First-Year STEM Research Program Facilitates Long-Term Academic Success

• Published in: Journal of college science teaching Vol. 50; no. 4; pp. 11 - 16
• Main Authors: Schneider, Kimberly R., Nair, Uday, Straney, Rachel, Lancey, Patrice, Tripp, Mary
• Format: Journal Article
• Language: English
• Published: Abingdon National Science Teachers Association 01.03.2021; National Science Teaching Association; Taylor & Francis Ltd
• Subjects: Academic achievement; Academic Persistence; African Americans; Apprenticeship; Barriers; College Freshmen; Comparative Analysis; Disproportionate Representation; Educational Environment; Educational Practices; FEATURES; Grade Point Average; Graduation Rate; Higher education; Hispanic Americans; Institutions; Learning; Living Learning Centers; Majors (Students); Minority & ethnic groups; Minority students; Networks; Program Descriptions; Program Effectiveness; Retention; STEM Education; Student retention; Students; Success; Transfer Students; Trends; Undergraduate Students; United States > US
• ISSN: 0047-231X; 1943-4898
• DOI: 10.1080/0047231X.2021.12290513

Retention and student success in Science, Technology, Engineering, and Mathematics (STEM) remains a priority for institutions, and low rates of retention in STEM for underrepresented populations continues to be a concern. In this report, we compiled data from the first eight years of a STEM living-learning program focused on early engagement in undergraduate research, especially in underrepresented populations. The Learning Environment and Academic Research Network (LEARN) program invites first-year students to live together in a residence hall, enroll in Introduction to Research classes, and move into a research apprenticeship. Compiled data show that graduation rates and movement into additional High-Impact Educational Practices (HIPs) remains higher for LEARN students than a selected comparison group. Specifically, these graduation rates are significantly higher for all majors and within STEM. This trend is also seen for our underrepresented student populations where we observe the highest STEM graduation rates within the program. LEARN students were also 3.2 times more likely to participate in research post-LEARN. With the continued success, the program has now been adapted at two other institutions and a parallel program has been developed for transfer students at all three institutions.