Cline, E., & Dillon, H., & Sesko, A. K., & Nahmani, M., & Kmail, Z., & Dinglasan-Panlilio, J., & Lee, S., & Cilli-Turner, E., & Björling, E. A. (2024, June), Board 317: Institutional Practices to Close the Equity Gap  Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. 10.18260/1-2--46896

\bibitem{asee_peer_46896}
  Cline, E., \& Dillon, H., \& Sesko, A. K., \& Nahmani, M., \& Kmail, Z., \& Dinglasan-Panlilio, J., \& Lee, S., \& Cilli-Turner, E., \& Björling, E. A. (2024, June), \emph{Board 317: Institutional Practices to Close the Equity Gap}
  Paper presented at 2024 ASEE Annual Conference \& Exposition, Portland, Oregon.
  10.18260/1-2--46896

EC Cline, Heather Dillon, Amanda K Sesko, Marc Nahmani, Zaher Kmail, Joyce Dinglasan-Panlilio, Seung-Jin Lee, Emily Cilli-Turner, and Elin A. Björling.  "Board 317: Institutional Practices to Close the Equity Gap".  2024 ASEE Annual Conference & Exposition, Portland, Oregon, 2024, June.  ASEE Conferences, 2024.  https://peer.asee.org/46896 Internet.  16 Dec, 2024

\bibitem{asee_peer_46896}
  EC Cline, Heather Dillon, Amanda K Sesko, Marc Nahmani, Zaher Kmail, Joyce Dinglasan-Panlilio, Seung-Jin Lee, Emily Cilli-Turner, and Elin A. Björling.
  "Board 317: Institutional Practices to Close the Equity Gap".
  \emph{2024 ASEE Annual Conference \& Exposition, Portland, Oregon, 2024, June}.
  ASEE Conferences, 2024.
  https://peer.asee.org/46896 Internet.  16 Dec, 2024

@INPROCEEDINGS{asee_peer_46896
author = "EC Cline, Heather Dillon, Amanda K Sesko, Marc Nahmani, Zaher Kmail, Joyce Dinglasan-Panlilio, Seung-Jin Lee, Emily Cilli-Turner, and Elin A. Björling"
title = "Board 317: Institutional Practices to Close the Equity Gap"
booktitle = "2024 ASEE Annual Conference \& Exposition"
year = "2024"
month = "June"
address = "Portland, Oregon"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/46896}
number = {10.18260/1-2--46896}
}

TY  - CPAPER
AB  - The S-STEM supported program “Achieving Change in our Communities for Equity and Student Success” (ACCESS) in STEM started at the University of Washington Tacoma in 2018 and has supported 108 students over 6 cohorts. University of Washington Tacoma has been designated an Asian American and Native American Pacific Islander-serving institution (AANAPISI) due to our high proportion of racial minority and first generation college students. The program is multidisciplinary across STEM majors including Mathematics, Environmental Science, Biomedical Sciences, Information Technology, Computer Science and Systems, Computer Engineering and Systems, Electrical Engineering, Mechanical Engineering, and Civil Engineering, with Computer Science, IT and Engineering representing 65% of ACCESS scholars to date. Program scholars receive full scholarships for their first two years, and partial scholarships for their third and fourth years. We provide a summer bridge precalculus or research experience course, and project-based Introduction to Engineering or Introduction to Research courses in students’ first year. Individual faculty mentoring, an on-campus STEM living learning community,and quarterly Success in STEM seminar courses help scholars form a cohesive community through group mentoring, to promote a sense of belonging, identity, and empowerment in the STEM community. Our S-STEM program is distinctive in focusing on pre-STEM majors in their first and second years on campus to facilitate the entry into STEM majors, and we provide mentor training for ~30-40 faculty in teaching and mentoring diverse student populations, thus impacting all students in our majors.

Our goal was to evaluate how retention and academic success of our program scholars was impacted by the program, and whether this program helps to close equity gaps for students who identify as low socioeconomic status, underrepresented minorities, women or non-binary, or first generation in college . We also evaluated the impact of the program for students before, during, and after the Covid-19 pandemic. We compared our program scholars to a comparison group of students who met eligibility requirements but did not participate in the program. Overall, program scholars had higher first and second year retention, and significantly higher GPAs, particularly for individuals belonging to groups that are historically underrepresented in STEM. Retention was markedly higher for program scholars during the pandemic, suggesting that the program may have been particularly impactful for students as they endured the emotional and financial stresses of the pandemic. 

AU  - EC Cline
AU  - Heather Dillon
AU  - Amanda K Sesko
AU  - Marc Nahmani
AU  - Zaher Kmail
AU  - Joyce Dinglasan-Panlilio
AU  - Seung-Jin Lee
AU  - Emily Cilli-Turner
AU  - Elin A. Björling
CY  - Portland, Oregon
DA  - 2024/06/23
PB  - ASEE Conferences
TI  - Board 317: Institutional Practices to Close the Equity Gap
UR  - https://peer.asee.org/46896
DO  - 10.18260/1-2--46896
ER  -