Board 403: The Influence of Belongingness and Academic Support during a Global Pandemic for Engineering Students through Participation in an S-STEM Intervention Project

George Kow Quainoo

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Conference: 2024 ASEE Annual Conference & Exposition
Location: Portland, Oregon
Publication Date: June 23, 2024
Start Date: June 23, 2024
End Date: June 26, 2024
Conference Session: NSF Grantees Poster Session
Tagged Topics: Diversity and NSF Grantees Poster Session
Page Count: 11
DOI: 10.18260/1-2--46991
Permanent URL: https://peer.asee.org/46991
Download Count: 76

Paper Authors

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George Kow Quainoo North Park University

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George K. Quainoo is Professor and Chair of the Department of Physics and Engineering at North Park University in Chicago. He received his B.S and M.S in Physics from the University of Cape Coast in Ghana and his Ph.D in Mechanical Engineering from the University of Saskatchewan in Canada. Prior to joining North Park University, he served at lecturer at the University of Caper Coast and as Professor of Physics and Engineering at Southern Oregon University. His research focus is on strengthening characterization and corrosion behavior of aluminum alloys in automobile and aerospace structural panel applications following thermo-mechanical processing.

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Abstract

The Influence of Belongingness and Academic Support during a Global Pandemic for Engineering Students through Participation in an S-STEM Intervention Project

Dr. George K. Quainoo, Dept of Physics and Engineering, North Park University, Chicago, IL

Dr. Elizabeth Gray, Dept of Psychology, North Park University, Chicago, IL

Dr. Sunshine Silver, Dept of Chemistry, North Park University, Chicago, IL

Dr. Timothy Lin, Dept of Biology, North Park University, Chicago, IL ABSTRACT

The purpose of this S-STEM intervention project is to provide support for talented but financially needy students to increase degree completion and successful job placement in STEM fields. The project provides support through scholarship funding and participation in an academic cohort designed to provide experiential learning in career-relevant spaces. Students in our sample were completing their STEM degrees during the recent “COVID years”, a time when they were not only at risk due to financial hardship, but also separated physically from teachers, peers, mentors, and opportunities. Although COVID had a negative effect on the types of experiences available to these students, participation in this program has helped them to thrive, persist and succeed. Through group meetings, guest speakers, career development participation and trips to engineering industry sites, the group developed professional relationships with peers and faculty, and belongingness within the university community. While in the program students were assessed yearly on the Watson Glaser Critical Thinking Appraisal, and measures of cognitive flexibility, attitudes about STEM, grit, self-control, professional readiness, and involvement. The psychological connection, made possible by this program, has led to academic growth and professional development which in turn has supported degree completion and job placement success for students. Specifically, students, despite a pandemic, showed growth in academic performance, cognitive skills, and career networks through the support of their S-STEM mentor, program guidance, tutoring, and internship opportunities.

Citation
Format

Quainoo, G. K. (2024, June), Board 403: The Influence of Belongingness and Academic Support during a Global Pandemic for Engineering Students through Participation in an S-STEM Intervention Project Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. 10.18260/1-2--46991

TY - CPAPER
AB - The Influence of Belongingness and Academic Support during a Global Pandemic for Engineering Students through Participation in an S-STEM Intervention Project

Dr. George K. Quainoo, Dept of Physics and Engineering, North Park University, Chicago, IL

Dr. Elizabeth Gray, Dept of Psychology, North Park University, Chicago, IL

Dr. Sunshine Silver, Dept of Chemistry, North Park University, Chicago, IL

Dr. Timothy Lin, Dept of Biology, North Park University, Chicago, IL

ABSTRACT

The purpose of this S-STEM intervention project is to provide support for talented but financially needy students to increase degree completion and successful job placement in STEM fields. The project provides support through scholarship funding and participation in an academic cohort designed to provide experiential learning in career-relevant spaces. Students in our sample were completing their STEM degrees during the recent “COVID years”, a time when they were not only at risk due to financial hardship, but also separated physically from teachers, peers, mentors, and opportunities. Although COVID had a negative effect on the types of experiences available to these students, participation in this program has helped them to thrive, persist and succeed. Through group meetings, guest speakers, career development participation and trips to engineering industry sites, the group developed professional relationships with peers and faculty, and belongingness within the university community. While in the program students were assessed yearly on the Watson Glaser Critical Thinking Appraisal, and measures of cognitive flexibility, attitudes about STEM, grit, self-control, professional readiness, and involvement. The psychological connection, made possible by this program, has led to academic growth and professional development which in turn has supported degree completion and job placement success for students. Specifically, students, despite a pandemic, showed growth in academic performance, cognitive skills, and career networks through the support of their S-STEM mentor, program guidance, tutoring, and internship opportunities.

AU - George Kow Quainoo
CY - Portland, Oregon
DA - 2024/06/23
PB - ASEE Conferences
TI - Board 403: The Influence of Belongingness and Academic Support during a Global Pandemic for Engineering Students through Participation in an S-STEM Intervention Project
UR - https://peer.asee.org/46991
DO - 10.18260/1-2--46991
ER -