Board 264: Enhancing Sense of Belonging among Engineering and Artificial Intelligence Students: First Insights from the NSF S-STEM Grant in Community College

Fanny Silvestri; Nichole Neal; Erika DeMartini

Download Paper | Permalink

Conference: 2024 ASEE Annual Conference & Exposition
Location: Portland, Oregon
Publication Date: June 23, 2024
Start Date: June 23, 2024
End Date: July 12, 2024
Conference Session: NSF Grantees Poster Session
Tagged Topic: NSF Grantees Poster Session
Permanent URL: https://strategy.asee.org/46837

Request a correction

Paper Authors

biography

Fanny Silvestri Chandler-Gilbert Community Colleges

visit author page

I hold a Bachelor's degree in Aerospace and Mechanical Engineering from ESTACA, France, followed by a Master's degree in Mechanical Engineering at Polytechnic Montreal, QC, Canada. My Master's research focused on the innovative design and testing of a dynamic frame tailored for spine surgeries.

With a background enriched by five years of service as a Research Assistant at the orthopedic research laboratory in Sacre-Coeur Hospital in Montreal, I contributed to biomechanical investigations pertaining to prosthesis advancements for the hip, shoulder, and elbow.

Since 2018, I served as an engineering faculty at Chandler-Gilbert Community College. In this role, I have been delivering comprehensive instruction across a spectrum of courses including Introduction to Engineering, Engineering's Societal Impacts, Statics, Dynamics, and Computer-Aided Design (CAD), thus fostering a dynamic learning environment for aspiring engineers.

visit author page

author page

Nichole Neal

biography

Erika DeMartini Chandler Gilbert Community College

visit author page

Erika DeMartini is an aspiring professional in the field of Artificial Intelligence (AI) and Machine Learning (ML), currently pursuing undergraduate studies focused on these disciplines. During their academic journey, she has been actively engaged in research endeavors, exploring various facets of AI and mathematical modeling. Currently, Erika serves as a Grant Coordinator for an NSF-funded scholarship program at Chandler-Gilbert Community College, facilitating opportunities for aspiring engineers and AI professionals.

visit author page

Download Paper | Permalink

Abstract

Introduction: Chandler-Gilbert Community College (CGCC) in Arizona offers two-year degrees for diverse engineering disciplines and Artificial Intelligence and Machine Learning (AIM) studies. After their Associate’s degree, students transfer to Universities to complete their bachelor’s degree. Since the Fall of 2023, CGCC has nurtured students through the NSF S-STEM Grant initiative called Scholarships, Mentoring, and Professional Support to Improve Engineering & Artificial Intelligence Student Success at Community Colleges. This grant, also known as Reaching Engineering and Artificial Intelligence Career Heights (REACH), empowers students with scholarships, personalized mentoring, and industry-oriented activities. This study delves into the sense of belonging and academic integration of REACH recipients and their peers.

Methodology: A survey was administered to students across six courses: engineering (3), AIM, chemistry, and physics. The courses were chosen because one REACH student was attending the same course, with the same instructor. The survey, adapted from Gurganus et al., was comprised of demographic data and 20 questions categorized into Sciences Identity, Expectations and Goals, Academic Integration, Sense of Belonging to the program, and Sense of Belonging to the campus. Unpaired t-tests were utilized to compare the responses of 5 REACH students with 58 of their peers, with significance set at p≤0.05.

Results: Sixty-three students agreed and filled out the study, comprising 5 REACH students and 58 peers. Students are enrolled in AAS, Engineering Technology (1 REACH, 1 peers), AAS, Emphasis in Artificial Intelligence (2 REACH, 3 peers), AAS, Emphasis in Engineering (2 REACH, 30 peers), and 24 were not registered in one of those degrees. Twenty females, 41 males, and one binary student in their first to sixth semester at CGCC filled out the survey. Among those total students, 7 identified as Asian, 2 as black or African American, 11 as Hispanic or Latino, 39 as White, and 4 as Other. In the category of Sciences Identity, REACH students demonstrated a significantly stronger sense of belonging compared to their peers. Specifically, REACH recipients scored higher on three questions: "I have a strong sense of belonging to the community of engineering or AI" (REACH 4.40 vs Peers 3.47, p=0.017), "I feel like I belong in the field of engineering or AI" (REACH 4.60 vs Peers 3.71, p=0.032), and "The daily work of an engineer or AI scientist is appealing to me" (REACH 5.00 vs Peers 3.98, p=0.011). Furthermore, REACH students reported a significantly stronger sense of belonging to Chandler-Gilbert Community College compared to their peers (REACH 4.60 vs Peers 3.78, p=0.046). However, concerning academic integration, REACH students identified areas that require attention. Notably, they provided a lower score for the question "Understand what your professors expect of you academically" (REACH 1.20 vs Peers 2.00, p=0.025). REACH recipients also scored lower for: “Develop effective study skills”, “Adjust to the academic demands of college”, and “Manage your time effectively”. Academic Integration is the only category where REACH students scored less than their peers.

