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This research paper describes the experiences of freshman STEM students arriving on a college campus for the first time after nearly a year and a half of online learning in high school. Fall 2021 marked the return of in-person learning in higher education, grown from a belief in and commitment to the value of interactions only achieved in such context (Sabella, 2021). First-year programs across the country welcomed first-time-in-college (FTIC) freshmen, many of whom experienced lower levels of social, emotional, and academic well-being due to extended periods of online learning in their final years of high school (Duckworth, et al., 2021). This reality, for some students, represented an unfamiliar learning environment to be negotiated in understanding their multiplying and evolving spaces as learners (e.g., Sequeira & Dacey, 2020). This qualitative study sought to understand the aspects and ways in which FTIC freshmen in a STEM student success program experienced a face-to-face first semester of college following an extended period of online learning, and how these experiences shaped a sense of belonging toward identity development, both as a college student in general and as a STEM major in particular. To explore these ideas, longitudinal qualitative data were collected through a series of focus groups in the fall of 2021. Participating students had substantial identified financial need and received scholarship support as part of the program. They also had the opportunity to participate as a cohort in intentionally designed curricular and co-curricular activities aimed at supporting their academic journey toward successful completion of a STEM degree. Findings suggest that physical space (e.g., the library and other specific locations on campus) played a disproportionate role in creating a sense of belonging for students. The results of this project add important nuance to the sense of belonging and identity development literature by expanding our understanding of the ways place, context, and prior experiences may uniquely intersect to ultimately influence belonging and identity in college. Keywords: STEM Identity, COVID, First-Year Experience, Sense of Belonging
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This content will become publicly available on April 4, 2026
Breaking Barriers: Fostering STEM Belonging and Success through Early Student-Faculty Interactions
Fairmont State University’s College of Science and Technology has hosted a variety of events aimed at removing the barriers between students and faculty. Two events in particular targeted incoming freshmen – a bridge program and the SciTech Social. In August 2023 and 2024, a bridge program was held for a select group of first-generation and underrepresented incoming freshmen. The students were invited to move onto campus early, and over the course of three days engaged in activities aimed to prepare them for the semester, including workshops on study skills and networking with college faculty. Survey data indicated that after the program, students felt more comfortable interacting with faculty, were more knowledgeable of academic resources, and had a higher sense of belonging at college and in STEM. Since the Fall 2022, the college has implemented the “SciTech Social”, a picnic during the first week of the fall semester aiming to promote early student-faculty interactions for all incoming freshmen. During the event, students and faculty mingled over lunch, used BINGO cards to encourage conversations, and explored STEM clubs at informational tables. The event has grown annually, with increasing participation and positive feedback from attendees. Survey data suggested that students who attend are more likely to engage with faculty throughout the semester, attend office hours and tutoring sessions, and participate in student organizations. These early opportunities for student-faculty involvement help students feel less intimidated by their professors, which may significantly impact the likelihood of student academic success and persistence in STEM majors.
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- PAR ID:
- 10594863
- Publisher / Repository:
- PKP Publishing Services Network
- Date Published:
- Journal Name:
- Proceedings of the West Virginia Academy of Science
- Volume:
- 97
- Issue:
- 2
- ISSN:
- 0096-4263
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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