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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. 

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. 

The first two years of an undergraduate student’s STEM program of study are particularly treacherous, with roughly half of STEM majors switching to other fields or dropping out entirely after their sophomore year. Moreover, attending a rural high school that was unable to offer higher-level math courses and being a first-generation college student further increase the likelihood of STEM attrition.   This presentation will feature evaluation results from the First2 Network’s first two years of operation. Funded by the National Science Foundation, First2 is a collective impact effort to improve STEM persistence among rural, first-generation college students in West Virginia. With students themselves as co-creators of solutions to problems of persistence, core Network activities include iterative testing of improvements to practice, development of a statewide network to support student success, and capacity building to ensure sustainability.   Study methods include surveys and interviews, observation of Network activities, document review, social network analysis, and tracking of student progress. Key findings suggest rapid Network expansion, establishment of core processes to support workgroups, provision of Network-wide training in improvement science, and successful facilitation of summer immersive research experiences for targeted students (in-person in 2019 and virtually in 2020). Early outcomes include statistically significant improvements in students’ STEM efficacy and STEM identity following summer immersive experiences, and improved survey scores indicating progress through iterative testing cycles. Early persistence data from participating students is less promising. But since the purpose of the Network is to learn how to help students persist, members continue their efforts to improve. 

The first two years of an undergraduate student’s STEM program of study are particularly treacherous, with roughly half of STEM majors switching to other fields or dropping out entirely after their sophomore year. Moreover, attending a rural high school that was unable to offer higher-level math courses and being a first-generation college student further increase the likelihood of STEM attrition.    This presentation will feature early evaluation results from the First2 Network’s first 18 months of operation. Funded by the National Science Foundation, the First2 Network is a collective impact effort to improve STEM persistence among rural, first-generation college students in West Virginia. With students themselves as co-creators of solutions to problems of persistence, core Network activities include iterative testing of improvements to practice, development of a statewide network to support student success, and capacity building to ensure sustainability.   Study methods include surveys and interviews, observation of Network activities, document review, social network analysis, and tracking of student progress. Key findings suggest rapid Network expansion, establishment of core processes to support workgroups, provision of Network-wide training in improvement science, and successful facilitation of four summer immersive research experiences for targeted students. Early outcomes include statistically significant improvements in students’ STEM efficacy and STEM identity following summer immersive experiences, and improved survey scores indicating progress through iterative testing cycles. Early persistence data from participating students will be available by the time of the conference.    The First2 Network is supported by National Science Foundation INCLUDES Award Nos. 1834595, 1834586, 1834601, 183457, and 1834569. 

In this article, we reflect on our experience applying a framework for evaluating systems change to an evaluation of a statewide West Virginia alliance funded by the National Science Foundation (NSF) to improve the early persistence of rural, first-generation, and other underrepresented minority science, technology, engineering, and mathematics (STEM) students in their programs of study. We begin with a description of the project and then discuss the two pillars around which we have built our evaluation of this project. Next, we present the challenge we confronted (despite the utility of our two pillars) in identifying and analyzing systems change, as well as the literature we consulted as we considered how to address this difficulty. Finally, we describe the framework we applied and examine how it helped us and where we still faced quandaries. Ultimately, this reflection serves two key purposes: (1) to consider a few of the challenges of measuring changes in systems, and (2) to discuss our experience applying one framework to address these issues. 

In rural West Virginia, the First2 Network aims to improve STEM persistence by including students in creating solutions to STEM attrition. A research program for rising first-year students in STEM majors is discussed here. The authors assessed students’ STEM education and career plans, identity, efficacy, and sense of school of belonging before and after the program. Students’ STEM identity, efficacy, and school belonging improved after participation. 

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. 

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.