Large‐scale student programs increase persistence in STEM fields in a public university setting

Abstract

AbstractBackgroundLouisiana State University's (LSU) STEM Talent Expansion Program (STEP) was established to increase students' persistence in first‐year, declared engineering majors (a project priority), in science, technology, engineering, and math (STEM) majors (an NSF goal), and in all majors at LSU (an institutional goal). Over 8 years, 3,097 (27%) engineering students participated in one or more STEP activities including a residential college, a student mentoring program, an introductory engineering design course, and a summer bridge camp for first‐year students.PurposeThis paper describes the influence of the STEP activities on persistence, while accounting for demographic and academic preparation variables.Design/MethodData collected over 8 years from first‐year engineering students include demographics, academic preparation, participation in STEP activities, and yearly status regarding major and graduation. Descriptive statistics, correlation analysis, and multiple logistic regression determine which factors significantly impact persistence in engineering majors, in STEM majors, and in all majors at LSU.ResultsSTEP participants have higher persistence levels than nonparticipants by at least 11% in engineering, 9% in STEM, and 5% in all majors at LSU. Gender, ACT math scores, and, in some cases, ethnicity significantly impact persistence. Participation in the residential college, introductory course, and mentoring programs significantly increased persistence in engineering majors, in STEM majors, and at the university, while the summer bridge camp did not show as much influence on persistence overall.ConclusionSTEP was successful at increasing persistence in engineering and STEM majors. Specific STEP activities continue to evolve in the College of Engineering and should continue to reap positive results in the persistence of engineering students.