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1. Differentiating rural locale factors related to students choosing and persisting in STEM

   Darrah, Marjorie; Humbert, Roxann; Howley, Caitlin (July 2022, Research in higher education journal)

   For the growing worldwide economy to be successful, science, technology, engineering,or math (STEM) workers are needed. Once recruited to pursue a STEM major, the challenge is keeping these students on track. A large diverse workforce is needed in these fields, but past research has shown students from rural settings are disadvantaged when attending college. It is difficult to look at differences of rural vs. urban to determine whether these settings have any impact on a students’ decisions to declare and persist in a STEM major. Many states have large portions considered rural, Maine (61.3 percent), Vermont (61.1 percent), West Virginia (51.3 percent) (World Population Review, 2022). In states like these, it is hard to differentiate rural and urban settings since much of the state is rural. This study attempts to look at locales in a way that classifies them, not by population or proximity to urban settings, but by other factors that may affect students related to STEM persistence. This case study is the state of West Virginia and cluster analysis is used to develop Locale Codes (LC) to differentiate counties based on a variety of factors, including declaring and persisting in a STEM major. The findings show some counties have a higher percentage of students declaring STEM, but these students are less successful in college than other counties that have proportionally fewer students declaring STEM. The factors related to the locale that contribute to these differences are examined. 

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2. Findings from the first two years of the First2 Network.

   https://doi.org/10.55632/pwvas.v91i1.566  

   Heatherly, Sue Ann; Starcovic, Sarah; Rutherford, Rebecca; Harvey, Erica; Williamson, Kathryn; Burt-Kinderman, Joanna; Riley, Sarah; Howley, Caitlin (March 2019, Proceedings of the West Virginia Academy of Science)

   Nationally, more than half of all college students who declare a major in STEM fields drop out or change their majors in the first two years of post-secondary education.  Among first-generation college students in West Virginia this number may approach 70%.    The First2 STEM Success Network, an NSF INCLUDES Alliance, is a cross-sector effort aimed at improving the college enrollment rate and success of undergraduate STEM students, with emphasis on rural first-generation students in West Virginia. At the core of our shared vision is the inclusion of students themselves as co-creators of the solutions.      First2 is an outgrowth of a two-year pilot project funded by the National Science Foundation in 2016. During the pilot, we began to create and test interventions that address the underlying reasons for attrition in STEM majors, and to develop a preliminary research program to better understand rural first-generation STEM students, a population for which there is scant existing research.    We engaged 36 rural first-generation students in some combination of early STEM research experiences, an online discovery-based "principles of research and development" college seminar, a “hometown ambassador” program, and leadership training. We also developed and administered an online survey to an additional 101 first generation students attending West Virginia University and Fairmont State University.    This presentation describes the research and evaluation findings from the pilot project and implications for the Network moving forward.    The First2 Network Design and Development Pilot Project was supported by National Science Foundation INCLUDES Award No. 1649323. 

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3. Protective Factors in the Context of Successful Aging in Urban-Dwelling Alaska Native Elders

   https://doi.org/10.1007/s10823-023-09493-3  

   Kim, Steffi M; Lewis, Jordan P (March 2024, Journal of Cross-Cultural Gerontology)

   Successful aging in rural Alaska communities has been established as a characteristic best described by reaching “Eldership,” conveying reverence and respect from the community and implying leadership responsibilities. Most Alaska Native (AN) Elders believe that aging successfully or aging well happens within their home communities. However, limited rural resources lead Elders to relocate to urban settings. While protective factors supporting aging well in rural communities have been established, little is known about which factors support aging well after relocation to an urban setting. This exploratory, qualitative, community-based participatory research study explored AN Elder’s (ages 48–84) experiences comparing successful aging within four rural Alaska communities and of Elders who relocated from a rural to an urban community. Thirteen rural-based Elders and 12 urban-based Elders semi-structured interviews were compared to explore how successful aging was experienced similarly and differently in rural and urban settings. To age well in urban Alaska, access to health care services, family, and community engagement were essential. The main challenges for urban Elders involved establishing a sense of community, intergenerational involvement, and the ability to continue traditional ways of living. This research identified challenges, similarities, and differences in aging well in an urban community. The findings of this study inform practices, services, and policies to improve existing urban services and initiate needed urban services to foster successful aging after relocation from remote rural areas into urban communities in Alaska. 

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4. First Two Network: Improving STEM persistence in the first two years of college.

   https://doi.org/10.55632/pwvas.v89i1.278  

   Heatherly, Sue Ann; Harvey, Erica; Howley, Caitlin (April 2017, Proceedings of the West Virginia Academy of Science)

   Many college students in West Virginia hail from rural communities and are the first in their families to pursue an undergraduate degree. Research indicates that first-generation college students can face particular barriers to their postsecondary persistence, as can rural students. However, data on the persistence of first-generation college students who are also from rural places is scant. To better understand—and help remove—the barriers confronting such young people interested in STEM (Science, Technology, Engineering and Mathematics), the FIRST TWO Project (https://first2network.org/) brings together community college and university faculty, administrators, national laboratory professionals, and rural education experts. The FIRST TWO pilot program integrates early STEM experiences via internships, a support network for rural first-generation STEM students, and STEM skills development through a discovery-based "principles of research and development" college seminar for first-year students. A "Hometown Ambassadors" program component prepares students to return to their home communities to engage younger students’ interest in STEM, and teachers’ and school board members’ support for STEM education. Our goal is for project courses and support mechanisms to be fully transferrable to other institutions of higher education in the state so that, ultimately, more rural first-generation students participate in the wider STEM enterprise.   Funding for the project is provided by the National Science Foundation INCLUDES (Inclusion across the Nation of Communities of Learners of Underrepresented Discoverers in Engineering and Science) initiative. 

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5. Comparison of on-campus and virtual self-assessment outcomes for incoming Appalachian STEM undergraduates’ first research experience

   https://doi.org/10.24059/olj.v28i1.3834  

   Stover, Kristin; Cowley, Kimberly; Gaunt, Gillian; George, Olivia; Henson, Kristy; Liu, Tuoen; Pankey, Christopher L (March 2024, Online Learning)

   The First2 Network is an alliance of higher education institutions across the State of West Virginia striving to improve science, technology, engineering or math (STEM) education by supporting rural, first-generation, and underrepresented college students pursuing STEM majors.  Over the summers of 2019 and 2020, the First2 Network delivered two-week summer research immersion experiences at various institutions throughout West Virginia. The 2019 program was delivered on-campus at four universities while the 2020 program was delivered virtually, due to the COVID-19 pandemic, across nine sites. Before and after the immersion experience, students who participated in the program completed a variety of survey questionnaires for the assessment of their interests, expectations, identity and belonging in STEM. We found that the in-person experience in 2019 had better outcomes compared to the virtual experience, suggesting students conducting research directly under their faculty supervisors in-person and on-site will have a more positive impact on their STEM education and career. However, participation in the virtual format still resulted in an improvement in belonging and STEM identity, indicating that connecting with students remotely is still worthwhile when it is the most viable option. The student population in Appalachia faces a number of academic barriers, so there is much to gain by finding new ways to reach as many students as possible with early career development programs. 

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