A Small Study of the High Impact Practices on various STEM Majors

What types of targeted student activities and experiences will lead to increased student success? That is the question we asked when we wrote and received an NSF S-STEM grant. The grant allowed us to select 12% of the incoming students majoring in Science, Technology, Engineering, and Mathematics (STEM) and provide them with stackable scholarships (above and beyond their current financial aid awards), and a host of programs that were based on best practices literature. The students were mostly underrepresented minorities, mostly first generation college students, with a significant financial need. The 24 students selected declared majors in Biological Sciences, Chemistry, Computer Science, Engineering, Mathematics, and Physics. The activities used involved the following: Summer Bridge Program (Jump Start), STEM living and learning community (SLLC), what is now called intrusive advising, community outreach activities, social activities such as trips to various local tourist spots, trips to local companies, summer research activities, and tutoring in all STEM courses. Over all, 26 students participated, 12 female students and 14 male students. Two of the male students were removed from the program due to behavioral and academic issues. In the end, 100% of the female students graduated in four years and 11 of the remaining 12 male students graduated in four years and one graduated after five years. We tracked the students beyond their experience at St. Mary’s University and 100% of them are currently working in STEM areas many of them have advanced degrees (M.S., Ph.D., MD). All of the activities explored by the grant have since been institutionalized due to the success of the program. Many of the activities were open to all students, not just the scholars, and the retention rate was improved during the period of the grant.