Conference Session

First-Year Programs Division (FPD) Work-in-Progress 4: Pathways, Belonging, and Early Experiences

Collection

2025 ASEE Annual Conference & Exposition

Authors

Elizabeth A Sanders, The University of Illinois at Chicago; Miiri Kotche, The University of Illinois at Chicago; Houshang Darabi, University of Illinois Chicago

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FPD)

-curricular, and professional development components demonstrated increased persistence.Scholarship Program StructureScholars in the Scholarship Program at Urban University are offered a multifaceted supportsystem to support persistence, increase graduation rates, and prepare the Scholars for post-graduation success through financial, academic, and professional support. This scholarshipprogram was designed to meet the unmet financial needs of academically talented students whoapplied to the College of Engineering (COE) at Urban University through support from an NSFS-STEM grant. Urban University’s COE has received five S-STEM awards in the past 20 years.In the most recent two S-STEM projects, Scholar cohort-building has been a key interventionmethod

Conference Session

First-Year Programs Division (FPD) Technical Session 13: Equity in Action - Identity, Mentorship, and Inclusion

Collection

2025 ASEE Annual Conference & Exposition

Authors

Maryam Darbeheshti, University of Colorado Denver; William Taylor Schupbach, University of Colorado Denver; Tom Altman; Michael S. Jacobson, University of Colorado Denver

Tagged Divisions

First-Year Programs Division (FPD)

forengineering students. We highlight the idea that mentorship has a strong and positive impact onthe mentors themselves, which has not been discussed in detail in previous works in the field.More specifically, the mentors describe their increased sense of community, their increasedconfidence from being in a leadership role, and in turn a need to hold themselves accountable tothe advice they pass down to mentees. We believe these behaviors contribute to student successand provide evidence that the Layered Mentorship Program encourages these behaviors.AcknowledgmentThis research is supported by NSF S-STEM #1833983. Institutional Review Board approval wasobtained for this study (18-1408).References[1] E. Vernet and S. Saleh, "Impact of Work-Life Balance