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This presentation reports on a model for engaging, retaining, and supporting undergraduate STEM students, and in particular women and underrepresented minorities (URM), which aims at: recruitment of students in the STEM disciplines and in particular URM students; increased persistence of students; increased graduation rates, and shortened time to graduation. The model has been tested and found to be successful at an urban northeastern university in the USA that has been designated as a Hispanic-serving institution. In this presentation, we describe this model, built from support strategies that include mandatory academic advisement; increased exposure to early research experiences; expanded one-on-one faculty mentoring of students; scholarships; robust supporting peer and mentor communities; and we present some preliminary findings.


This paper was originally published in In K. Mashood, T. Sengupta, C. Ursekar, H. Raval, S. Dutta (Eds.) Proceedings of the International Conference to Review Research in Science, Technology, and Mathematics Education, EpiSTEME 8. Hommi Babha Center for Science Education and Tata Institute for Fundamental Research. Mumbai, India.

This work is distributed under a Creative Commons Attribution- ShareAlike 3.0 Unported License (CC-BY SA 3.0).



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