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The STEMentors Program: Promoting the Academic Readiness and Community Building of Students within General Chemistry

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Title: The STEMentors Program: Promoting the Academic Readiness and Community Building of Students within General Chemistry
Language: English
Authors: Dory DeWeese, Jocelyn Elizabeth Nardo (ORCID 0000-0002-0367-1366), Isaac Applebaum, Sameer Sundrani, Amir Zur, Robert M. Waymouth (ORCID 0000-0001-9862-9509), Jennifer Kathleen Schwartz Poehlmann, Shima Salehi
Source: Journal of Chemical Education. 2024 101(1):88-96.
Availability: Division of Chemical Education, Inc. and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Peer Reviewed: Y
Page Count: 9
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: STEM Education, Mentors, Learning Readiness, Undergraduate Students, College Science, Science Education, Minority Group Students, Chemistry, Science Instruction, Teaching Methods, Supplementary Education, Tutoring, Sense of Belonging, Instructional Effectiveness
DOI: 10.1021/acs.jchemed.3c01020
ISSN: 0021-9584
1938-1328
Abstract: The retention disparities in undergraduate degree attainment are a persistent problem within the United States, especially for Black, Indigenous, People of Color (BIPOC), first-generation and low-income students, and women (referred to as marginalized groups in STEM [MGS] hereafter) pursuing STEM degrees. The following exploratory article illustrates how a program called STEMentors based in the Department of Chemistry has led to positive outcomes for MGS students taking general chemistry in 2021-2022. The goal of the article is to highlight how this program serves as an example for other universities to create and implement a similar model to support MGS students. The STEMentors program is a supplemental instruction opportunity aimed to mentor MGS students to further support them with the academic skills, study strategies, and content knowledge needed to be successful in first-year chemistry through a peer-led tutoring learning model. Qualitatively, the program draws from aggregated postsurvey data (N = 50) and student interview data (N = 5) to elucidate how students perceived their academic readiness and community building as a function of belonging. Implications suggest supplemental instruction programs like STEMentors are effective in helping students improve their belonging as a function of academic readiness and community building. Thus, continued research should work toward developing similar supplemental instruction programs across STEM courses.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1458768
Database: ERIC
FullText Text:
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  Data: The STEMentors Program: Promoting the Academic Readiness and Community Building of Students within General Chemistry
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  Data: <searchLink fieldCode="AR" term="%22Dory+DeWeese%22">Dory DeWeese</searchLink><br /><searchLink fieldCode="AR" term="%22Jocelyn+Elizabeth+Nardo%22">Jocelyn Elizabeth Nardo</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0367-1366">0000-0002-0367-1366</externalLink>)<br /><searchLink fieldCode="AR" term="%22Isaac+Applebaum%22">Isaac Applebaum</searchLink><br /><searchLink fieldCode="AR" term="%22Sameer+Sundrani%22">Sameer Sundrani</searchLink><br /><searchLink fieldCode="AR" term="%22Amir+Zur%22">Amir Zur</searchLink><br /><searchLink fieldCode="AR" term="%22Robert+M%2E+Waymouth%22">Robert M. Waymouth</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9862-9509">0000-0001-9862-9509</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jennifer+Kathleen+Schwartz+Poehlmann%22">Jennifer Kathleen Schwartz Poehlmann</searchLink><br /><searchLink fieldCode="AR" term="%22Shima+Salehi%22">Shima Salehi</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Chemical+Education%22"><i>Journal of Chemical Education</i></searchLink>. 2024 101(1):88-96.
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  Data: Division of Chemical Education, Inc. and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
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  Data: Y
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  Data: 9
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  Data: 2024
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22STEM+Education%22">STEM Education</searchLink><br /><searchLink fieldCode="DE" term="%22Mentors%22">Mentors</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Readiness%22">Learning Readiness</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22College+Science%22">College Science</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Education%22">Science Education</searchLink><br /><searchLink fieldCode="DE" term="%22Minority+Group+Students%22">Minority Group Students</searchLink><br /><searchLink fieldCode="DE" term="%22Chemistry%22">Chemistry</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Instruction%22">Science Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Supplementary+Education%22">Supplementary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Tutoring%22">Tutoring</searchLink><br /><searchLink fieldCode="DE" term="%22Sense+of+Belonging%22">Sense of Belonging</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink>
– Name: DOI
  Label: DOI
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  Data: 10.1021/acs.jchemed.3c01020
– Name: ISSN
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  Data: 0021-9584<br />1938-1328
– Name: Abstract
  Label: Abstract
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  Data: The retention disparities in undergraduate degree attainment are a persistent problem within the United States, especially for Black, Indigenous, People of Color (BIPOC), first-generation and low-income students, and women (referred to as marginalized groups in STEM [MGS] hereafter) pursuing STEM degrees. The following exploratory article illustrates how a program called STEMentors based in the Department of Chemistry has led to positive outcomes for MGS students taking general chemistry in 2021-2022. The goal of the article is to highlight how this program serves as an example for other universities to create and implement a similar model to support MGS students. The STEMentors program is a supplemental instruction opportunity aimed to mentor MGS students to further support them with the academic skills, study strategies, and content knowledge needed to be successful in first-year chemistry through a peer-led tutoring learning model. Qualitatively, the program draws from aggregated postsurvey data (N = 50) and student interview data (N = 5) to elucidate how students perceived their academic readiness and community building as a function of belonging. Implications suggest supplemental instruction programs like STEMentors are effective in helping students improve their belonging as a function of academic readiness and community building. Thus, continued research should work toward developing similar supplemental instruction programs across STEM courses.
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  Data: 2025
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  Data: EJ1458768
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        Value: 10.1021/acs.jchemed.3c01020
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      – Text: English
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      Pagination:
        PageCount: 9
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    Subjects:
      – SubjectFull: STEM Education
        Type: general
      – SubjectFull: Mentors
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      – SubjectFull: Learning Readiness
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      – SubjectFull: Instructional Effectiveness
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      – TitleFull: The STEMentors Program: Promoting the Academic Readiness and Community Building of Students within General Chemistry
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