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Working Series


The briefs in this working series develop from qualitative data from the STEM Trends in Enrollment and Persistence for Underrepresented Populations (STEP-UP) project at the University of Illinois, Urbana-Champaign. Funded by the National Science Foundation, STEP-UP is designed to investigate intervention programs at large, research-intensive, public universities that are designed to improve the recruitment and retention of underrepresented undergraduate students in the STEM fields. Data collection, between 2009 and 2011, consisted of semi-structured interviews and collection of STEM intervention program documents for content analysis. Interview data was collected from 76 program administrators of STEM intervention program at ten (10) large, research intensive, public universities. The data collection protocol included questions regarding the history, goals, services, and outcomes of the program, as well as how the program is structured and funded. In addition, participants explained their duties as program administrators and were also given the opportunity to elaborate on program benefits and personal suggestions for program improvement. Participants were purposefully selected by searching each universities website for STEM intervention programs that geared their services toward underrepresented undergraduate students.
 
Linking Theory to Practice: Understanding Theoretical Underpinnings of STEM Intervention Programs at Large, Research, Public Universities
Author: Montrischa Williams
This research brief highlights questions pertaining to the theoretical underpinnings and logic behind the development of STEM intervention programs targeted towards students historically and traditionally underrepresented in the STEM fields. 

The Roles Faculty Members Play in STEM Intervention Programs for Underrepresented Undergraduate Students
Author: Lynneah Ciera Brown
This brief highlights the role of faculty in the operation and effectiveness of STEM intervention programs targeting underrepresented STEM students.