2026 ASEE Annual Conference & Exposition

This research brief describes preliminary findings of a student-led evidence-based practice study at Tufts University. Guided by a faculty researcher experienced in education and practice in STEM, a small team of STEM undergraduate students conceptualized and conducted a mixed-methods study on campus climate and sense of belonging in STEM within their institution. This effort led to the design of an 18-question survey and a corresponding framework for focus groups (FGs), both based on questions that covered three categories: (i) educational and emotional satisfaction, (ii) impacts of professors and students on belonging, and (iii) personal beliefs about the institution (I-statements). Data collection in the Fall 2024 semester yielded 125 survey responses and 13 FG participants. Key to the work was that from its conception through implementation, the effort was led by students with the faculty researcher’s role minimized throughout. This appears to have led to more open and forthright responses from participating students.

Initial findings of the work indicate that students, on average, were moderately satisfied with their educational and emotional experience at Tufts University with satisfaction increasing as they advanced in class year. Additionally, students felt their overall sense of belonging was more positively supported by fellow students over that provided by faculty/instructors. Finally, student responses indicate satisfaction in committing to and attending Tufts University, yet only slight agreement that the institution valued them, and even slighter agreement that their education is worth the cost of attendance. These responses were supported by observations made in FGs, excerpts of which are presented and discussed in this brief. Though analyses are preliminary, results provide insights into STEM students’ varied experiences in their academic pursuits.