Need/Motivation (e.g., goals, gaps in knowledge) The ESTEEM implemented a STEM building capacity project through students’ early access to a sustainable and innovative STEM Stepping Stones, called Micro-Internships (MI). The goal is to reap key benefits of a full-length internship and undergraduate research experiences in an abbreviated format, including access, success, degree completion, transfer, and recruiting and retaining more Latinx and underrepresented students into the STEM workforce. The MIs are designed with the goals to provide opportunities for students at a community college and HSI, with authentic STEM research and applied learning experiences (ALE), support for appropriate STEM pathway/career, preparationmore »
Impacts Resulting from a Large-Scale First-Year Engineering and Computer Science Program on Students’ Successful Persistence Toward Degree Completion
There is a critical need for more students with engineering and computer science majors to enter
into, persist in, and graduate from four-year postsecondary institutions. Increasing the diversity
of the workforce by inclusive practices in engineering and science is also a profound identified
need. According to national statistics, the largest groups of underrepresented minority students in
engineering and science attend U.S. public higher education institutions. Most often, a large
proportion of these students come to colleges and universities with unique challenges and needs,
and are more likely to be first in their family to attend college. In response to these needs,
engineering education researchers and practitioners have developed, implemented and assessed
interventions to provide support and help students succeed in college, particularly in their first
year. These interventions typically target relatively small cohorts of students and can be managed
by a small number of faculty and staff. In this paper, we report on “work in progress” research in
a large-scale, first-year engineering and computer science intervention program at a public,
comprehensive university using multivariate comparative statistical approaches.
Large-scale intervention programs are especially relevant to minority serving institutions that
prepare growing numbers of students who are first in their family to attend college and who are
also under-resourced, financially. These students most often encounter academic difficulties more »
- Award ID(s):
- 1727054
- Publication Date:
- NSF-PAR ID:
- 10176870
- Journal Name:
- ASEE Annual Conference Proceedings 2020
- Sponsoring Org:
- National Science Foundation
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