Conclusion: The REACH initiative at CGCC has notably enhanced the sense of belonging and connection to the college among engineering and AIM students. While REACH students showed superior community affiliation, they identified areas for academic integration enhancement. A tailored workshop focusing on study skills and time management is planned for Spring 2024 to address these concerns. As the program expands in 2024, involving six more students, continued assessment and support mechanisms will foster a more inclusive and integrated academic environment.

Acknowledgment: The authors would like to express their sincere thanks and gratitude to the National Science Foundation (NSF) for the Scholarship in Science, Technology, Engineering, and Mathematics (S-STEM) award No. 2220959.

Citation
Format

Silvestri, F., & Neal, N., & DeMartini, E. (2024, June), Board 264: Enhancing Sense of Belonging among Engineering and Artificial Intelligence Students: First Insights from the NSF S-STEM Grant in Community College Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. https://strategy.asee.org/46837

TY - CPAPER
AB - Introduction: Chandler-Gilbert Community College (CGCC) in Arizona offers two-year degrees for diverse engineering disciplines and Artificial Intelligence and Machine Learning (AIM) studies. After their Associate’s degree, students transfer to Universities to complete their bachelor’s degree. Since the Fall of 2023, CGCC has nurtured students through the NSF S-STEM Grant initiative called Scholarships, Mentoring, and Professional Support to Improve Engineering &amp;amp; Artificial Intelligence Student Success at Community Colleges. This grant, also known as Reaching Engineering and Artificial Intelligence Career Heights (REACH), empowers students with scholarships, personalized mentoring, and industry-oriented activities. This study delves into the sense of belonging and academic integration of REACH recipients and their peers.

Methodology: A survey was administered to students across six courses: engineering (3), AIM, chemistry, and physics. The courses were chosen because one REACH student was attending the same course, with the same instructor. The survey, adapted from Gurganus et al., was comprised of demographic data and 20 questions categorized into Sciences Identity, Expectations and Goals, Academic Integration, Sense of Belonging to the program, and Sense of Belonging to the campus. Unpaired t-tests were utilized to compare the responses of 5 REACH students with 58 of their peers, with significance set at p≤0.05.

Results: Sixty-three students agreed and filled out the study, comprising 5 REACH students and 58 peers. Students are enrolled in AAS, Engineering Technology (1 REACH, 1 peers), AAS, Emphasis in Artificial Intelligence (2 REACH, 3 peers), AAS, Emphasis in Engineering (2 REACH, 30 peers), and 24 were not registered in one of those degrees. Twenty females, 41 males, and one binary student in their first to sixth semester at CGCC filled out the survey. Among those total students, 7 identified as Asian, 2 as black or African American, 11 as Hispanic or Latino, 39 as White, and 4 as Other.
In the category of Sciences Identity, REACH students demonstrated a significantly stronger sense of belonging compared to their peers. Specifically, REACH recipients scored higher on three questions: &quot;I have a strong sense of belonging to the community of engineering or AI&quot; (REACH 4.40 vs Peers 3.47, p=0.017), &quot;I feel like I belong in the field of engineering or AI&quot; (REACH 4.60 vs Peers 3.71, p=0.032), and &quot;The daily work of an engineer or AI scientist is appealing to me&quot; (REACH 5.00 vs Peers 3.98, p=0.011).
Furthermore, REACH students reported a significantly stronger sense of belonging to Chandler-Gilbert Community College compared to their peers (REACH 4.60 vs Peers 3.78, p=0.046).
However, concerning academic integration, REACH students identified areas that require attention. Notably, they provided a lower score for the question &quot;Understand what your professors expect of you academically&quot; (REACH 1.20 vs Peers 2.00, p=0.025). REACH recipients also scored lower for: “Develop effective study skills”, “Adjust to the academic demands of college”, and “Manage your time effectively”. Academic Integration is the only category where REACH students scored less than their peers.

Conclusion: The REACH initiative at CGCC has notably enhanced the sense of belonging and connection to the college among engineering and AIM students. While REACH students showed superior community affiliation, they identified areas for academic integration enhancement. A tailored workshop focusing on study skills and time management is planned for Spring 2024 to address these concerns. As the program expands in 2024, involving six more students, continued assessment and support mechanisms will foster a more inclusive and integrated academic environment.

Acknowledgment: The authors would like to express their sincere thanks and gratitude to the National Science Foundation (NSF) for the Scholarship in Science, Technology, Engineering, and Mathematics (S-STEM) award No. 2220959.

AU - Fanny Silvestri
AU - Nichole Neal
AU - Erika DeMartini
CY - Portland, Oregon
DA - 2024/06/23
PB - ASEE Conferences
TI - Board 264: Enhancing Sense of Belonging among Engineering and Artificial Intelligence Students: First Insights from the NSF S-STEM Grant in Community College
UR - https://strategy.asee.org/46837
ER -