Pickering, C., & Lopez, M., & Gonzalez, G., & Garcia, M., & Vaningen-Dunn, C., & Pinto, K. (2022, August), Work-based Experiential Learning in IT:  Career Enhancement for Underserved Students at a 2-year HSI  Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--41378

\bibitem{asee_peer_41378}
  Pickering, C., \& Lopez, M., \& Gonzalez, G., \& Garcia, M., \& Vaningen-Dunn, C., \& Pinto, K. (2022, August), \emph{Work-based Experiential Learning in IT:  Career Enhancement for Underserved Students at a 2-year HSI}
  Paper presented at 2022 ASEE Annual Conference \& Exposition, Minneapolis, MN.
  10.18260/1-2--41378

Cynthia Pickering, Mara Lopez, Gloria Gonzalez, Marcus Garcia, Caroline Vaningen-Dunn, and Katy Pinto.  "Work-based Experiential Learning in IT:  Career Enhancement for Underserved Students at a 2-year HSI".  2022 ASEE Annual Conference & Exposition, Minneapolis, MN, 2022, August.  ASEE Conferences, 2022.  https://peer.asee.org/41378 Internet.  01 May, 2024

\bibitem{asee_peer_41378}
  Cynthia Pickering, Mara Lopez, Gloria Gonzalez, Marcus Garcia, Caroline Vaningen-Dunn, and Katy Pinto.
  "Work-based Experiential Learning in IT:  Career Enhancement for Underserved Students at a 2-year HSI".
  \emph{2022 ASEE Annual Conference \& Exposition, Minneapolis, MN, 2022, August}.
  ASEE Conferences, 2022.
  https://peer.asee.org/41378 Internet.  01 May, 2024

@INPROCEEDINGS{asee_peer_41378
author = "Cynthia Pickering, Mara Lopez, Gloria Gonzalez, Marcus Garcia, Caroline Vaningen-Dunn, and Katy Pinto"
title = "Work-based Experiential Learning in IT:  Career Enhancement for Underserved Students at a 2-year HSI"
booktitle = "2022 ASEE Annual Conference \& Exposition"
year = "2022"
month = "August"
address = "Minneapolis, MN"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/41378}
number = {10.18260/1-2--41378}
}

TY  - CPAPER
AB  - In the midst of the pandemic, a 2-year Hispanic Serving Institution (HSI) in metropolitan Phoenix launched the Information Technology Institute (ITI), and a five-year National Science Foundation (NSF) sponsored program to provide culturally responsive work-based experiential learning opportunities for adult students balancing multiple jobs and responsibilities. This paper discusses the benefits to students in gaining IT experience alongside industry mentors, how peer mentoring increases engagement, and the challenges of hybrid delivery during the pandemic.

Two types of paid opportunities were designed and are currently in pilot mode to provide real-world IT experience for undergraduate students: 1) externships situated on-campus, under the supervision of faculty and assisted by peer-mentors and industry mentors and 2) internships situated with local companies under the supervision of industry employees.  When career preparedness elements were interwoven while learning and practicing new IT skills within hands-on project deliverables, externs reported benefits such as increased confidence in seeking out employment opportunities, preparing for interviews, professional networking, leadership development, and conveying their industry experience in their resumes and on LinkedIn.

Lessons learned to date related to engaging and retaining targeted students include the need to: prioritize student well-being and work/life balance, pay students during the externships or internships, intentionally immerse students within the work-based experiences, provide continual guidance and structuring on projects where students own a specific work deliverable - yet collaborate, incorporate culturally responsive mentoring from peers, faculty, and industry to meet students where they are in terms of technical and professional skills, design flexibility into the work schedule, and accommodate both virtual and in person work sites. 
AU  - Cynthia Pickering
AU  - Mara Lopez
AU  - Gloria Gonzalez
AU  - Marcus Garcia
AU  - Caroline Vaningen-Dunn
AU  - Katy Pinto
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - Work-based Experiential Learning in IT:  Career Enhancement for Underserved Students at a 2-year HSI
UR  - https://peer.asee.org/41378
DO  - 10.18260/1-2--41378
ER  -