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This research-to-practice full paper describes a cohort-based undergraduate research program designed to improve STEM retention through structured mentoring and community building. Drawing on the Affinity Research Group (ARG) model, the program fosters faculty-student research collaboration and integrates faculty mentorship training, student-led peer mentoring, and structured interventions, such as research skills workshops and networking events. Each year, faculty from biology, chemistry, computer science, environmental science, and mathematics lead small-group research projects with recruited students who may participate for up to three years. Faculty and students receive ARG training to promote consistent mentoring practices. A credit-bearing, major-specific first-year orientation course supports recruitment and reinforces students’ scientific identity. Faculty also engage in professional development workshops to strengthen student-centered mentoring approaches. Data collection includes surveys, interviews, retention tracking, and weekly journaling to assess STEM identity, belonging, and skill development. External evaluators reviewed the faculty focus groups to assess mentoring effectiveness. Initial findings show strong faculty engagement with the ARG model, with many adopting adaptive mentoring strategies that enhance student support. Students report increased confidence and belonging within their disciplines. However, cross-disciplinary collaboration remains limited, highlighting the need for more intentional networking within the cohort. Students also emphasized the value of peer collaboration alongside faculty mentorship. These results suggest that undergraduate research can serve as a powerful tool for building community and supporting persistence in STEM. Ongoing efforts will focus on expanding networking opportunities, strengthening peer collaboration, and evaluating long-term impacts on student retention.
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This content will become publicly available on November 1, 2025
A Model for International Summer Research Experiences for STEM Students
In this article, we report on a National Science Foundation-funded immersive international summer research program for biology students. Six students, representing Cohort 1 of a three-year program, spent nine weeks at one of three institutes in Japan, working on related molecular, cellular, and developmental research projects under the mentorship of a Japanese researcher. We describe the recruitment process, pre-departure activities, orientation week, research projects, and mentorship structure. Data were collected to determine the impact of the program on students’ views about science and to seek feedback about the structure of the program. The pre-, mid- and post-program interviews with the students as well as their weekly written reflections revealed that the program challenged their perspectives about science, broadened their understanding of what it means to engage in science research, and contributed to their growing confidence as budding scientists. The students mentioned that certain elements of the program, including the orientation week, weekly meetings, and individualized and hands-on mentorship they received, contributed to their rich experience in Japan. Suggestions are provided for adapting this model to develop other international opportunities for STEM students.
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- Award ID(s):
- 1952513
- PAR ID:
- 10553334
- Publisher / Repository:
- National Science Teacher Association
- Date Published:
- Journal Name:
- Journal of College Science Teaching
- Volume:
- 53
- Issue:
- 6
- ISSN:
- 0047-231X
- Page Range / eLocation ID:
- 632 to 636
- Subject(s) / Keyword(s):
- International, Student Research, Biology
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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