TRUE ACCCESS (TRansfer & Underrepresented minority Experiences for Autonomy, Competence, Connection, and Career: Enhancing Systemic change in STEM) is a new programmatic and research effort at Northern Kentucky University (NKU) supported by the National Science Foundation. Its overall goal is to design, implement, and assess a structure and programming to increase direct participation of underrepresented groups (URG) and transfer students in STEM research and professionalization as measured using several metrics including retention, graduation, and transition to careers. National data show a dire need for higher education to more equitably serve these populations of students, two populations that were disproportionately affected by the COVID-19 pandemic both nationally and at NKU. This project creates a “4C model” for systemic change in STEM education that features students as co-creators, highlighting the importance of student agency and leadership in change efforts. The 4 “Cs” students will participate in are co-mentoring (a non-hierarchical approach to mentoring), community-building activities, career development, and content-area research experiences; these are all evidence-based strategies to support students’ transitions into and through college and to prepare them for post-graduation transitions. The project also includes faculty- and institutional-level activities to advance systemic change, including faculty co-mentoring with students and a Synergies Board convened regularly to facilitate knowledge and interpersonal exchange across the university while changing power structures to elevate student voice. The focus on workforce and graduate school preparation is necessary to impact the research, education, and economic development needs of the region, especially in light of the effects of the pandemic. However, the impact of this project is broader; it will serve as a model that institutions of higher education can adopt to increase successful student outcomes among students from URG and transfer populations. The work and knowledge produced by these students in their future STEM careers have the potential to make further impacts. Because it is informed by Self Determination Theory (SDT) and Four Frames Theory, the project will be valuable to educators and researchers by developing and assessing an actionable theory-into-practice program (the 4C model).

Charlisa Daniels

Trinity University

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