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High-impact practices of undergraduate STEM training programs. Visual depiction of impactful practices of two-year undergraduate STEM training programs. Note *denotes Kuh’s (2008, 2017) high impact practices; mentoring is the proposed addition based on findings from our study
Source publication
Science, technology, engineering, and math (STEM) training programs generally include academic and professional opportunities for students to develop skills necessary for degree completion and retention in STEM related fields. Prior research points to a shortage of diverse students entering STEM disciplines in college and fewer students earning STE...
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Background
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Citations
... Evidence-based practices that work for Latinx students in STEM courses suggested that financial and academic support and professional development opportunities are key to their success (Frederick et al., 2021;Santiago et al., 2024b). For example, it has been shown that Latinx undergraduate students at HSIs who engage in research projects with faculty, receive mentoring, and participate in career-focused workshops have a greater sense of self-efficacy and therefore are likely to succeed in their programs (Frederick et al., 2021;Long et al. 2024). Often, too, these students pursue graduate degrees further emphasizing the positive influence such practices have on their persistence (Delgado et al., 2023). ...
To address low graduation rates at a Hispanic-serving community college in the Southwest United States, a peer mentor program was piloted and expanded. The intervention involved embedding peer mentors in Science, Engineering, and Math courses with high rates of students earning D’s, F’s, or withdrawing (DFW). Using a mixed-methods approach, this study explores the outcomes of the peer mentor program over three semesters. Findings suggest that peer mentors served as valuable resources in assisting students with academics, guiding them through possible transfer pathways, and providing practical advice on how to connect with faculty. Student feedback also indicates that peer mentors shared lived experiences and thus assisted students in navigating campus life. This study demonstrates the efficacy peers have in fostering students’ academic and social integration and contributes to greater literature in rethinking how community colleges can best promote students’ desire to persist.
