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The First2 Network is a coalition of individuals from multiple universities, K-12 schools, industry, and government organizations from a rural eastern U.S. state who collaborate to ensure that rural, first-generation undergraduate students are prepared and motivated to persist in their science, technology, engineering, and mathematics (STEM) major. Since its inception in 2018, this National Science Foundation-funded project has utilized student summer immersive experiences for incoming freshmen and Networked Improvement Communities to produce replicable best practices, campus student clubs, student ambassador programs, institutional teams, statewide conferences, and many other methods, all for the purpose of promoting student STEM persistence across the state. This study employs social network analysis to explore the structure, growth, and impact of the connections across this Network over the five years of its existence. Social network analysis metrics indicate that the Network grew both in size and connectivity until 2022 when policy changes led to more institutional localization for the purpose of sustainability. Students have formed robust connections with other Network members throughout the course of the project, leading to a higher STEM persistence rate among students in the Network than average at their university. Faculty from different universities across the state have made connections, which has increased productivity as a result of network membership. The available data suggests that the Network has had a positive impact on both student retention and faculty collaboration, which should be sustained and have a positive impact on STEM persistence throughout the state in years to come. 

The First2 Network is a coalition of individuals from multiple universities, K-12 schools, industry, and government organizations from a rural eastern U.S. state who collaborate to ensure that rural, first-generation undergraduate students are prepared and motivated to persist in their science, technology, engineering, and mathematics (STEM) major. Since its inception in 2018, this National Science Foundation-funded project has utilized student summer immersive experiences for incoming freshmen and Networked Improvement Communities to produce replicable best practices, campus student clubs, student ambassador programs, institutional teams, statewide conferences, and many other methods, all for the purpose of promoting student STEM persistence across the state. This study employs social network analysis to explore the structure, growth, and impact of the connections across this Network over the five years of its existence. Social network analysis metrics indicate that the Network grew both in size and connectivity until 2022 when policy changes led to more institutional localization for the purpose of sustainability. Students have formed robust connections with other Network members throughout the course of the project, leading to a higher STEM persistence rate among students in the Network than average at their university. Faculty from different universities across the state have made connections, which has increased productivity as a result of network membership. The available data suggests that the Network has had a positive impact on both student retention and faculty collaboration, which should be sustained and have a positive impact on STEM persistence throughout the state in years to come. 

Math anxiety is pervasive in our society, and it is causing problems for students who want to enter a science, technology, engineering and mathematics (STEM) pathway. Recent research has suggested that math anxiety, and not math ability, is a better predictor of performance and perseverance in STEM. Interventions to mitigate this anxiety must get to the root of the problem and provide students tools to help ease these feelings when they come to disrupt performance. Our approach uses techniques from mindfulness and self-compassion, which have been linked to reducing anxiety. We have developed modules that can be used in a math (or science) courses to help students understand the anxiety they face. In this paper we examine one of the interventions used, the pre-exam writing, and how it showed a 75 percent increase in statements of confidence and a doubling of statements of positive feelings over the semester. 

For many years, studies have shown that undergraduate research experiences have numerous positive effects on students. This study seeks to determine if students get more benefit from having multiple undergraduate research experiences. Specifically, this study considered how students' self-efficacy and STEM belonging changed as a result of multiple experiences and how students' perceptions of the mentoring they receive related to the growth in their self-efficacy. In-depth interviews produced several case studies that outline specific benefits students gained from having multiple undergraduate research experiences. Faculty interviews enlightened the research related to the types of undergraduate research offered in various colleges and universities. Results indicate that students do benefit greaUy from having multiple undergraduate research experiences. Self-efficacy and STEM belonging are significantly higher for students who have had multiple experiences versus those students who only had one experience. There is also a correlation between the instrumental mentoring students receive and the development of their self-efficacy. Students shared the excellent benefits they gained from having multiple undergraduate research experiences and the life-altering consequences of instrumental mentoring. 

For many years, studies have shown that undergraduate research experiences have numerous positive effects on students. This study seeks to determine if students get more benefit from having multiple undergraduate research experiences. Specifically, this study considered how students' self-efficacy and STEM belonging changed as a result of multiple experiences and how students' perceptions of the mentoring they receive related to the growth in their self­efficacy. In-depth interviews produced several case studies that outline specific benefits students gained from having multiple undergraduate research experiences. Faculty interviews enlightened the research related to the types of undergraduate research offered in various colleges and universities. Results indicate that students do benefit greaUy from having multiple undergraduate research experiences. Self-efficacy and STEM belonging are significantly higher for students who have had multiple experiences versus those students who only had one experience. There is also a correlation between the instrumental mentoring students receive and the development of their self-efficacy. Students shared the excellent benefits they gained from having multiple undergraduate research experiences and the life-altering consequences of instrumental mentoring. 

For many years, studies have shown that undergraduate research experiences have numerous positive effects on students. This study seeks to determine if students get more benefit from having multiple undergraduate research experiences. Specifically, this study considered how students’ self-efficacy and STEM belonging changed as a result of multiple experiences and how students’ perceptions of the mentoring they receive related to the growth in their self-efficacy. In-depth interviews produced several case studies that outline specific benefits students gained from having multiple undergraduate research experiences. Faculty interviews enlightened the research related to the types of undergraduate research offered in various colleges and universities. Results indicate that students do benefit greatly from having multiple undergraduate research experiences. Self-efficacy and STEM belonging are significantly higher for students who have had multiple experiences versus those students who only had one experience. There is also a correlation between the instrumental mentoring students receive and the development of their self-efficacy. Students shared the excellent benefits they gained from having multiple undergraduate research experiences and the life-altering consequences of instrumental mentoring. 

Math anxiety refers to feelings people get when facing computational challenges. The fear of failure often causes people to avoid activities, like taking challenging mathematics courses or choosing majors that require mathematics. Grit describes how people persist or persevere in the wake of failure. This article looks at factors that contribute to a person having grit and the interaction of grit and math anxiety. Students (N = 258) enrolled in college math classes at a large university completed a set of surveys that indicated their levels of self-compassion, mindfulness, self-efficacy, math anxiety, and grit. The analyses of the data found that grit predicted math anxiety, and that self-compassion, mindfulness, and self-efficacy predicted grit. The results of this study suggest that promoting factors that help students develop grit can in turn affect their math anxiety and thus their persistence in mathematics courses and STEM majors.