The University of Akron has had two National Science Foundation (NSF) funded science, technology, engineering and mathematics scholarship (S-STEM) programs. The cohort of the first S-STEM program (2010-2015) were students that were directly admitted to their selected discipline’s department. The current NSF S-STEM cohort (2015-2020) is a mix of students who were either directly admitted to their major or college-ready students. The university classifies college-ready students as those who are ready for college but lack either a requisite high school GPA, ACT score or completion of a high school science or math course. Each program spanned five years with science disciplines typically graduating in four years and engineering students that participated in co-operative education graduating in five years. The final year of each S- STEM was used to provide peer mentoring in a pseudo-formal environment. In each, seniors who had already participated in the S-STEM program for four years mentored new freshmen for one year. This paper will describe demographics of each S-STEM cohort, the activities used during the peer mentoring, observable differences between direct admit and college-ready freshmen with respect to peer mentoring, and possible peer mentoring activities that can be implemented at other institutions.
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Developing Inclusive Engineers: Teaching Peer-Mentors Principles of Equity and Inclusion
As part of an NSF IUSE/PFE:RED grant, the Clemson University Glenn Department of Civil Engineering instituted a peer mentoring program, called CE-MENT to attract and support students through a key transition point in the curriculum between general engineering and entry into the major. The program name has a dual meaning, as cement is defined as a binding agent or something serving to unite firmly. As freshmen, underrepresented minorities and females are supported by the Programs for Educational Enrichment and Retention (PEER) and Women in Science and Engineering (WISE). However, these programs do not carry forward as students leave the common first year in General Engineering and move into their respective majors. Through the involvement of junior and senior engineering students as peer mentors for incoming sophomore students in the engineering department, the mentoring program provides valuable one-on-one guidance and contributes positively to the engineering community.
The peer mentoring program was formulated to foster interaction role modeling and
interdependencies among students. Studies show that such interactions and interdependencies foster students' positive perceptions of their future selves in the profession. The peer mentoring program provides the opportunity to create motivational preferences for collaboration, and to foster personal motivation for academic achievement. Specifically, the program sought to determine: the change in students' attitudes toward peer mentoring activities during their years of engineering study (from mentee to mentor); how participating in peer mentoring affects students' satisfaction with program experiences (i.e., transition, belonging, and academic success); and their intent to remain in the program.
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- Award ID(s):
- 1730576
- PAR ID:
- 10168781
- Date Published:
- Journal Name:
- 2020 ASEE Annual Conference & Exposition
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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The NSF S-STEM funded SPIRIT: Scholarship Program Initiative via Recruitment, Innovation, and Transformation program at Western Carolina University creates a new approach to the recruitment, retention, education, and placement of academically talented and financially needy engineering and engineering technology students. Twenty-seven new and continuing students were recruited into interdisciplinary cohorts that are being nurtured and developed in a community characterized by extensive peer and faculty mentoring, vertically integrated Project Based Learning (PBL), and undergraduate research experiences. The SPIRIT Scholar program attracted a diverse group of Engineering and Engineering Technology students, thus increasing the percentage of female and minority student participation as compared to the host department program demographics. Over the last academic year, fifty-four undergraduate research projects/activities were conducted by the twenty-seven scholars under the direction of twelve faculty fellows. Additionally, peer-to-peer mentorship and student leadership were developed through the program’s vertically integrated PBL model, which incorporated four courses and seven small-group design projects. Academic and professional support for the student scholars were administered through collaborations with several offices at the host institution, including an industry-engaged product development center. The program participants reported strong benefits from engaging in the program activities during the first year. Specifically, this paper presents results from the program activities, including: cohort recruitment and demographics; support services; undergraduate research; vertically integrated PBL activities; and the external review of the program. Similar programs may benefit from the findings and the external review report, which contained several accolades as well as suggestions for potential continuous improvement.more » « less
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An abundance of literature demonstrates that women’s and minorities’ sense of belonging, or lack thereof, influences their academic performance and persistence in STEM education and careers. To address this problem, we developed a holistic, socio-culturally responsive peer-mentoring program that provided an academic, institutional, and social support system for first-year engineering students. The purpose of this program, Promoviendo el Éxito Estudiantil a través de un Sistema de Apollo (PromESA), is to increase students’ sense of belonging and, by extension, their persistence and graduation rates in engineering, particularly for Latinx students and their intersectionalities. The pilot mentoring program was integrated into a first-year sequence of courses where students would meet with their peer-mentors (i.e., Compañeros/as) during class time. Compañeros/as (Compas for short) provided their mentees with assistance such as tutoring, advising, directing them to available university services and, equally important, emotional support through building friendship, confirmation, and affirmation to improve the students’ sense of belonging. The research seeks to identify academic, institutional, and social support elements that positively influence students’ sense of belonging and explore how integrating Latinx cultural assets and values influence Latinx students’ perceptions of engineering. Findings from the first year of implementation reveal that participants with peer-mentors from their academic major reported a higher sense of belonging than participants with peer-mentors from other academic majors. Also, participants reported receiving social support (i.e., peer and classroom), regardless of academic major. Participant feedback was mixed, with some reporting that peer-mentoring was a key contributor to their sense of belonging while others reported that it contributed somewhat to their sense of belonging and a few reported that it did not contribute to their sense of belonging at all.more » « less
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Student retention in STEM disciplines, especially engineering, continues to be a challenge for higher education institutions. Poor retention rates have been attributed to academic and institutional isolation, exclusion from social and professional networks, unsupportive peer and family communities, a lack of knowledge about the academic community and financial obstacles. The importance of retention in engineering has attracted increasing attention from many stakeholders in academia including faculty, staff, administrators and students. Its significance goes beyond the benefits for the academic institutions to encompass national concerns. At a large land-grant university in the mid-Atlantic region, between 2003 and 2012, an average thirty percent of first-year engineering students left engineering before their second year. A three-year study (2007-2010) done to gain insight into this attrition rate, showed that students mainly left because of low self-efficacy, lack of interest in and knowledge about engineering and the institution, disconnection from the engineering profession and academic difficulty. To address these issues, an integrated supplemental program was implemented in the first-year engineering program. Students must be in first-time, first-year standing to enroll in the program, which includes a professional development and academic success course beginning with a pre-fall bridge component. The program also provides direct pathways to academic enrichment activities such as undergraduate research. It helps students to develop strategies for academic success, explore engineering careers and start building a professional network through a multi-level peer, faculty and alumni mentoring system. Students are systematically and deliberately immersed in curricular and co-curricular activities with their peer, faculty and alumni mentors. The program was piloted with a NASA Space Grant in 2012 and funded by NSF in 2016. The goal of this evidence-based practice paper is to share the challenges, logistics and results of the implementation of this program in our standard first-year engineering experience.more » « less
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