A Model for Early Research Exposure to Improve Undergraduate Outcomes and Retention in STEM

Participation in research is a high impact activity known to improve undergraduate success and retention in STEM disciplines. Here, we explore a model for integrating early undergraduate research exposure with academic coursework and professional development activities with the aim of improving students’ sense of scientific identity, academic outcomes, and career preparedness for advanced degree programs or entry into the STEM workforce. Structured as a two-week summer program, this integrated research approach guided the development of incoming first-year students using existing university infrastructure to provide a comprehensive and supportive educational experience. Compared to school and nation-wide averages, program scholars showed significantly higher STEM graduation rates. Scholars were more likely to apply to a first-year scholarship program following a program-integrated research application writing module. After program completion, scholars reported stronger self-identification as a scientist, and increased confidence in applying to future professional opportunities compared to before their participation in the program. We discuss how the model was used to inform program elements, its effectiveness in supporting students’ STEM program completion, and recommendations for effectively supporting STEM undergraduates through early research exposure.