Integrated Student Support and Faculty Development for First-Year STEM Success at a Commuter Institution

This project aims to serve the national interest by improving student success and persistence in undergraduate STEM education at public, commuter institutions. Its significance lies in advancing understanding of how coordinated, evidence-based strategies can strengthen early academic success and social capital, among first-year STEM students. The project addresses persistent challenges in foundational STEM courses, where early performance strongly influences retention, particularly for students balancing academic, financial, and commuting demands. This Level 2 Engaged Student Learning project plans to implement and study an integrated model that combines student-centered supports with faculty development to improve first-year STEM learning, engagement, and persistence. Key components include a bridge program to support transition and readiness, expanded co-curricular advising and mentoring to build academic and career pathways, a redesigned first-semester seminar course that emphasize active learning and community, and a faculty community of practice to support reflective, student-centered teaching. The project’s importance is seen in its potential to generate scalable and sustainable practices that improve student outcomes in undergraduate STEM education. The project’s goals are to examine how integrated student support and faculty development strategies affect student learning and persistence in undergraduate STEM education. Research activities will focus on identifying conditions under which improved student outcomes occur, including changes in academic performance, STEM identity and self-efficacy. Data collection will use a mixed-methods approach and include surveys, focus groups, administrative records, and longitudinal analyses of student retention and achievement. The study will also investigate how faculty engagement in a community of practice contributes to changes in instructional practices and student learning experiences in foundational STEM courses. Evaluation will be conducted through formative and summative methods to assess implementation and impact, while dissemination plans include publications and presentations to inform broader practice in STEM education. This work will advance understanding of how integrated student support and faculty development strategies can improve STEM learning and persistence, particularly in commuter college contexts. The NSF IUSE: EDU Program supports research and development projects to improve the effectiveness of STEM education for all students. Through the Engaged Student Learning track, the program supports the creation, exploration, and implementation of promising practices and tools. This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria. NSF Award ID: 2539831 | Program: 04002627DB NSF STEM Education | Principal Investigator: Anthony Carpi | Institution: CUNY John Jay College of Criminal Justice, NEW YORK, NY | Award Amount: $749,996 View on NSF Award Search: https://www.nsf.gov/awardsearch/show-award/?AWD_ID=2539831 View on Research.gov: https://www.research.gov/awardapi-service/v1/awards/2539831.html