Fostering a STEM Identity & Belonging within a Cohort-Based Program
- Conference
- Location
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Las Vegas, Nevada
- Publication Date
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April 18, 2024
- Start Date
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April 18, 2024
- End Date
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April 20, 2024
- Page Count
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2
- DOI
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10.18260/1-2--46042
- Permanent URL
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https://peer.asee.org/46042
- Download Count
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102
Paper Authors
Shannen Allado California State Polytechnic University, Pomona
Shannen Allado serves as the Senior Coordinator for the STEM Success Network—working as a team member for the Maximizing Engineering Potential (MEP) and Women in Science and Engineering (WiSE) office in the College of Engineering. Her work at Cal Poly Pomona supports university-wide STEM success efforts as they relate to the outreach, recruitment, retention, graduation, and academic recognition of students. In alignment with Graduation Initiative goals, she focuses on reducing the equity and opportunity gap for under-represented students, with particular emphasis on women, gendered minorities, first-generation, and low-income students in STEM. Shannen is currently pursuing her doctorates in Educational Leadership and earned a M.S. in Higher Education and B.A. in Public Health Policy (with Minors in Asian American Studies and Educational Studies).
Lily G. Gossage
California State Polytechnic University, Pomona
orcid.org/0000-0002-6661-0544
Lily Gossage is the Director of Maximizing Engineering Potential and Women in Science and Engineering: Center for Gender, Diversity & Student Excellence at Cal Poly Pomona. She provides management-level oversight for the development, strategic planning, recruitment/retention and graduation success.
Abstract
This submission is intended for a poster only. The Maximizing Engineering Potential (MEP) Program at Cal Poly Pomona has been active in increasing the number and diversity of students graduating in technical disciplines since 1983. In 2022, the Women in Science and Engineering (WiSE) Program was added under the Center for Gender, Diversity & Student Excellence to jointly support engineering and science students under a new umbrella program, aptly re-named MEP-WiSE. As a retention and academic enrichment program, MEP-WiSE partners with current cohort students to build a strong community of support through their academic journey. The objective of this poster is to share the success and lessons learned in developing and fostering a STEM identity and belonging within a cohort-based program and learning community from the perspective of current students in the program. The motivation comes from working with our student ambassadors who are passionate about supporting their peers in their academic, personal, and professional endeavors. Our student ambassadors provided valuable feedback related to students’ sense of belonging and engagement within the program. Data was collected via surveys and small focus groups. We hope to build on these preliminary data to further understand how MEP-WiSE supports students by helping to foster a STEM identity and sense of belonging within a cohort-based learning community.
Allado, S., & Gossage, L. G. (2024, April), Fostering a STEM Identity & Belonging within a Cohort-Based Program Paper presented at 2024 ASEE PSW Conference, Las Vegas, Nevada. 10.18260/1-2--46042
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