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1. Enhancing the Success of Minority STEM Students by Providing Financial, Academic, Social, and Cultural Capital

   Enriquez, A. G.; Lipe, C. B.; Price, B. (June 2017, ASEE annual conference & exposition)

   Research has shown that student achievement is influenced by their access to, or possession of, various forms of capital. These forms of capital include financial capital, academic capital (prior academic preparation and access to academic support services), cultural capital (the attitudes, knowledge, and behaviors related to education which students are exposed to by members of their family or community), and social capital (the resources students have access to as a result of being members of groups or networks). For community college students, many with high financial need and the first in their families to go to college (especially those from underrepresented minority groups), developing programs to increase access to these various forms of capital is critical to their success. This paper describes how a small federally designated Hispanic-serving community college has developed a scholarship program for financially needy community college students intending to transfer to a four-year institution to pursue a bachelor’s degree in a STEM field. Developed through a National Science Foundation Scholarships in Science, Technology, Engineering, and Mathematics (S-STEM) grant, the program involves a collaboration among STEM faculty, college staff, administrators, student organizations, and partners in industry, four-year institutions, local high schools, and professional organizations. In addition to providing financial support through the scholarships, student access to academic capital is increased through an intensive math review program, tutoring, study groups, supplemental instruction, and research internship opportunities. Access to cultural and social capital is increased by providing scholars with faculty mentors; engaging students with STEM faculty, university researchers, and industry professionals through field trips, summer internships, professional organizations, and student clubs; supporting student and faculty participation at professional conferences, and providing opportunities for students and their families to interact with faculty and staff. The paper details the development of the program, and its impact over the last five years on enhancing the success of STEM students as determined from data on student participation in various program activities, student attitudinal and self-efficacy surveys, and academic performance including persistence, retention, transfer and graduation. 

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2. BOARD # 380: Innovative and Meaningful Mentoring to Enhance Retention, Success, and Engagement in STEM, an NSF S-STEM project

   https://doi.org/10.18260/1-2--55753  

   Hein, Emilie; Hough, Rick (June 2025, ASEE Conferences)

   Innovative and Meaningful Mentoring to Enhance Retention, Success, and Engagement (IMMERSE) in STEM supports the retention and graduation of high-achieving, low- income students with demonstrated financial need at Skyline College, a two-year Hispanic Serving Institution situated in Silicon Valley, a hub of STEM innovation with many high-demand jobs. Over its 5-year duration, this project will fund 90 scholarships to at least 30 students who are advancing toward an associate degree or transfer to a four-year university to earn a degree in Biology, Biotechnology, Chemistry, Computer Science, Engineering, Mathematics, or Physics. IMMERSE in STEM is now in its second year and has supported 25 scholars, including 4 who have transferred to a 4-year university. All students receive up to three years of support. In addition to scholarships, the project incorporates a transformative approach to mentoring, and innovative supports intended to address financial and academic barriers. All participating students engage in a comprehensive set of evidence-based co-curricular services designed to support their persistence, completion, and transfer. Faculty mentors are trained on innovative and effective approaches to student retention and success, such as the implementation of ePortfolios. The overall goal of this project is to increase the STEM degree completion of low-income, high- achieving undergraduates with demonstrated financial need. There are three specific aims: 1) leverage existing high-impact, evidence-based processes already implemented on campus (such as ePortfolios and undergraduate research opportunities); 2) implement a cohesive multi-layer mentorship program to increase retention, student success, and graduation of scholars; 3) expand industry partnerships in association with workforce development programs to support the scholars’ academic and career opportunities with mentoring and internships. The high cost of attendance in the San Francisco Bay Area leads to high unmet financial needs, and leads students to seek part-time or full-time employment while they are in college. By combining financial assistance with specific practices, such as multi-tiered mentoring, ePortfolio adoption or participation in co-curricular activities, we have observed the impact on the retention and success rates of underrepresented minorities in STEM. This work is supported by the NSF S-STEM program under award number 2221696. 

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3. Enhancing STEM Degree Completion: A Framework for the Civil and Mechanical Engineering (CAM) Scholarship Project

   https://doi.org/10.18260/1-2--47314  

   Jaafar, Israd; Jensen, Matthew; Tolman, Sean; Bordelon, Amanda; Willardson, Bennington; Raje, Janis (June 2024, ASEE Conferences)

