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1. Improving Academic Self-Concept and STEM Identity Through a Research Immersion: Pathways to STEM Summer Program

   https://doi.org/10.3389/feduc.2021.674817  

   Betz, Amy R.; King, Brenee; Grauer, Bette; Montelone, Beth; Wiley, Zelia; Thurston, Linda (July 2021, Frontiers in Education)

   null (Ed.)

   Undergraduate research opportunities have been demonstrated to promote recruitment, retention, and inclusion of students from underrepresented groups in STEM disciplines. The opportunity to engage in hands-on, discovery-based activities as part of a community helps students develop a strong self-identity in STEM and strengthens their self-efficacy in what can otherwise be daunting fields. Kansas State University has developed an array of undergraduate research opportunities, both in the academic year and summer, and has established a management infrastructure around these programs. The Graduate School, which hosts its own Summer Undergraduate Research Opportunity Program aimed at URM and first-generation college students, coordinates the leadership of the other grant-funded programs, and conducts a series of enrichment and networking activities for students from all the programs. These include professional development as well as primarily social sessions. The Kansas LSAMP, led by Kansas State University, created a summer program aimed at under-represented minority community college students enrolled in STEM fields to recruit them into research opportunities at K-State. There has been strong interest in the program, which incorporated university experience elements in addition to an introduction to STEM research and the four-year university. In the 5 years since the program’s inception, cohorts of nine to fourteen students came to K-State each year for eight-week experiences and took part in both cohort-based sessions and individual mentored research experiences. The two-fold focus of this program, Research Immersion: Pathways to STEM, has resulted in the majority of the students presenting a poster at a national conference and transferring to a STEM major at a four-year institution. Survey results showed that the program was successful at improving STEM identity and academic self-concepts. Qualitative feedback suggested that the two parts of the program worked together to increase interest and self confidence in STEM majors but also ensured that students connect with other students and felt comfortable in the transition to a 4-year institution. 

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2. Embedding Career Exploration and Preparation Within Academic Programming to Enhance Retention in STEM [Poster presentation]

   Mellmann, L.; Bedward J.; Dinkel, B. (January 2022, AAC&U Transforming STEM Higher Education: Back to Broken?)

   Through an NSF S-STEM grant and institutional support, the STEM CAREERS (Career and Research Exploration to Enhance Retention in STEM) Program was created in 2018. This program provided scholarships and programming for high achieving lower-income students from rural and diverse backgrounds for N = 33 students over four years. A summer bridge, common first-year experience course, and interim trip on career exploration created a learning community for the cohort in their first year. Career exploration and networking opportunities introduced students to unimagined careers. Career preparation experiences were built into the remaining 3 years of the program as well as multi-layered mentoring. Mixed methods data collection included pre-post STEM career surveys, annual focus groups, and personal reflections. Some preliminary results include enhanced sense of belonging and strong support network, high placement into prestigious summer research programs and internships, and early admittance into dental school and graduate school. 

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3. Pre-College Summer Program in Entrepreneurial and Design Thinking Influences STEM Success for African American Students

   https://doi.org/10.15695/jstem/v7i2.03  

   Jackson, Caesar R; Whittington, Dawayne; Bradley, Tanina (February 2024, The Journal of STEM Outreach)

   Shepherd, Virginia L; Chester, Ann; Bass, Kristin M (Ed.)

   Sustained innovation and economic strength of the U.S depends on a greater participation of underrepresented minorities in science, technology, engineering, and mathematics (STEM). University-based outreach programs that serve African American and other minority populations should do more to infuse invention education in activities that engage pre-college students from these groups to motivate them to pursue STEM degrees. The Research, Discovery, and Innovation (RDI) Summer Institute is a design and science entrepreneurship program that is offered at North Carolina Central University to high school seniors who have been accepted for admission to a STEM degree program at the university. This study found the RDI Summer Institute program to be effective based on proximal outcomes of gains in composite entrepreneurial thinking skills (entrepreneurial, managerial, engineering design, and technical skills) as perceived by the participants and measured by pre- and post-surveys. Eighty-seven percent of the pre-college participants were African Americans, showed high levels of creativity and innovativeness, and presented product ideas that were conscientious in meeting their community needs. Program impact was assessed based on near-term and distal academic outcomes in college through a rigorously designed quasi-experiment which compared 31 case-control matched pairs of students who had been RDI participants and non-RDI participants. A conditional logistic regression showed first-year retention in STEM degree programs for students who had been RDI participants was five times that of students who had been non-RDI participants. Additionally, first-year STEM retention in differential comparisons favored female students, students from very low/low SES households, and students from single parent households. Also, students who had been RDI participants performed higher in STEM gatekeeper courses, and a strong positive impact of the RDI Summer Institute program was associated with higher STEM persistence even two and three years after pre-college students participated. 

