Early Intervention of STEM Academic Support Services through Summer Course Preparation and Academic Near-Peer Tutoring for AANAPI and Underserved Students.

Pitiporn Asvapathanagul

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Conference: 2025 ASEE PSW Conference
Location: California Polytechnic University, California
Publication Date: April 10, 2025
Start Date: April 10, 2025
End Date: April 12, 2025
DOI: 10.18260/1-2--55167
Permanent URL: https://peer.asee.org/55167

Paper Authors

biography

Pitiporn Asvapathanagul California State University, Long Beach

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Dr. Asvapathanagul joined the CSULB Civil Engineering and Construction Engineering Management Department in 2012. She holds a B. Eng. in Environmental Engineering from Chiang Mai University, Thailand (2001), and M.S. and Ph.D. in Engineering from University of California, Irvine (2009 and 2011).

Her research focuses on using molecular tools to understand microbial activities and resolve problems in biological water reclamation processes and in the environment. She developed several molecular primers and probes for bacterial detection in water reclamation plants. Dr. Asvapathanagul is also interested in developing a novel system for sewage highly containing fat, oil and grease.

She is a current Project Director and lead Principal Investigator for Asian American, Native American and Pacific Islander (AANAPI)
Student Success Center & Development (ASCEND) at California State University, Long Beach

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Abstract

This work is intended to prepare as a poster only (no full paper or presentation). This is a work in progress abstract.

The Asian American and Native American Pacific Islander (AANAPI) student bodies are poised to become a significant part of the U.S. workforce in the coming decades. AANAPI students represent an underserved population that has not received sufficient acknowledgment or support. Consequently, their academic performance has been hindered.

Near-peer tutoring and mentoring are vital in promoting student success by offering relatable role models and customized academic assistance. These support systems help cultivate a sense of belonging and boost academic confidence, both of which are critical for students' academic and personal development. This study aims to empower AANAPI and other underserved participants, enhancing their potential for future success.

Our academic support services are designed to address the educational needs of these students, facilitating greater access to postsecondary education in STEM fields within the College of Engineering (COE) and the College of Natural Sciences and Mathematics (CNSM). The project employs early intervention strategies for AANAPI STEM students and other underserved individuals during their initial college years, including first-time freshmen, sophomores, and transfer students. This includes offering preparatory courses in STEM subjects like Calculus I and II during the summer break, as well as providing near-peer tutoring throughout the academic year for courses such as Calculus II, General Chemistry, and Deformable Bodies, among others.

For freshmen and sophomores, we closely monitor several key indicators of academic success, including their achievements, the declaration of their STEM majors, retention rates, and progress toward a four-year graduation. This ongoing assessment allows us to identify areas where additional support may be necessary and ensures that students remain on track for their academic goals. For transfer students and those in their junior and senior years, we document important metrics such as GPA, retention rates, and graduation timelines. This data is essential for understanding the challenges they face and the effectiveness of our support systems.

Participants in our study were also asked to reflect on their experiences through a series of questions designed to gauge their sense of purpose and belonging within the academic environment. Their responses highlighted several key themes, including:

- The clarity of their goals and the knowledge of steps required to achieve them. - Their ability to stay focused and committed to their academic pursuits, often described as "keeping their eyes on the prize." - The presence of supportive relationships, where students feel that someone genuinely cares about their success and is willing to help them along the way. - Active engagement in both classroom discussions and extracurricular activities, which fosters a vibrant college experience. - A sense of belonging to the college community, where students feel integrated and valued. - Recognition of their skills, talents, abilities, and experiences, with opportunities to contribute meaningfully on campus and a sense that their contributions are appreciated.

By continuously gathering and analyzing this feedback, we aim to refine our support services and create an environment that nurtures the academic and personal growth of AANAPI and underserved students, helping them to thrive in their educational journeys.

Citation
Format

Asvapathanagul, P. (2025, April), Early Intervention of STEM Academic Support Services through Summer Course Preparation and Academic Near-Peer Tutoring for AANAPI and Underserved Students. Paper presented at 2025 ASEE PSW Conference, California Polytechnic University, California. 10.18260/1-2--55167

TY - CPAPER
AB - This work is intended to prepare as a poster only (no full paper or presentation). This is a work in progress abstract.

The Asian American and Native American Pacific Islander (AANAPI) student bodies are poised to become a significant part of the U.S. workforce in the coming decades. AANAPI students represent an underserved population that has not received sufficient acknowledgment or support. Consequently, their academic performance has been hindered.

Near-peer tutoring and mentoring are vital in promoting student success by offering relatable role models and customized academic assistance. These support systems help cultivate a sense of belonging and boost academic confidence, both of which are critical for students&#39; academic and personal development. This study aims to empower AANAPI and other underserved participants, enhancing their potential for future success.

Our academic support services are designed to address the educational needs of these students, facilitating greater access to postsecondary education in STEM fields within the College of Engineering (COE) and the College of Natural Sciences and Mathematics (CNSM). The project employs early intervention strategies for AANAPI STEM students and other underserved individuals during their initial college years, including first-time freshmen, sophomores, and transfer students. This includes offering preparatory courses in STEM subjects like Calculus I and II during the summer break, as well as providing near-peer tutoring throughout the academic year for courses such as Calculus II, General Chemistry, and Deformable Bodies, among others.

For freshmen and sophomores, we closely monitor several key indicators of academic success, including their achievements, the declaration of their STEM majors, retention rates, and progress toward a four-year graduation. This ongoing assessment allows us to identify areas where additional support may be necessary and ensures that students remain on track for their academic goals. For transfer students and those in their junior and senior years, we document important metrics such as GPA, retention rates, and graduation timelines. This data is essential for understanding the challenges they face and the effectiveness of our support systems.

Participants in our study were also asked to reflect on their experiences through a series of questions designed to gauge their sense of purpose and belonging within the academic environment. Their responses highlighted several key themes, including:

- The clarity of their goals and the knowledge of steps required to achieve them.
- Their ability to stay focused and committed to their academic pursuits, often described as &quot;keeping their eyes on the prize.&quot;
- The presence of supportive relationships, where students feel that someone genuinely cares about their success and is willing to help them along the way.
- Active engagement in both classroom discussions and extracurricular activities, which fosters a vibrant college experience.
- A sense of belonging to the college community, where students feel integrated and valued.
- Recognition of their skills, talents, abilities, and experiences, with opportunities to contribute meaningfully on campus and a sense that their contributions are appreciated.

By continuously gathering and analyzing this feedback, we aim to refine our support services and create an environment that nurtures the academic and personal growth of AANAPI and underserved students, helping them to thrive in their educational journeys.

AU - Pitiporn Asvapathanagul
CY - California Polytechnic University, California
DA - 2025/04/10
PB - ASEE Conferences
TI - Early Intervention of STEM Academic Support Services through Summer Course Preparation and Academic Near-Peer Tutoring for AANAPI and Underserved Students.
UR - https://peer.asee.org/55167
DO - 10.18260/1-2--55167
ER -