2026 ASEE Annual Conference & Exposition

The University of Texas at San Antonio S-STEM Scholars Program, funded by the National Science Foundation (NSF), is designed to support academically talented engineering students with demonstrated financial need to persist in their degrees and excel in their fields. Throughout the academic year, despite their potential, many students face challenges such as time management difficulties, personal setbacks, and academic hurdles including low grades and struggles with course content comprehension.
This study employs a mixed-methods approach to examine the implementation and impact of the UT San Antonio S-STEM Program. Grounded in Growth Mindset Theory (Dweck, 2007) and the Achievement Goal Framework (Elliot & McGregor, 2001), the program delivers targeted mentorship and strategic workshops designed to foster personalized academic support and enhance motivation among S-STEM Scholars. Data collection will include qualitative interviews with participants and quantitative surveys to assess changes in self-efficacy (Bandura, 1977), mindset orientation (Dweck & Leggett, 1988; Elliot & McGregor, 2001), and resilience over the course of their academic journeys. The analysis aims to elucidate how students deploy various support strategies, adapt their mindsets, and develop persistence and self-efficacy in response to the program interventions throughout the academic years. Findings will provide insights into the efficacy of theory-informed support strategies in promoting S-STEM student persistence among students with financial need. Findings will also be used to formatively evaluate and culturally respond by adapting the program to the students’ needs.
This paper details the design and initial implementation of these support interventions during the program’s inaugural year. The primary objective of the programs is to bolster students’ self-efficacy and promote sustained engagement and success in their engineering degree trajectories.