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Creating a Multidisciplinary Undergraduate Mentoring and Professional Networking Course: Leveraging a Pilot Program to Increase STEM Retention.

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Title: Creating a Multidisciplinary Undergraduate Mentoring and Professional Networking Course: Leveraging a Pilot Program to Increase STEM Retention.
Authors: Adams, Gretchen M.1 (AUTHOR) gadams@carrollu.edu, McNeilly, Jennifer R.1 (AUTHOR), McCarren, Elise M.1 (AUTHOR)
Source: Journal of College Science Teaching. May/Jun2026, Vol. 55 Issue 3, p260-269. 10p.
Subject Terms: *Academic support programs, *First-generation college students, *Interdisciplinary education, *Low-income students, *School dropout prevention, Mentoring
Abstract: Attrition from undergraduate science, technology, engineering, and mathematics (STEM) majors remains higher than attrition from other majors due to STEM-related academic challenges and perceived opportunity costs to degree completion. This article details the evolution of a long-term concerted effort to increase major retention of underrepresented, first generation, and low-income undergraduate students in chemistry, biology and mathematics majors at a midwestern R1 institution. Activities included the development of two separate interventions focused on academic, professional, social, and financial support. First, a National Science Foundation S-STEM Scholarship Program provided large scholarships and increased major persistence for 29 low-income students over seven years. This pilot program paired students with mentors for the duration of their undergraduate career and provided informal professional development, cohort-building activities, and frequent advising. Results from this program were leveraged to create a large-scale multidisciplinary course which reached over 180 students in its first two years. This course combines weekly mentorship, professional development, peer activities, as well as the potential for paid undergraduate research experiences. Evaluation results of both interventions are provided along with recommendations for practitioners to support student retention in STEM at both small and large scales. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:Attrition from undergraduate science, technology, engineering, and mathematics (STEM) majors remains higher than attrition from other majors due to STEM-related academic challenges and perceived opportunity costs to degree completion. This article details the evolution of a long-term concerted effort to increase major retention of underrepresented, first generation, and low-income undergraduate students in chemistry, biology and mathematics majors at a midwestern R1 institution. Activities included the development of two separate interventions focused on academic, professional, social, and financial support. First, a National Science Foundation S-STEM Scholarship Program provided large scholarships and increased major persistence for 29 low-income students over seven years. This pilot program paired students with mentors for the duration of their undergraduate career and provided informal professional development, cohort-building activities, and frequent advising. Results from this program were leveraged to create a large-scale multidisciplinary course which reached over 180 students in its first two years. This course combines weekly mentorship, professional development, peer activities, as well as the potential for paid undergraduate research experiences. Evaluation results of both interventions are provided along with recommendations for practitioners to support student retention in STEM at both small and large scales. [ABSTRACT FROM AUTHOR]
ISSN:0047231X
DOI:10.1080/0047231X.2025.2555889