Author(s):
Access to high quality education in science, technology, engineering, and mathematics (STEM) is a necessity for students to explore the opportunities, meet the challenges, and harness the power generated by innovations and advancements in STEM. For decades there has been a national emphasis on STEM education, and it is critical to create learning opportunities and pathways for all students who are interested in and capable of obtaining STEM degrees and becoming STEM professionals. Yet disparities remain in higher education retention and graduation rates, especially for underrepresented minorities and women in STEM disciplines.
A project funded by the National Science Foundation Historically Black Colleges and Universities-Undergraduate Program (NSF HBCU-UP) Targeted Infusion Project, Increasing Mathematics Achievement Gains by Engaging Students (IMAGES) of STEM at Tennessee State University (TSU), has contributed to achieving the goal of increasing the diversity in STEM fields by enhancing the first-year experience for STEM students at an HBCU. At TSU, students who are majoring in architectural engineering, civil engineering, electrical engineering, mathematical sciences, or mechanical engineering are required to take the full calculus sequence and at least one other upper-level mathematics course; however, most of the full-time first-year engineering students do not satisfy the prerequisite requirement for entering Calculus I. Through a redesign of a one semester precalculus algebra and trigonometry course, cohort learning model, facilitated study groups, and professional development activities, IMAGES of STEM was designed to put these students on a pathway to on-time degree completion within four years and to assist them in early career development.
With an emphasis on the first-year experience, we considered the following research question: How do a cohort learning model and professional development activities impact STEM student motivation and level of commitment to persist in the academic major? As a result of the project activities, the following outcomes were achieved: (i) establishing a culture of excellence/achievement in first-year engineering students through a cohort learning model, (ii) identifying/offering a pathway for on-time progression through core/first year mathematics courses for engineering students, and (iii) developing a sense of belonging in the engineering disciplines as students and in engineering careers as professionals.
Meeting the national need for the recruitment and retention of underrepresented minorities pursuing STEM degrees and careers requires innovations in undergraduate STEM education. The IMAGES of STEM project activities impacted STEM students academically and socially by enhancing student engagement, retention, and progression at TSU. Through enhancements in instruction and the implementation of retention initiatives, this project is helping meet the nation’s accelerating demands for STEM graduates by increasing the number of underrepresented minority students who are on-track for completing a STEM degree and informing on best practices for STEM student success at an HBCU. The strategies and techniques implemented in the IMAGES of STEM Project are reproducible and can be scaled in full or part to help diversify the STEM workforce.
*This material is based upon work supported by the National Science Foundation under Grant No. 2107394.
Coauthors
Dr. Wanda Payne, Tennessee State University, Nashville, TN
