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Abstract

The retention of first-year college students majoring in Science, Technology, Engineering and Math (STEM) fields is a persistent concern in higher education. A variety of high impact practices can contribute to improving the persistence of STEM majors, particularly among underrepresented groups. One specific practice is the implementation of residential learning communities (RLCs). A new RIC for STEM majors was implemented at York College of Pennsylvania, a mid-sized comprehensive institution in the mid-Atlantic in 2018. We followed students through their first two years of the program to investigate the impact on retention and student experiences. We found that the cohort model enhanced first-to-second-year retention. Additionally, the RLC was able to facilitate a strong sense of community among the participants, likely impacting their academic success and retention at the college. A better understanding of best practices and their outcomes will help our college and peer institutions provide supports for STEM students to succeed through known attrition points and persist as STEM majors through their first years.

Keywords: belonging, learning community, retention, RLC, STEM

Introduction

The Science, Technology, Engineering and Math (STEM) Scholars model program developed at York College of Pennsylvania (YCP) includes both faculty and peer mentorship, engaging introductory courses, and a positive residence life component. Better understanding of best practices and their outcomes will help this college, and likely other colleges with similar student demographics, provide appropriate supports for these students through known attrition points. Ultimately, this residential learning community (RLC), a program where students live together and learn together, was developed in an effort to help students persist as STEM majors through the completion of their degree program.

The details of the RLC at YCP ("STEM Scholars") have been described in a recent publication (Fautch, 2024). Briefly, the STEM Scholars are placed in a cohort, taking three courses together in the first (fall) semester and two courses in the second (spring) semester. Courses include general chemistry lecture and lab, first year seminar, foundations in communication, and a STEM colloquium. The STEM Scholars are also assigned one another as roommates in the same wing of a selected dormitory and whenever possible, are supervised by an RA who is an upper-level STEM Scholar.

Literature Review

Living-learning communities (LLCs) began in the 1980s as an attempt to...

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