2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

The University of Pittsburgh’s Swanson School of Engineering (SSoE) has a longstanding commitment to advancing engineering education and promoting diversity within the engineering workforce. The Graduate Engineering Education Scholarship (GEES) program aims to address the financial barriers faced by low-income students in pursuing MS degrees in engineering and seeks to increase master’s degree enrollment and ensure graduates are well-prepared for the workforce. The GEES program is based on GEES internship guidance and Wosu’s (2016) framework of Relational Mentorship Model (RMM). The GEES internship guidance provides research mentorship and professional development through practical experiences and personalized support. Wosu’s Relational Mentorship Model (2016) emphasizes culturally competent relationships, fostering mutual trust and understanding to bridge cultural differences effectively.

The purpose of this study is to evaluate the effectiveness of the GEES program in enhancing students’ success and professional development, targeting low-income MS students in engineering. The primary research question is: Have GEES program activities increased students’ success and professional development for the workforce?

In this study, we utilize a mixed-methods approach to evaluate the GEES program’s effect on students. Quantitative data are collected through pre and post surveys administered to GEES scholarship students, measuring students’ perceived abilities, interest levels, self-confidence, global engineering workforce preparedness, skills preparedness, and the importance of mentorship through a Likert 5-point scale. We have 29 respondents in the pre-survey and 27 respondents in the post-survey. Additionally, qualitative data are gathered through semi-structured pre and post interviews with 28 GEES scholarship students to gain deeper insights into their experiences and perceptions of the program’s effectiveness.

Preliminary analysis of survey and interview data indicates that the GEES students show notable improvements in several areas. Most notably, students reported higher levels of confidence and preparedness after completing the GEES program. Overall, students showed notable enhancement in perceived abilities, with average ratings in writing, oral communication, leadership, and technical skills all increasing post-program. The program also boosted students’ self-confidence and awareness of global opportunities, with increased confidence in both coursework and job performance. Additionally, the value of mentorship was consistently high, with increased average ratings for the importance of having a role model and sharing personal experiences. Furthermore, qualitative data from post interviews support these findings. Students highlighted the importance of internships in connecting academic knowledge with real-world applications, the value of approachable and understanding mentors, and the significant impact of research experiences and mentorship on their career goals. These results suggest that the GEES program positively impacted students’ self-efficacy and skill development, preparing them more effectively for their future careers in engineering.

The result of this study imply that the GEES program has proven effective in achieving the academic success and professional development of low-income MS students in engineering. Scholarship programs that combine financial aid with skill-building and mentorship can play a crucial role in supporting underrepresented and financially disadvantaged students. Programs like GEES that provide supportive environments and practical training can bridge the gap between academic knowledge and real-world applications, ensuring students are well-prepared for future careers.