Cura Personalis: Care of the Whole Person
By Jana Talley, Co-Editor of DUE Point, Jackson State University
Research shows that commuter students are less engaged in scholarly activities outside of class and can feel disconnected from their collegiate experiences due to work obligations, family responsibilities, and additional travel time constraints. With over 80% of Saint Peter’s University students commuting to campus, the Leaders Emerging and Pursuing STEM (LEAPS) program was designed to provide avenues for community building that encourage students to persevere through STEM programs. We chatted with the LEAPS team about their project and how it supports first generation commuter students who qualify for PELL grant assistance.
What inspired you to apply to develop the LEAPS program?
Since Saint Peter’s University is a Jesuit institution, cura personalis – Latin for “care of the whole person” – is an important value to our community. Cura personalis inspires us to attend to the needs of our students beyond academics. In analyzing our student body, we found that a lot of high-achieving, PELL grant-eligible students in STEM were graduating a year later than our non PELL grant-eligible students. We recognize that these extended course completion timelines can be attributed to students' personal responsibilities and workloads that are necessary to help support themselves and their families. This is where LEAPS comes in. One of the main goals of the LEAPS program is to help our high-achieving, low-income students graduate in four years so they can join the STEM workforce or attend graduate school.
2. Tell us about some of the LEAPS activities that you have found to be impactful?
In addition to scholarship funding, the LEAPS program consists of monthly seminars, a summer program, community outreach activities, and professional development events. Additional support includes faculty and peer mentoring, individual research, and internships with industry partners.
The monthly seminars are a mixture of team and professional skill building activities. Guest speakers range from professionals currently employed in STEM fields to advisors from our Center for Career Engagement and Experiential Learning (CEEL).
We held a short summer program for the first and second cohort of LEAPS scholars. Professors of mathematics, biology, chemistry, and computer science ran sessions for the students. The LEAPS scholars engaged in mathematical problem solving and lab activities, such as producing organic lipstick and making Dippin’ Dots-style ice cream with liquid nitrogen. The program introduced our scholars to topics in digital forensics, cybersecurity, and hacking.
Keeping with our motto to “care for the whole person,” we organize outreach initiatives that allow our LEAPS scholars to collaborate with one another to connect with and serve the local community. These include volunteering with the Saint Peter’s Food Pantry and Clothes Closet.
3. How does your program help students prepare for careers in STEM fields?
The monthly seminars include topics such as resume writing and attaining internships. Even beyond our initiatives, the LEAPS program is opening pathways for its scholars to develop skills that can be transferred to their career field. We direct students to engage in other existing opportunities for career preparedness on campus. For example, at least four of our students are paid research assistants in their disciplines through the STEM-PODER grant, courtesy of the US Department of Education. The campus has an NFS-supported paid internship program, TREX, that LEAPS students will be encouraged to apply for during their junior and senior years.
4. How have you overcome the challenges of the pandemic to build a community among LEAPS scholars?
Our grant started Fall 2021, and though we wore masks, we found that in-person ice breaker activities during monthly seminars created a relaxed and welcoming environment. In some ways, the pandemic taught us to be more flexible in how we reach students at different comfort levels with face-to-face interactions. We learned how to reach a broader audience of scholars. Moreover, our large number of commuter students were finally able to participate in activities that accommodated their work and personal schedules.
5. What have you learned from this project?
We have learned that students may need ongoing advising throughout the semester to address class schedule adjustments, enrolling in summer courses, and how to stay on track towards graduation. We have found it helpful to schedule “check-in” appointments to structure space for working through academic concerns. After chatting for a few minutes, students may remember something important they want to ask, like “How do I add a minor?” or “Where do I go to apply for an internship?”.
Another thing we have learned is that students might have a long-term goal in mind (like going to medical school or becoming a software engineer), but they need academic and professional guidance about how to get there. The LEAPS program has built in supports that allow students to effectively network in their field and receive the guidance needed to attain those goals.
6. Tell us about the people involved in the project.
Our team consists of three faculty members, Michael Finetti, Brandy Garrett-Kluthe, and Rebecca Conley. Dr. Finetti is a retired New Jersey State Trooper who is now an Associate Professor in the Caulfield School of Education. Dr. Kluthe served as a United States Peace Corps Volunteer in Ghana, West Africa and is now an Associate Professor of Biology and the Director of the Environmental Studies Program. Dr. Conley is an Associate Professor of Mathematics and Statistics and the Director of Faculty Research and Development.
7. Tell us about some of the LEAPS scholars and how participating has enhanced their academic experiences.
Matthew, a LEAPS student, was apprehensive about starting college because he struggled with classes at the start of high school. The program supported his transition to college and helped him cultivate bonds with students and staff. He explained that “…LEAPS helped with understanding the college curriculum and expectations for not only a regular student, but a STEM student like myself.” Two other LEAPS scholars, Essowedeou and Axel, have become STEM-PODER Fellows. With LEAPS faculty as their mentors, they are conducting paid research in quantum computing and cybersecurity, respectively.
Learn more about NSF DUE (2129842)
Full Project Name: Leaders Emerging and Pursuing STEM (LEAPS) an S-STEM Grant at Saint Peter's University
Abstract Link: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2129842&HistoricalAwards=false
Project Contact: Dr. Rebecca Conley; rconley@saintpeters.edu