Cohort Community for Perseverance and Persistence in STEM Scholars Program
Location
STEM Retention and Persistence - Preston 2
Proposal Track
Research Project
Session Format
Presentation
Abstract
A cohort community of STEM Scholars majoring in chemistry, biology, mathematics, and computer science was implemented with a focus on mentoring and integration within the university community as key strategies to promote student retention and progression. The overall program goal is to increase the number of STEM bachelor’s degree, especially among African Americans. Mentoring opportunities occurred during meetings with faculty mentors, bi-weekly meetings and success coaching sessions. A requirement of scholars at the beginning of coaching sessions was the development of a success plan to assist students in four key areas; academic performance, social development, career development, and personal health/wellness. In addition to workshops on various topics the bi-weekly meetings provided opportunities for group discussions, where the more experienced cohort group could share information with others on success strategies, navigating institutional barriers and opportunities for integration into the university community. The program has completed its third year with positive results. Over 80% of scholars have been retained. Scholars have emerged as leaders. Their GPAs and success rates are significantly above those of their peers. Though not mandated, over 70% participated in summer undergraduate research internships. These results show that the STEM scholars are motivated toward successful preparation for STEM careers.
Keywords
STEM, HBCUs, Mentoring
Professional Bio
Dr. Rhonda Porter is a Professor and Chair of the Department of Teacher Education at Albany State University. Dr. Porter’s service in education includes having various leadership roles and being a teacher educator, a professor, and a high school teacher. Additionally, she has published a number of articles and has conducted several workshops and presentations in the areas of mathematics, mathematics education, assessment, and budgeting. Dr. Porter is active in grant activity focusing on STEM education for under-represented populations as well as professional development for STEM faculty. Dr. Porter holds a Ph.D. in Mathematics Education with a minor in Research.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Porter, Rhonda C.; Wrensford, Louise; Williams, John; and Feng, Li, "Cohort Community for Perseverance and Persistence in STEM Scholars Program" (2019). Georgia Educational Research Association Conference. 15.
https://digitalcommons.georgiasouthern.edu/gera/2019/2019/15
Cohort Community for Perseverance and Persistence in STEM Scholars Program
STEM Retention and Persistence - Preston 2
A cohort community of STEM Scholars majoring in chemistry, biology, mathematics, and computer science was implemented with a focus on mentoring and integration within the university community as key strategies to promote student retention and progression. The overall program goal is to increase the number of STEM bachelor’s degree, especially among African Americans. Mentoring opportunities occurred during meetings with faculty mentors, bi-weekly meetings and success coaching sessions. A requirement of scholars at the beginning of coaching sessions was the development of a success plan to assist students in four key areas; academic performance, social development, career development, and personal health/wellness. In addition to workshops on various topics the bi-weekly meetings provided opportunities for group discussions, where the more experienced cohort group could share information with others on success strategies, navigating institutional barriers and opportunities for integration into the university community. The program has completed its third year with positive results. Over 80% of scholars have been retained. Scholars have emerged as leaders. Their GPAs and success rates are significantly above those of their peers. Though not mandated, over 70% participated in summer undergraduate research internships. These results show that the STEM scholars are motivated toward successful preparation for STEM careers.
