Collection

2024 Rocky Mountain Section Conference

Authors

Timothy Frank; Daphne DePorres; Emily Stoneham; Joel Sloan P.E.; Vincent Bongionanni; Eric Tucker

" influences the professional identity of undergraduate STEMstudents. It builds on existing research to show that students who participate in these activitiesfeel greater satisfaction and are more invested and involved in their chosen major. This suggeststhat "capitalization" acts as a key driver in connecting students to their field of study andpreparing them for future careers. Interestingly, the study also found that informal peermentoring can lead to increased participation in "capitalization" activities and improvedprofessional identity outcomes.Micari, et al., 2005 posit that undergraduates in the sciences often experience a disconnect fromtheir instructors, in that they perceive their teachers as preferring a top-down relationship asopposed to

Collection

2024 Rocky Mountain Section Conference

Authors

Jenna Greenwood; Phil Courey; Amanda Parker; Malinda Zarske

andoptional gatherings, emphasizing the importance of community building from the program'soutset.The discussions also unveiled a valuable revelation to our team: students not only requireacademic and financial support but were also eager to learn how to ask questions and findresources. The Lattice Scholars program effectively helped normalize the act of seekingassistance and planning for future semesters, empowering students to understand how and whereto have necessary conversations and filling a crucial role for students new to university life.Overall, the survey and focus group feedback underscored the program's impact in nurturingstudent success and well-being during this first year, while also providing valuable suggestionsfor future cohorts and