Yowell, J., & Hanzel-Sello, G., & Barnak, G., & Venn, M. (2022, August), Mathematics Success for Underrepresented Community College  Students through STEM Core:  A Wrap-Around Student Services Model  Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--40657

\bibitem{asee_peer_40657}
  Yowell, J., \& Hanzel-Sello, G., \& Barnak, G., \& Venn, M. (2022, August), \emph{Mathematics Success for Underrepresented Community College  Students through STEM Core:  A Wrap-Around Student Services Model}
  Paper presented at 2022 ASEE Annual Conference \& Exposition, Minneapolis, MN.
  10.18260/1-2--40657

Janet Yowell, Gabe Hanzel-Sello, Gary Barnak, and Michael Venn.  "Mathematics Success for Underrepresented Community College  Students through STEM Core:  A Wrap-Around Student Services Model".  2022 ASEE Annual Conference & Exposition, Minneapolis, MN, 2022, August.  ASEE Conferences, 2022.  https://peer.asee.org/40657 Internet.  16 Jan, 2025

\bibitem{asee_peer_40657}
  Janet Yowell, Gabe Hanzel-Sello, Gary Barnak, and Michael Venn.
  "Mathematics Success for Underrepresented Community College  Students through STEM Core:  A Wrap-Around Student Services Model".
  \emph{2022 ASEE Annual Conference \& Exposition, Minneapolis, MN, 2022, August}.
  ASEE Conferences, 2022.
  https://peer.asee.org/40657 Internet.  16 Jan, 2025

@INPROCEEDINGS{asee_peer_40657
author = "Janet Yowell, Gabe Hanzel-Sello, Gary Barnak, and Michael Venn"
title = "Mathematics Success for Underrepresented Community College  Students through STEM Core:  A Wrap-Around Student Services Model"
booktitle = "2022 ASEE Annual Conference \& Exposition"
year = "2022"
month = "August"
address = "Minneapolis, MN"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/40657}
number = {10.18260/1-2--40657}
}

TY  - CPAPER
AB  - Colleges and universities fail to meet the workforce needs of STEM employers, and the nation continues to struggle with an underrepresentation of women, African Americans, LatinX, and American Indians entering STEM programs and careers. Many of these positions require AS degrees, a combination of higher-level academic coursework (calculus and physics), technical experience in advanced engineering software, and experience in fabrication and prototyping. Yet, this type of academic and skill preparation continues to disproportionally exclude underrepresented students. As we progress through the 21st Century, it is essential for the health and innovation of our economy that we address gaps in meeting STEM workforce needs and broadening participation among underrepresented populations. 
The STEM Core—an accelerated, contextualized mathematics program—allows students to gain appropriate math skills, while developing an awareness and appreciation for STEM. Through this NSF-funded INCLUDES Alliance initiative, 438 community college students who fell below college-level algebra at that start of their higher education have become calculus ready in one year, preparing them for STEM internships and careers. Of these students, 146 have participated in internships with Department of Energy laboratories or other STEM employers. Many of the STEM Core students would not have otherwise considered, or possibly succeeded in, STEM futures. 
The STEM Core initiative serves as a model for expanding and diversifying the nation's STEM workforce through four strategies: 1) intensive student support services via a wrap-around model; 2) outreach and recruitment from K-12 to community colleges to four-year universities, which will lead to high-wage, high-demand STEM career opportunities; 3) clear, accessible, and supported pathways to 2- and four-year STEM degrees for current and future community college students; and 4) year-round learning via paid internships/apprenticeship with STEM employers.
The STEM Core initiative shows promise in addressing barriers to broadening participation in STEM. Preliminary data analysis results indicate that students participating in the STEM Core (n=377) had an odds ratio of 3.22, or were 3.22 times more likely, in terms of odds, to become calculus ready. These results had statistical significance p < .001. 
This clear and focused pathway specifically addresses the following challenges faced by underrepresented students’ pursuit of STEM:
•	low representation of underrepresented students in STEM education programs and degree paths through clearly defined STEM pathways and institutional partnerships; 
•	math placement challenges and subsequent success in advanced math courses through strategic programming leading to academic success; 
•	academic persistence through emphasis on full-time enrollment and intensive cohort support. 
•	financial barriers through paid internships;
•	perceived exclusion and difficult transitions from high school-to-college through mentorship by underrepresented faculty, workforce professionals, and peer students; and
•	access to high-demand employment in the local community through partnerships with STEM employers providing technical and professional-skills workshops, as well as paid internships.
AU  - Janet Yowell
AU  - Gabe Hanzel-Sello
AU  - Gary Barnak
AU  - Michael Venn
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - Mathematics Success for Underrepresented Community College  Students through STEM Core:  A Wrap-Around Student Services Model
UR  - https://peer.asee.org/40657
DO  - 10.18260/1-2--40657
ER  -