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Improving the level of success of students from low socioeconomic backgrounds in science, technology, engineering, and mathematics (STEM) disciplines has been a prevailing concern for higher education institutions for many years. To address this challenge, a pilot initiative has been implemented with engineering students at the University of Puerto Rico Mayaguez, a recognized Hispanic-serving institution. Over the past four years, the Program for Engineering Access, Retention, and LIATS Success (PEARLS) has brought in an innovative intervention model that combines elements from socio-cognitive career theories and departure studies to impact students' success. PEARLS has established a comprehensive range of tools and services, including mentorship, professional readiness training, research opportunities, scholarships, and peer mentor activities. These efforts have led to impressive outcomes, including a significant increase in retention and persistence rates, increased graduation rates having quad-fold those observed in the general student population, and an impressive record of engagements in industry, research, and leadership experiences. This paper discusses the program structure and outcomes from five perspectives that include background experiences, the structure of provided services, the results of their execution, the elements of knowledge derived from its application, and the challenges experienced throughout its implementation.
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An Industry-Academy Partnership to Bridge the SES Gap in Engineering Education
The prevalent gap between students from different socioeconomic statuses (SES) affects multiple aspects of our social functionality. Among its effects, the SES gap directly impacts the opportunities to which students have access while in college and beyond. This paper discusses the efforts and partial results of a program aimed at bridging such differences for low-income, academically talented students (LIATS) in a Hispanic Serving Institution (HSI). The reported approach leverages the relations with a group of industry partners to provide LIATS with scholarships, professional mentorship, work-shops, and on-the-job training opportunities while sharing with the in-dustry the students' e-portfolios, professional profiles, and resumes, developing a symbiotic relationship where both benefit. After three years of interactions, the results show how these opportunities helped LIATS develop their skills, leadership, and competitiveness as future STEM professionals. The experience also demonstrates that profes-sional growth opportunities are critical for engaging LIATS in real-life contexts where they collaborate and interact with industry part-ners, and for providing them with opportunities that help to bridge the SES gap.
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- Award ID(s):
- 1833869
- PAR ID:
- 10562698
- Publisher / Repository:
- IEEE
- Date Published:
- ISBN:
- 979-8-3503-3642-9
- Page Range / eLocation ID:
- 1 to 4
- Subject(s) / Keyword(s):
- Hispanic Serving Institutions Industry-Academy Partnership Low-Income Academically Talented Students
- Format(s):
- Medium: X
- Location:
- College Station, TX, USA
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
-
Accepted Manuscript1.0
- Conference Paper:
- https://doi.org/10.1109/FIE58773.2023.10343315
