the decision to pursue engineering was influenced by her parents, who encouraged her to try a field that was heavily math-based. However, it took time for Frank to truly find her footing in the world of engineering.
Frank’s path is one that resonates with many students, particularly those from underrepresented backgrounds in STEM. Her message to these students is clear: don’t feel pressured to have everything figured out at the outset. "I didn’t even really see myself as an engineer until the last two years of my schooling," she confesses. For her, engineering was a slow discovery, an unfolding process that allowed her to see the creative possibilities within the field. "There are opportunities to get creative with the problem-solving side of the math," she says, emphasizing that engineering isn’t just about rigid equations but about finding innovative solutions to complex problems. She underscores the value of persistence and flexibility. "You don’t have to know exactly what you’re doing right away," she reminds students, adding that it’s okay to change paths or take time to figure things out. Her own journey demonstrates the power of staying open to possibilities.
Now, as a PhD candidate at PSU, Frank has taken on a role beyond her own academic achievements. She is deeply involved in efforts to increase diversity in STEM through PSU’s Sloan Committee, which is supported by a two-year, $250,000 grant from the Alfred P. Sloan Foundation. The goal of the committee is to improve the recruitment, retention, and graduation rates of domestic Black, Indigenous, and Latiné doctoral students in fields like mathematics, statistics, physical sciences, engineering, and computer science. For Frank, this work is personal. "It's not just about getting students into the programs; it's about making sure they feel supported once they're here," she explains, stressing the importance of creating a welcoming environment for underrepresented students. "It's a really great opportunity to actually get some student voices to be heard, so I take that role very seriously." Her own experience—often feeling isolated or like she didn’t quite belong—drives her commitment to making sure others have the support and resources they need to succeed.
Beyond the university setting, Frank has also worked to expand access to STEM fields for younger students through her fellowship with the Oregon Museum of Science and Industry (OMSI). The fellowship gives her the opportunity to engage with the broader community, particularly with students who might not have had early exposure to science and engineering. "A lot of times, kids don’t know that engineering is something they can do," she points out, adding that the OMSI fellowship allows her to present STEM concepts in a hands-on, approachable way. "It's about showing them that these fields are not out of reach."
In terms of future success in STEM, Frank has some specific advice for students: build relationships and seek out guidance. She acknowledges that the field of engineering can feel intimidating, especially when you’re surrounded by peers who seem more prepared or who enjoy a more developed sense of belonging. But Frank emphasizes the importance of asking for help. "It’s intimidating. There are times when you feel like everyone else knows more than you," she says, candidly admitting that even she struggled with feelings of inadequacy. However, the support of mentors and peers has been vital in her own success. Building those relationships can be crucial to not just surviving but thriving in demanding academic environments.