Breaking Barriers: Fostering STEM Belonging and Success through Early Student-Faculty Interactions

Abstract

Fairmont State University’s College of Science and Technology has hosted a variety of events aimed at removing the barriers between students and faculty.  Two events in particular targeted incoming freshmen – a Bridge Program and the SciTech Social. For two summers a Bridge Program was held for a select group of first-generation and underrepresented incoming freshmen.  The students were invited to move onto campus early, and over the course of three days engaged in activities aimed to prepare them for the semester, including workshops on study skills and networking with college faculty. For several years the college has also implemented the “SciTech Social”, a picnic during the first week of the fall semester designed to promote early student-faculty interactions for all incoming freshmen.  During the event, students and faculty mingled over lunch, used BINGO cards to encourage conversations, and explored STEM clubs at informational tables.  The event has grown annually, with increasing participation and positive feedback from attendees. Survey data indicated that both programs increased students’ comfortability interacting with faculty members, therefore increasing the likelihood that students engage with faculty throughout the semester. The Bridge Program also increased students’ sense of belonging and knowledge of academic resources to help them succeed academically. These early opportunities for student-faculty involvement help students feel less intimidated by their professors, which may significantly impact the likelihood of student academic success and persistence in STEM majors.