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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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Open-ended Modeling Problems and Engineering Identity
Engineering identity is an integral determinant of academic success in engineering school, as it allows students to have an understanding of themselves in relation to what they study. Studies in engineering and other STEM disciplines have shown a positive correlation between identity and retention. Previous studies by Carlone and Johnson, Hazari, and Godwin have examined the following facets of a STEM or engineering identity: performance, competence, recognition and interest. While many current papers examine how culture and social interactions may influence identity, this paper examines how doing engineering coursework can uncover or influence a student’s engineering identity. This comparative case study examines how two students’ experiences solving an Open-ended Modeling Problem (OEMP) in their statics class may have contributed to their engineering identities. Cristina and Dylan, our two cases, both recalled how they solved a problem about a hands-free crutch device in an interview at the end of the semester. None of the questions were explicitly about identity. The interviews indicate that both students were interested in solving these problems and recognized themselves as being capable of solving the problem. In the case of Cristina, the problem helped her build confidence, both through her understanding of the material and her problem solving abilities. Our results also saw both students discussing how the disciplinary authenticity made them ‘feel like an engineer.’ Implications of this work include a deeper understanding of how day-to-day problem solving within courses can influence engineering identity and may aid in understanding how certain activities and scaffolding can influence engineering identity. This is important as students who have strong engineering identities are more likely to stay in engineering, become competent engineers, and find success in their respective fields. This research can inform educators on the importance of assigning novel, ill-defined problems that require students to apply their critical thinking skills and logic skills in real world situations.
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- Award ID(s):
- 2204726
- PAR ID:
- 10432317
- Date Published:
- Journal Name:
- ASEE annual conference proceedings
- ISSN:
- 1524-4857
- Page Range / eLocation ID:
- 1-14
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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