S-STEM: An educational model for retention at an urban institution

Abstract

This paper analyzes results of the NSF S-STEM grant "Advancing Student Futures in Science, Technology, Engineering, and Mathematics" awarded in 2015 to New York City College of Technology (City Tech). City Tech is a minority and Hispanic serving institution ranked third in the nation by NSF in the number of associate-level STEM degrees awarded to Black students, 23rd in degrees awarded to male students, and 48th in degrees awarded to women. During the past two years (fall 2015 - spring 2017) we have provided ninety-five scholarships. The grant program provides comprehensive support structures at critical junctures including: financial assistance; mandatory academic advisement per semester and end-of-the-semester guidance meetings; exposure to undergraduate research opportunities in various STEM fields campus wide, within, and outside City Tech; personal one-to-one need-based communication; and STEM field trips, seminars, and peer-led workshops. Through these interventions, we observe notable improvement in student retention and an increase in undergraduate research activities. Additionally, we have been able to maintain a continuous cohort. By encouraging our current and former scholars to engage in the wider professional and academic community (by opening and maintaining Linked In accounts, for instance) and through their participation in various research activities, we also observe student growth in establishing their professional STEM identity.