   This paper presents the practical framework for implementing the Civil and Mechanical Engineering (CAM) Scholarship project, using a recently received grant from the NSF Scholarships in Science, Technology, Engineering, and Mathematics (NSF-S-STEM) program. This project is focused on supporting the retention and degree completion of low-income, and high-achieving students with proven financial need in the Civil and Mechanical Engineering programs at the College of Engineering and Technology (CET) at the University. The University is an open-admissions public institution of higher education with a dual mission model that aims to combine the resources and rigor of a major university yet keep the accessibility of a community college. The institution’s student body is markedly different than those at research focused institutions: 37% are first generation, 80% work while enrolled, 30% are over 25 years old, and only 48% are full-time students. These circumstances create challenges in degree completion, leading to high attrition rates at the university level. The overall retention rate is 65%, the typical 4-year undergraduate graduation rate is only 13%, and the 6-year graduation rate is 29%. Specific to the Mechanical and Civil Engineering programs, the first-year retention rate for students starting in 2020 was 64%. Students cited several reasons for leaving, with 35% reporting that they are unable to afford college. Although a 2020 Institutional Research study found that scholarships are the most effective form of financial aid to increase persistence, CET has few dedicated scholarships to award students. Furthermore, the few scholarships available in the college are based on merit and do not factor in low-income and other factors that lead to attrition. This project aims to generate knowledge about academic success, retention, transfer, graduation, and academic/career pathways of low-income and high-achieving students. This project also seeks to advance understanding about the effect of evidence-based, context-specific interventions to ensure success for STEM program students in open-admissions universities. The framework of this project is to study and address several institutionally identified attrition points in the XXX that includes: (i) high attrition of first- and second-year students, (ii) slow pace of students to matriculation into the Civil and Mechanical Engineering programs, and (iii) low participation and completion rates of women, underrepresented minorities, and first-generation students. In addition to the scholarship award, several approaches have been identified for implementation to support scholarship recipients’ success: (i) Multi-layered Mentoring, (ii) Social and Academic Support via an active, collaborative, and inclusive cohorts, (iii) Professional Preparation, and (iv) High Impact Practices. This project can be used to inform other institutions with similar populations and/or concerns on impactful programs, practices, and interventions that are most impactful for students. This paper provides the framework of what will be implemented in the CAM Scholarship project. 

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4. Examining an NSF S-STEM Community College program through an Identity Lens

   Edwards, Jan; Mazilu, Ana (June 2025, https://peer.asee.org/)

   S-STEM scholarships are provided to academically talented low-income engineering students with the intent of increasing retention as well as successful transfer and subsequent graduation rates for a bachelor's degree in an Engineering or Computer Science (ECS) field. Since the spring of 2020, 71 unique students have been awarded scholarships. At this time, there are 22 active scholars, 34 have already successfully transferred to complete their ECS degree and a quarter of those scholars have since graduated. Beyond the financial support, NSF S-STEM programs center on providing academic, social and professional development. In addition, the research component of this program at a midwestern HSI community college is exploring the following questions: Do students recognize themselves as engineers prior to transfer? Do students feel a sense of belonging in their Engineering and Computer Science programs? Does being an NSF S-STEM Scholar impact either of these outcomes? The importance of developing a strong engineering identity as an indicator of persistence to degree completion has been the focus of considerable research over the last fifteen years. However, there is limited understanding of how community college experiences influence engineering identity development. Since the spring of 2020, students have been completing surveys during the first six weeks of the fall semester and during the last four weeks of the spring semester. Engineering identity was explored with questions centered on interest, recognition and competence as well as self-efficacy in skills such as tinkering, design and experimentation. Sense of belonging indicators were examined in terms of inclusion, sense of belonging to the community and sense of belonging to their major. This paper will provide quantitative analysis of the data examining outcomes based on demographics including ethnicity, gender, scholar status and length of time in the program. 

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5. BOARD # 287: NSF S-STEM: Advancing STEM Undergraduate Success and Persistence through Scholarship, Mentorship, and Increased Sense of Belonging

   https://doi.org/10.18260/1-2--55651  

   Chang, Jen-Mei; Trajkovic, Jelena; Galvez, Gino (June 2025, ASEE Conferences)

   This paper examines the impact of a National Science Foundation Scholarships in Science, Technology, Engineering, and Mathematics (NSF S-STEM) Program at a large, Minority-Serving institution in the western U.S. Despite growing efforts to diversify STEM fields, underrepresented minority (URM) students continue to face significant challenges in persistence and success. This scholarship program addresses these challenges by providing financial support, faculty and peer mentorship, and skills development opportunities to academically talented and low-income URM STEM students. This study evaluates how participation in the program enhances key noncognitive skills, such as students' sense of belonging, leadership and collaboration skills, and science identity, which are critical to STEM persistence. Using both survey and university-based data among the 47 participating scholars, results reveal that program participants report strong levels of sense of belonging, high efficacy in leadership and collaboration skills, and strong science/math identities. Additionally, compared to university rates, scholarship students showed above-average retention and graduation rates, with the majority pursuing graduate studies or careers in STEM. These findings highlight the importance of comprehensive support programs that integrate financial aid, mentorship, and professional development to promote persistence and success among URM students in STEM fields. 

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