2015/01/01 by Kimberly R. Schneider, Kimberly Schneider, Amelia Bickel +1 · 1 citation
Social Sciences · #Career Development and Diversity #Evaluation of Teaching Practices #Higher Education Research Studies
paper · doi:10.2505/4/jcst15_044_03_37
crossref issued 2015/01/01 · crossref published 2015/01/01 · crossref published-print 2015/01/01 · openalex publication_date 2015/01/01 · crossref created 2015/07/28 · crossref published-online 2024/12/02 · crossref deposited 2024/12/02 · openalex created_date 2025/10/10 · crossref indexed 2026/07/28 · openalex updated_date 2026/07/29
Retaining college-level science, technology, engineering, and mathematics (STEM) students remains a priority in higher education. A variety of methods have been shown to increase retention, including mentorship, tutoring, course enhancements, community building, and engagement in high-impact practices such as undergraduate research. In 2011, an Office of Undergraduate Research at a large research university developed a program that incorporates multiple forms of student-centered programming with a focus on research. Learning Environment and Academic Research Network (LEARN) is a living-learning community wherein first-year students live in the same residence hall, take specific classes together, work with mentors, and engage in a 12-week mentored research apprenticeship. LEARN aims to recruit first-generation and underrepresented students. Such a program requires input and participation from numerous stakeholders. This article provides reviews of the development, implementation, and lessons learned from starting the program. To date the program has many early signs of success, including exceeding recruitment goals, higher GPA and retention rates, gains in student learning, and high levels of engagement in academic and leadership experiences.