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4. Why Do Students Leave? An Investigation Into Why Well-Supported Students Leave a First-Year Engineering Program

   Morris, Melissa; Hensel, Robin; Dygert, Joseph (January 2019, ASEE annual conference & exposition proceedings)

   This research paper examines retaining traditionally underrepresented minorities (URM) in STEM fields. The retention of URM students in STEM fields is a current area of focus for engineering education research. After an extensive literature review and examination of best practices in retaining the targeted group, a cohort-based, professional development program with a summer bridge component was developed at a large land grant institution in the Mid-Atlantic region. One programmatic goal was to increase retention of underrepresented students in the engineering college which, ultimately, is expected to increase diversity in the engineering workforce. The program has a strong focus on cohort building, teamwork, mentorship, and developing an engineering identity. Students participate in a week-long summer bridge component prior to the start of their first semester. During their first year, students take a class as a cohort each semester, participate in an industrial site visit, and interact with faculty mentors. Since 2016 the program has been funded by a National Science Foundation S-STEM grant, which provides scholarships to eligible program participants. Scholarships start at $4,500 during year one, and are renewable for up to five years, with an incremental increase of $1000 annually for years one through four. Even with the professional development program providing support and scholarships alleviating the financial burden of higher education, students are still leaving engineering. The 2016-2017 cohort consisted of five scholarship recipients, of which three remained in engineering as of fall 2018, the beginning of their third year. The 2017-2018 cohort consisted of seven scholarship recipients, of which five remained in engineering as of fall 2018, their second year. While the numbers of this scholarship group are small, their retention rate is alarmingly below the engineering college retention rate. Why? This paper presents the results of additional investigations of the overall program cohorts (not only the scholarship recipients) and their non-program peers with the aim of determining predictors of retention in the targeted demographic. Student responses to three survey instruments: GRIT, MSLQ, and LAESE were analyzed to determine why students were leaving engineering, even though the program they participated in was strongly rooted in retention based literature. Student responses on program exit surveys were also analyzed to determine non-programmatic elements that may cause students to leave engineering. Results of this research is presented along with “lessons learned” and suggested actions to increase retention among the targeted population. 

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5. INCREASING STUDENT RECRUITMENT AND RETENTION USING PLACE-BASED RESEARCH PROGRAMS FOR INCOMING AND FIRST-YEAR EARTH AND ENVIRONMENTAL SCIENCE STUDENTS IN OGDEN, UT

   https://doi.org/10.1130/abs/2021AM-370254  

   Balgord, Elizabeth; Frantz, Carie M.; Matyjasik, Marek (January 2021, Geological Society of America Abstracts with Programs)

   The Geoscience Education Targeting Underrepresented Populations program is a National Science Foundation funded project designed to assess the effectiveness of a multifaceted approach to increase recruitment and retention in Earth & Environmental Science (EES) majors at Weber State University (WSU) in Ogden, Utah. This program integrates a combination of early outreach to high schools, concurrent-enrollment courses, a summer bridge program, structured early undergraduate research experiences, community engaged learning, and multiple pedagogies to support a diverse student population. The focus of this presentation will be on the place-based educational approach to teaching an Earth science summer bridge program and a first-year summer research experience. These programs overlap in both time and location allowing incoming students to have peer-to-peer interactions with current EES majors. The summer bridge program runs for two weeks and provides students with an introduction to the WSU campus, available student services, initial advising, and an early collaborative research experience focused on local natural hazards and the Great Salt Lake basin water resources. Students collect water samples from Great Salt Lake, local streams, and a groundwater well field on WSU’s campus. Students then analyze major element chemistry of those samples with the help of faculty and students in the EES department using lab facilities at WSU. The summer research program is a four-week summer program for freshmen and sophomores who have declared an EES major. Students conduct in-depth field and lab research project on the Great Salt Lake ecosystem, using real-time geochemical data collected from field observatories on Antelope Island State Park. Students work as a team with a faculty lead and senior peer teaching assistants to address a research question by analyzing field station data as well as collecting and analyzing environmental chemistry and microbiology samples from the lake, including alkalinity, inorganic and organic carbon, major ions, cell counts, and photosynthetic efficiency. The summer research students also act as peer mentors for students in the Summer Bridge. All students present their research finding to friends and family at a celebratory event on the last day of both programs. We will present on the successes and challenges of the program to date and our plans to assess various components and their overall impact on student recruitment and retention in our department. 

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