2026 ASEE Annual Conference & Exposition

If the United States is to remain competitive internationally in STEM, attention must be given to increasing the number of people pursuing careers in STEM fields. Historically Black Colleges and Universities (HBCUs) play a vital and unique role in diversifying STEM academic and workforce communities. The purpose of this paper is to present the implementation of the LSAMP Bridge to the Doctorate (BD) program at an HBCU and share results of the program. The BD program at our institution aimed to prepare a cohort of 12 LSAMP Bridge to the Doctorate Fellows (referred to as fellows throughout the abstract) to begin and complete STEM Ph.D. programs at North Carolina A&T State University. This goal would be accomplished via:

1. Streamlined enrollment of a cohort of 12 verified LSAMP scholars into STEM graduate degree programs at N.C. A&T;
2. Providing additional resources and support for fellows to successfully undertake STEM doctoral programs; and
3. Connecting fellows to funding beyond this program in preparation for graduation and career.

Recruitment efforts played a key role in the success of this program. A portion of the recruiting for our BD program occurred through faculty referrals, peer recommendations, visibility at national conferences, local recruiting events, and electronic advertising with other LS-AMP schools. A cohort of BD Fellows was established from a variety of STEM graduate programs. Due to delays with the funding, program activities were adjusted, allowing all fellows to begin at the start of the academic year, creating a single cohort comprised of all 12 fellows. A cohort model provided additional necessary social connections, that are often missing in graduate education. Fellows participated in professional development workshops, 1-on-1 and small group mentoring sessions with members of the program’s leadership team, as well as mentoring with alumni through an external vendor. In addition, some fellows participated in a Summer Fellowship Application Preparation Program (SFAPP), which prepares individuals to submit fellowship applications to various agencies.

In order to evaluate the progress of the participants and the overall program, multiple assessments were completed, including fellows’ demographics. Assessment methods included a survey developed by the leadership team, distributed at three points during the academic year. These surveys, along with qualitative data from focus groups, provided insight into the effectiveness of the program and guided future programming. Focus group interviews were conducted with scholars in Fall 2024 and segmented by year in the program. Transcripts were analyzed by an external evaluator to identify themes related to mentorship, engagement, and program impact.

Efforts in recruiting led to a cohort of 12 fellows who started in the program. An additional fellow was able to join towards the end of the program, bringing the total to 13. More than half of the fellows gained admission into a Ph.D. program. At the time of this abstract all 12 had completed at least one academic year in their graduate programs. The program’s fully funded fellowship and structured mentoring were listed as key attractions for participants, with fellows citing financial stability and guidance as “critical” in their decision to enroll in this program. Over the duration of the program, we hosted 10 professional development workshops. Though each workshop had a dedicated theme and presentation, extra time was allotted for the fellows to engage with each other and talk with leadership team members about any questions or concerns.

Evaluation data showed that a strong majority of BD Scholars (94.1%) planned to use STEM in their future careers, indicating a sustained interest in pursuing STEM professions. Scholars identified monthly cohort meetings as the most valuable component of the program, citing their role in fostering community, academic support, and peer engagement. Such interactions needed to continue in order create a sense of belonging amongst the fellows. Mentorship also emerged as a critical area for improvement. Some scholars received strong support from their PIs, while others reported minimal interaction or mismatched guidance. The mentoring arrangement with the external vendor also needed improvement.

Implementing the BD program at our university highlighted some needs of students pursuing advanced degrees in STEM. Most notably were the importance of building community amongst fellows and of strong mentoring relationships. These findings highlight the need to institutionalize these kinds of programs as well as best practices in doing so.