2024 ASEE Annual Conference & Exposition

This paper presents preliminary findings from a study investigating the impact of the National Science Foundation (NSF) Scholarships in STEM (S-STEM) program on community college transfer students pursuing engineering degrees at a four-year university. S-STEM funds scholarships to support academically talented low-income undergraduate students. In addition, S-STEM facilitates evidence-based curricular and co-curricular activities to enhance recruitment, retention, and student success in STEM fields. Four focus groups (16 participants) and 23 interviews with community college transfer S-STEM scholars revealed that S-STEM offers a myriad of financial benefits students believe will lead to a degree and a career as an engineer. Analyses employ qualitative methods such as thematic coding to identify recurring themes, patterns, and key insights from transcribed interviews and focus groups.

S-STEM scholarships provided students with a sense of security and a cushion in case of emergencies or unexpected expenses. The S-STEM scholarship was a turning point at which the increased financial stability allowed students to explore their academic and career interests, study more individually and in study-groups, and devote themselves to their engineering education by regularly meeting with faculty and staff outside the classroom.

Scholarships offset rising gas prices for commuters and allow other students to live close to campus. Students worked fewer hours (often 10 to 20 hours a week) compared to working full-time in community college. Students spent this additional time on campus and pursued internships and career opportunities in their field of study. In effect, S-STEM scholarships enabled students to treat their engineering education as a job, rather than having to work outside of school to pay for their education.

Our findings highlight how S-STEM program elements manifest in the lives of low-income community college transfer engineering students. The findings underscore the need for increased support for students from low-income backgrounds and demonstrate that financial and co-curricular support positions them for greater success. These insights not only inform scholarship programs but should also urge educational institutions to actively provide holistic support for students on their academic and professional journeys.