An integrated achievement and mentoring (iAM) model for student success Jessica Santangelo, Biology; Rosebud Elijah, Education; Lisa Filippi, Biology; Behailu Mammo, Mathematics; Emily Mundorff, Chemistry; Kristin Weingartner, Psychology
Background The iAM Program responds to the challenge of retaining a diverse STEM student population. This achievement-focused program provides students early access to the hidden curriculum and contextualizes support services in a model that is inclusive, promotes belonging, and develops student identity in a community.
Goals
Core Program Components Integrated Support Services
1
Re-structure existing resources in an inclusive, achievement-focused manner
2
Engage Scholars with relevant STEM communities
3
Provide social support to encourage Scholars’ sense of belonging
STEM Writing and Metacognition Seminar Dynamic Hierarchical Mentoring
Outcomes
Financial Support for Pell-Eligible Students
Inclusivity
Responsive Program Structure
Theoretical Frameworks Legitimate Peripheral Participation
Focuses on identity construction through participation within the socio-cultural and historical contexts of a community of practice. Emphasizes the structure of resources, both human and material, to determine the extent participants have access and transparency.1
Inclusivity
The institutional structures, practices, processes, or mechanisms intentionally created to achieve equity for all students.
Community
A group of people who share or come to share characteristics that are definable, identifiable, and sufficiently distinct from other such groups.
Belonging
1Lave,
“Students’ perceived social support on campus, a feeling or sensation of connectedness, and the experience of mattering or feeling cared about, accepted, respected, valued by, and important to, the campus community or others on campus such as faculty, staff, and peers.”2
J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press. T. L. (2018). College students’ sense of belonging: A key to educational success for all students. Routledge.
2Strayhorn,
Retention in STEM, at Hofstra
• Ensures access & engagement • Necessary but not sufficient • Encouragement
Community • Support and care
GPA
Belonging
• Importance of care
What’s Next?
Scale and sustain
Large cohorts, sustainable funding
Hofstra
iAM Model
Nassau CC
Small cohorts, S-STEM funding This material is based upon work supported by the National Science Foundation under Grant No.1742183. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.