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Technology and Innovation, Vol. 19, pp. 577-592, 2018 ISSN 1949-8241 • E-ISSN 1949-825X
Printed in the USA. All rights reserved. http://dx.doi.org/10.21300/19.3.2018.577
Copyright © 2018 National Academy of Inventors. www.technologyandinnovation.org

LA-STEM RESEARCH SCHOLARS PROGRAM: A MODEL FOR
BROADENING DIVERSITY IN STEM EDUCATION

Melissa B. Crawford , Zakiya S. Wilson-Kennedy , Gloria A. Thomas , Samuel D. Gilman ,
1
2
2,4
2,3
and Isiah M. Warner 1,2
1 Office of Strategic Initiatives, Louisiana State University, Baton Rouge, LA, USA
2 Department of Chemistry, Louisiana State University, Baton Rouge, LA, USA
3 College of Science, Louisiana State University, Baton Rouge, LA, USA
4 Center for Academic Success, Louisiana State University, Baton Rouge, LA, USA

In the U.S., less than half of the students who enter into a science, technology, engineering,
and mathematics (STEM) undergraduate curriculum as freshmen will graduate with a STEM
degree. An increased need exists for innovative initiatives that promote undergraduate reten-
tion and achievement within STEM. The Louisiana Science, Technology, Engineering, and
Mathematics (LA-STEM) Research Scholars Program at Louisiana State University, within the
Office of Strategic Initiatives, is an excellent model for increasing persistence and achievement
within the STEM disciplines. For more than a decade, LA-STEM has holistically provided
quality mentoring, effective learning strategies, unique undergraduate research opportunities,
leadership and professional development, and intensive graduate school preparation to a diverse
population of STEM undergraduates. Program success has included an 89% overall graduation
rate in STEM, considerable national award and fellowship recognition, high matriculation of
students into post-graduate programs, as well as a notable reduction in the achievement gap
between underrepresented and female participants in comparison to majority males.
Key words: STEM; Retention; Diversity; Mentoring; Persistence; Underrepresented

INTRODUCTION and first-generation college students, all of whom
Across the nation, many institutions of higher graduate at nearly half the overall rate (4-6). These
learning are grappling with high attrition rates in groups have historically been and continue to be
science, technology, engineering, and mathematics underrepresented in STEM fields. This loss of talent
continues at the graduate level in STEM doctoral
(STEM) academic programs. For example, at the programs, particularly among students from the
undergraduate level, less than half of the students aforementioned underrepresented groups (7,8).
who enter into STEM curricula at the freshmen level Notably, high attrition rates have contributed to
will complete degrees in these areas (1-3). This star- the lowering of the U.S.’s international ranking with
tling statistic is even more dire for minority groups regard to the production of STEM professionals, and
(especially African Americans, Latinos, and Native many political and other leaders are questioning the
Americans), students from low-income backgrounds, future health of our economy. These leaders directly
_____________________
Accepted: October 15, 2017.
Address correspondence to Isiah M. Warner, Louisiana State University, 434 Choppin Hall, Baton Rouge, LA 70803, USA. Tel: +1 (225) 578-2829;
Fax: +1 (225) 578-3971. E-mail: iwarner@lsu.edu

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