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This work reports a programmatic effort devoted to increasing diversity, equity, and inclusion in STEM education at a Hispanic-serving undergraduate higher-education institution. Between Fall 2015 and Spring 2020, the STEM program offered comprehensive academic and financial support to ninety-four students from five STEM majors: Bachelor of Science degrees in Biomedical Informatics, Applied Chemistry, and Applied Mathematics; and Associate of Science degrees in Chemical Technology and Computer Science. The goals of the program were to: (1) support, retain and graduate academically talented low-income and underrepresented minority students in the five targeted STEM majors; (2) establish a model for a comprehensive support system designed to intervene and provides support at critical junctures; (3) encourage the internal transfer of students from associate to baccalaureate degree programs.

The program was successful 1) in providing comprehensive support structures such as financial support, academic advisement, and additional academic support, mentoring, and career counselling; 2) in increasing in the support of women and underrepresented minority students in STEM; 3) in retaining and graduating women and underrepresented minority students in STEM; and 4) in increasing undergraduate research activities by the participating STEM students. This paper describes various aspects of the program and reports on the results, using both quantitative and qualitative data. A status update on graduated scholars from this program will also be provided.


Ghosh-Dastidar, U., & Han, S., & Kennedy, N., & Samaroo, D., & Solis, A. (2022, August), Advancing Student Futures in STEM Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN., © 2022 American Society for Engineering Education.



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