Support needs for students from low-income backgrounds, first generation college students (FGCS), and underrepresented minorities (URM) in STEM go beyond academics to activities that increase students’ STEM sense of belonging and STEM efficacy through high impact practices (HIPs) (e.g., mentored research, service learning, internships) (Hansen et al., 2024). Along with students from low-income homes, approximately 59% of undergraduates are FGCS (RTI International, 2019). Thompson (2021) found that FGCS in Science, Technology, Engineering, and Math (STEM) majors were at greater risk of leaving STEM than continuing generation (CG) students if they received low grades in their first year of college. Bettencourt et al. (2020) found a relationship between precollege coursework disparities for CG students and FGCS and their persistence in STEM, indicating a need for FGCS to receive academic support upon entering university STEM programs (2020). For STEM students, combined HIPs, academic, and social supports have a demonstrated positive impact on college STEM GPA and STEM retention (Ajayi et al., 2023).
At Louisiana State University (LSU), the S-STEM program (Preparing Resilient Individuals to Succeed in Engineering [PRISE]) supports engineering students from low-income backgrounds to reduce their need to work, increase their focus on academics, and promote valuable workplace skills prior to graduating through STEM belonging and HIPs (e.g., faculty mentorship, the college ambassador program, service learning, and highly sought internships). Students from low-income backgrounds tend to come from K-12 schools where they have received minimal career preparation (Curry & Milsom, 2021). Therefore, a key partnership for the LSU PRISE program is the campus career center.
Campus Career Centers
University career centers offer unique services for students. Through partnerships with campus career centers, NSF S-STEM programs are positioned to support students’ academic and career transitions by providing them with knowledge, skills, and opportunities beyond the college classroom. Career centers provide an evidence-based framework for students’ long-term success in career development. Students who receive career services are significantly more likely to complete their degrees (Hubchen et al., 2022). Three key service offerings S-STEM students can benefit from include: assessments, resume development, and mock interviewing.
Career Assessments
Campus career centers provide valid and reliable assessments to ensure students are in a prospective major and field of study that matches their interests, values, and personality. Common instruments used in career centers include the Strong Interest Inventory (SII) (Strong et al., 2004) and the Meyers-Briggs Type Indicator (MBTI). Often, these assessments are provided free or at a reduced cost to students. In LSU’s S-STEM PRISE program, students receive a personality inventory. The objective is not to determine if the student is a fit for their major, rather, the goal is to help students gain insight about how their personalities can influence their relationships with colleagues and how they interact with others in the workplace. This insight helps students to think about how to navigate future work with others and areas to improve while still in college.
For example, a student taking the MBTI may find, based on their results, that they are an introvert. Through working with a career counselor, the student may recognize the need to work on teams in their chosen field of study. While meeting with the counselor the student might gain insight and suggestions on how to cultivate experience working in groups to develop their comfort with this task. As a result, the student may choose to join a student service organization in engineering, such as engineering ambassadors.
Other assessments include values and interest inventories. Values assessments allow students to consider aspects of work most important to them (e.g., earnings, diversity in the workplace, advancement opportunities). There are no right or wrong values; however, knowing their values can allow students to better strategize about future job prospects. Career interest inventories allow students to consider career options and majors that align to their interests.
Resume Development
Students from low-income families may have developed resilience, creativity, and problem-solving skills that will make them valuable to the workforce. However, students may not know how to convey those skills to potential employers. In a study of college students and resume writing, Tillotson and Osborn (2012) found significant pre/post test results for students who participated in resume workshops. Likely, students who participated in resume writing workshops, like those offered through college career centers, benefited from providing each other with feedback during the workshop. Students also learned from examples provided within the group, and from co-constructing resumes with support from leaders and peers (Tillotson & Osborn, 2012).
It is important to note that hiring managers are looking for reasons to eliminate applicants from their pool (Bolles & Brooks, 2022). It is important to know what recruiters in each field value on a resume. Krishna et al. (2024) found that engineering recruiters were statistically significantly most likely to review the educational components on a resume. The other section managers reviewed included extracurricular activities, such as volunteer work.
LSU S-STEM PRISE students begin to construct resumes during the first semester in the program. Students are led through the resume development process by one of our PRISE engineering faculty team members. After resume development, students can seek advice and formatting suggestions throughout college from our Career Center team. Creating a resume early in the college experience allows students to learn how to capture the unique work they are doing, and to spot important gaps to address prior to graduation, in order to stand out among their peers. Career Centers generally offer resume development support and students should update their resumes annually.
Internships and Workplace Readiness
Students in LSU’s S-STEM program begin preparation for the workforce from their first semester at LSU. Participation in the fall Engineering Career Fair, hosted by Olinde Career Center, provides opportunities to meet with industry leaders to learn about internships and employment prospects in the field of engineering. To prepare for the Career Fair, engineering students may participate in a variety of activities with the Olinde Center including mock interviews, resume review, and having professional headshots taken.
Through PRISE, faculty assist students in preparing for the career fair. Students are taught how to write a 30 second elevator pitch, the importance of securing business cards, and how to write a proper follow up email after the career fair. To date, two cohorts of PRISE Scholars (N=28 total) attended career fairs. Although most engineering students do not expect to get an internship until they are juniors or seniors, ten PRISE students have received internships. But the real story is where students received these internships: NASA’s Marshall Space Flight Center, Chevron, Trace Security, ICore Robotics Laboratory, CDI Engineering Solutions, and more. In addition, six students worked in research labs, six attended national conferences, and one attended an Apple sponsored AI bootcamp for two months in California. It is not by chance that they have received these highly competitive and highly valued experiences.
Conclusion
Career centers are an ideal partnership for S-STEM programs. Career centers assist faculty with providing HIPs for students that make academic life meaningful beyond the classroom. These targeted support service initiatives for S-STEM students have the potential to enhance students’ engagement, motivation, persistence, and workplace readiness for STEM careers. S-STEM program faculty can learn more about local career centers and the services provided to begin building students’ long-term success.
References
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