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curricular approach that integrates metacognitive and active learning strategies as well as
early interventions and career opportunities into a series of professional development
courses ; 3) individualized faculty, staff, and peer mentoring; and 4) domestic and international
undergraduate research opportunities. These four approaches have been implemented through
employing six elements outlined in Figure 2.
580 CRAWFORD ET AL.

Figure 2. Elements of the OSI Multi-Faceted Training Model.
Figure 2. Elements of the OSI Multi-Faceted Training Model.
and understand science more completely, aiding in key programmatic initiatives through peer support

their success in undergraduate coursework and their and motivation.
preparation as researchers at the undergraduate and
Within the OSI Training Model, undergraduate participants were taught the fundamental
graduate levels. Through these experiences, budding While all OSI programs have been effective in prepar-
scientists are engaged in meaningful learning that ing and developing students, the signature LA-STEM
principles of positive mindset development, mentoring, metacognitive learning, and research
transcends what is being taught in the classroom to Research Scholars Program has received the greatest
applications of relevancy to real-world challenges. amount of funding and provides the most compre-
through training classes and interactions with their peers, graduate students, high school students,
They developed communities of learning that ease hensive example of all the initiatives employed by the
students’ transition to college and prepare them for model (Figure 3). This program also served the largest
program staff, and faculty at the college, high school, and elementary school levels. Using this
long-term careers in the sciences. number of undergraduate students within OSI. Figure
3 provides a comparison of key OSI programmatic
mentoring approach, mentees are guided in developing the metacognitive tools and strategies
OSI COLLEGIATE PROGRAMS elements, illustrating the types of students served and
OSI has successfully managed eight key programs areas of student focus. The signature program and
serving students from the high school through doc- summary of its outcomes are described in detail; how-
toral levels. These students have diverse backgrounds ever, the remaining programs are briefly summarized.
in terms of ethnicity, gender, socio-economic sta- While there are some distinct aspects of each
tus, and urbanization. Additionally, the participants program, various levels of the eight key facets are
identified as members of a broad range of affinity prevalent in multiple programs:
groups, including degree discipline, religious affilia- 1. Mentoring and Advising – Students received
tions, and sexual orientation. As a result, cultivation ongoing individualized mentoring (formally
of an inclusive community provided opportunities through personal mentoring meetings), pri-
for interdisciplinary collaboration, interpersonal marily from program management staff and
communication skill expansion, and life-long friend- peers. These sessions occurred a minimum of
ship development. These rich learning communities twice per semester.
served as catalysts to the overall implementation of 2. Professional Development – The depth of