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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 June 19, 2026
Early Career Critical Zone Science Workshop Outcomes
Critical Zone (CZ) science investigates the interconnected processes occurring from the top of the vegetation canopy to the base of the groundwater. Recognizing the need to foster cross- disciplinary collaboration among early-career researchers (ECRs), graduate students organized two workshops in 2024 and 2025 aimed at building community, sharing research approaches, and discussing the future of CZ science. These workshops brought together participants from diverse disciplines, institutions, and career stages, and included research talks, structured discussions, and community-building activities. Survey results demonstrated increased confidence in cross-disciplinary collaboration and highlighted the value of supportive, in-person settings for networking and broadening scientific perspectives. Recommendations include expanding support for small, ECR-focused workshops and prioritizing institutional structures that sustain collaborative, transdisciplinary CZ research.
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- Award ID(s):
- 1904527
- PAR ID:
- 10641703
- Publisher / Repository:
- ESS Open Archive
- Date Published:
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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