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LA-STEM PROGRAM: STEM SUCCESS MODEL 579

A MULTI-FACETED TRAINING MODEL TO of whom are traditionally underestimated for their
ADDRESS PERSISTENCE potential as exemplary future research profession-
OSI provides an intriguing institutional model als and leaders, have realized completion of STEM
for promoting the success of UR groups in STEM degrees, achievement of numerous national awards
degree areas. Further, the cohesion within OSI pro- and honors, and fulfillment of post-baccalaureate
grams and the institutional collaborations between degrees at significantly higher rates than their peers.
the office and STEM academic units provide some Having employed this model with various subsets
insight into the efficacy of the model in advancing the of undergraduate populations, e.g., high-achieving,
success of participants who were integrated into the under-achieving, and economically-disadvantaged,
model. The formation of OSI grew out of success in OSI has been able to demonstrate the efficacy of its
the recruitment, retention, and graduation of African methods (Figure 1). These results offer insight into
Americans in the LSU doctoral chemistry program how similar initiatives may be developed and adapted
(7,26,27). Prior to 1992, the LSU department of chem- for other institutions of higher education.
istry had achieved a total of six doctoral graduates Recognizing that academic performance in course-
with a maximum of three African American students work, self-image, pre-college background, academic
enrolled in its graduate program at any given time, advising, financial support, and social integration
and the first African American graduated with a in the STEM culture are all factors that have been
chemistry doctorate in 1971. After 1992, beginning found to significantly impact student persistence (28-
with the arrival of Professor Isiah M. Warner, OSI 33), the OSI Training Model was designed with the
vice president and System Boyd Professor of Chem- central hypothesis that comprehensive approaches
istry, these numbers began to increase dramatically, must be employed to address the multi-faceted chal-
such that the ten-year average of African American lenges impacting student attrition (Figure 2). For a
students enrolled at any given time increased to more decade, this hypothesis has been tested with cohorts
than thirty. As a result, LSU has been cited as rank- of students mentored across several funding sup-
ing first in the nation in the production of African port mechanisms using four specific approaches: 1)
Americans with doctorates in chemistry and also first cohort-building through structured introduction to
in the percentage of its doctoral graduates who are college study within a summer bridge experience; 2) a
women (27). From 1997 to May 2017, LSU produced curricular approach that integrates metacognitive and
a total of 412 doctoral chemistry graduates, of which active learning strategies as well as early interventions
82 (19.7%) were African American. and career opportunities into a series of professional
Since its inception, OSI has worked to expand development courses; 3) individualized faculty, staff,
these successes throughout the LSU campus commu- and peer mentoring; and 4) domestic and interna-
nity at both the undergraduate and graduate levels tional undergraduate research opportunities. These
and to other STEM departments beyond chemistry. four approaches have been implemented through
This has contributed substantially towards the success employing six elements outlined in Figure 2.
of UR members in STEM academic pathways at LSU. Within the OSI Training Model, undergraduate
The vision of OSI is to create, leverage, and centralize participants were taught the fundamental principles
most STEM education and mentoring programs at of positive mindset development, mentoring, meta-
LSU. Its mission is to raise students’ academic perfor- cognitive learning, and research through training
mances as well as to create and implement programs classes and interactions with their peers, graduate
that enhance the overall diversity of LSU’s student students, high school students, program staff, and
body. faculty at the college, high school, and elementary
Employing the OSI Multi-Faceted Training Model school levels. Using this mentoring approach, men-
(OSI Training Model), which is rooted in a holistic tees are guided in developing the metacognitive tools
mentoring approach, OSI programs cultivated prom- and strategies that propel them up the hierarchy of
ising scholar-leaders through research, service, and learning levels on Bloom’s Taxonomy (34). This
academic training. OSI-mentored students, many higher level learning allowed students to appreciate