2026 ASEE Annual Conference & Exposition

The S-STEM initiative of NSF’s Division of Undergraduate Education (DUE) aims to increase the number of academically talented, low-income students who graduate in STEM fields and enter the U.S. workforce or pursue advanced study. This paper reports on an S-STEM Track 1 project at a mid-sized, primarily undergraduate institution supporting low-income and first-generation STEM majors in the Appalachian region. Bachelor’s completion rates are lower for Appalachian colleges and universities (25.7%) than the national rate (32.9%) (Armstrong & Zaback, 2014). When it comes to STEM education, only 30.8% of bachelor’s degrees in Appalachia are in STEM fields, whereas the US figure is 35.0% (Pollard & Jacobsen, 2020). Our institution serves 2,900 undergraduate students, with approximately 60% being first generation, and 46% Pell-eligible.

While many S-STEM programs focus on one or two majors, this program spans the entire College of Science and Technology, encompassing engineering technology (civil, mechanical, electrical, surveying and geomatics, occupational safety), as well as biology, chemistry, forensic science, computer science, and mathematics. From 2022 to 2025, the project recruited 28 S-STEM scholars across three cohorts, with representation from all majors. Building a strong cohort identity across diverse disciplines has been challenging. To accomplish this goal, the project successfully developed a first-year bridge program and first-year seminar course (Rozek, Ramirez, Fine, & Beilock, 2019). In addition, intentional community-building was pursued through extracurricular activities involving a STEM student club, a STEM banquet and symposium, and STEM-related field trips.

Because of its smaller size, our institution has been able to devote significant resources to individualized support. Each S-STEM scholar is paired with a one-on-one peer mentor (Astin & Astin, 1992); faculty mentors also meet with each scholar individually (Deshler, Fuller, & Darrah, 2019). Scholars participate in structured accountability practices, such as goal setting for GPA (Shelley, 2010), time management (Ejiwale, 2013), and professional development. In addition, course-specific tutors and recitation sessions in academically challenging courses like chemistry and calculus are provided (Astin & Astin, 1992). Grant personnel also closely monitor scholar academic progress throughout the semester and stage interventions when needed to help students build additional time management and/or study skills.

One of the other more unique features of the program is its emphasis on improving faculty mentorship through training and regular collaborative work. Faculty mentors participate regularly in training workshops and meet throughout the semester to troubleshoot common issues that students are facing (Eagan & al., 2011). This networked mentoring approach has produced positive feedback from both students and faculty, even though limited sample sizes constrain broad statistical analysis.

The initial results of the project are promising. With three cohorts having advanced into their sophomore year, the overall first-year retention rate for S-STEM scholars is 89% and 90% within engineering technology. More broadly, the retention rates for 2017-2020 were 60% (college) and 67% (engineering technology). Surveys indicate that mentoring, peer support, and financial aid tied to FAFSA-determined unmet need are perceived as critical supports.