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LA-STEM PROGRAM: STEM SUCCESS MODEL 581

Professional Development
Academic Year Research
Summer Bridge
Cohort-Based
Program Level Students of Focus Mentoring and Advising Summer Research IDP or IEP Counseling

LA-STEM UG High Achieving
HHMI
Professors CC, UG High Potential
Upward HS Low Income and/or Potential
Bound First Generation
Underrepresented, disabled,
Bridges CC
disadvantaged
LSAMP UG UR Racial/Ethnic Groups

S-STEM UG Financial Need
CCs, Minority Serving
Smart REU UG
Institutions
Bridge to
Doctorate Grad UR Racial/Ethnic Groups
HS = High School, UG = Undergraduate, CC = Community College, Grad = Graduate Students
UR = Underrepresented
Figure 3. A comparison of OSI programmatic elements.

this component varies across programs from honors thesis, OSI managed an OSI Research
monthly workshops and seminars (Louis Stokes Experience for Undergraduates (REU) Pro-
Louisiana Alliance for Minority Participation gram specifically for LA-STEM and HHMI
(LS-LAMP); Science, Mathematics, and Tech- participants. This REU provided participants
nology Scholars – Increasing Diversity through with invaluable experience, thereby increasing
Mentoring (S-STEM); Bridge to Doctorate; and their competitiveness for applying to subse-
Bridges to the Baccalaureate Programs) to a quent domestic and international summer
comprehensive four-year required academic research programs.
year Success Course (LA-STEM and Howard 5. Summer Bridge Program – Participants
Hughes Medical Institute (HHMI) Professors completed a comprehensive and rigorous
Programs). eight-week bridge program prior to their first
3. Academic Year Research – Students engaged in semester of college, which included enroll-
a minimum of 10 hours of research per week ing in up to two courses, exposure to campus
under the guidance of a faculty member. This resources, introduction to effective learning
research is tracked through the completion of strategies, tutoring, and professional develop-
signed timesheets. ment. A small number of incoming second and
4. Summer Research – Participants were required third year students, who were current LSU stu-
to complete a minimum of two structured dents, also participated in the bridge program.
undergraduate summer research programs 6. IDP or IEP – Students were required to create
(preferably externally). In an effort to enhance and complete Individual Development Plans
the academic year research of first-year stu- (IDPs) during the academic year. Upward
dents or rising seniors who were completing an Bound students completed Individualized