Board 364: Promoviendo el Éxito Estudiantil a través de un Sistema de Apoyo (PromESA): Promoting Student Success through a Holistic Support System in Engineering Education

Cole Hatfield Joslyn

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Conference: 2023 ASEE Annual Conference & Exposition
Location: Baltimore , Maryland
Publication Date: June 25, 2023
Start Date: June 25, 2023
End Date: June 28, 2023
Conference Session: NSF Grantees Poster Session
Tagged Topics: Diversity and NSF Grantees Poster Session
Page Count: 3
DOI: 10.18260/1-2--43020
Permanent URL: https://peer.asee.org/43020
Download Count: 66

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Paper Authors

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Cole Hatfield Joslyn Northern Arizona University orcid.org/0000-0001-8218-2992

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Cole Joslyn is an Assistant Professor in the Department of Mechanical Engineering at Northern Arizona University and director of THE Education Lab: To Humanize Engineering Education which emphasizes promoting student growth/development in multiple dimensions, integrating inclusive and emancipatory pedagogy/teaching practices, and reconciling the social and technical nature of engineering. His current research includes exploring a) how integrating holistic, socio-culturally responsive practices and Hispanic/Latine cultural assets and values into educational success strategies influences Hispanic/Latine students’ sense of belonging in engineering and b) how Hispanics/Latines experience values conflicts in engineering and then navigate/reconcile those conflicts, as students or professionals.

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Abstract

Women and minortized groups share a common sense of belonging or, more accurately, lack of a sense of belonging in STEM, which exacerbates their underrepresentation in STEM education and careers. Furthermore, an abundance of literature demonstrates that this shared lack of belonging negatively influences their academic performance and persistence. In engineering education specifically, research indicates that a lack of belonging contributes to undergraduate student attrition regardless of gender and race/ethnicity. Therefore, we propose a project entitled “Promoviendo el Éxito Estudiantil a través de un Sistema de Apoyo (PromESA): Promoting Student Success through a Social, Academic, and Institutional Support System in Engineering Education.” This initiative will implement a holistic, socio-culturally responsive peer-mentoring program by adapting the Promotores de Educación Program (PED) and its evidence-based practices developed at California State University at Long Beach. Literature indicates that peer-mentoring is particularly beneficial for helping LatinX students develop a sense of belonging. Moreover, formal mentoring programs effectively and positively impact student satisfaction within their program, academic performance, motivation to persist in a program, and completion of degree. Although some research exists in STEM education that affirms the benefits of such programs, little research explores the impact of these programs on historically minoritized/marginalized students, particularly in engineering education. The proposed offers educational and personal support for students by providing assistance such as tutoring, advising, and linking to available university services and, equally important, emotional support through building friendship, confirmation, and affirmation to improve students’ sense of belonging, particularly for LatinX students inclusive of their intersectionalities (e.g., gender, nationality, first-generation college). As such, the purpose of this proposal is to enhance “servingness” for historically minoritized/marginalized students in engineering education at HSIs by developing a sustainable model for an academic, institutional, and social support system (i.e., formal peer-mentoring program) for first-year engineering students.

Citation
Format

Joslyn, C. H. (2023, June), Board 364: Promoviendo el Éxito Estudiantil a través de un Sistema de Apoyo (PromESA): Promoting Student Success through a Holistic Support System in Engineering Education Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--43020

TY  - CPAPER
AB  - Women and minortized groups share a common sense of belonging or, more accurately, lack of a sense of belonging in STEM, which exacerbates their underrepresentation in STEM education and careers. Furthermore, an abundance of literature demonstrates that this shared lack of belonging negatively influences their academic performance and persistence. In engineering education specifically, research indicates that a lack of belonging contributes to undergraduate student attrition regardless of gender and race/ethnicity. 
Therefore, we propose a project entitled “Promoviendo el Éxito Estudiantil a través de un Sistema de Apoyo (PromESA): Promoting Student Success through a Social, Academic, and Institutional Support System in Engineering Education.” This initiative will implement a holistic, socio-culturally responsive peer-mentoring program by adapting the Promotores de Educación Program (PED) and its evidence-based practices developed at California State University at Long Beach. Literature indicates that peer-mentoring is particularly beneficial for helping LatinX students develop a sense of belonging. Moreover, formal mentoring programs effectively and positively impact student satisfaction within their program, academic performance, motivation to persist in a program, and completion of degree. Although some research exists in STEM education that affirms the benefits of such programs, little research explores the impact of these programs on historically minoritized/marginalized students, particularly in engineering education.
The proposed offers educational and personal support for students by providing assistance such as tutoring, advising, and linking to available university services and, equally important, emotional support through building friendship, confirmation, and affirmation to improve students’ sense of belonging, particularly for LatinX students inclusive of their intersectionalities (e.g., gender, nationality, first-generation college). As such, the purpose of this proposal is to enhance “servingness” for historically minoritized/marginalized students in engineering education at HSIs by developing a sustainable model for an academic, institutional, and social support system (i.e., formal peer-mentoring program) for first-year engineering students.
AU  - Cole Hatfield Joslyn
CY  - Baltimore , Maryland
DA  - 2023/06/25
PB  - ASEE Conferences
TI  - Board 364: Promoviendo el Éxito Estudiantil a través de un Sistema de Apoyo (PromESA): Promoting Student Success through a Holistic Support System in Engineering Education  
UR  - https://peer.asee.org/43020
DO  - 10.18260/1-2--43020
ER  -