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LA-STEM PROGRAM: STEM SUCCESS MODEL                       589



             CONCLUSION                                 ACKNOWLEDGMENTS
               Although the last cohort of LA-STEM Scholars    The authors would like to acknowledge the 249
             began in 2012 and monetary support concluded in  LA-STEM Participants for their commitment to
             2014, the successes of the program are still being  changing the faces of STEM and serving as role
             realized, as former LA-STEM participants have been  models to future generations of aspiring STEM
             completing advanced degrees and are establishing  leaders. It is on your shoulders that they will stand.
             successful careers. LA-STEM has served as a great  We would also like to thank the National Science
             equalizer, leveling the STEM playing field for Loui-  Foundation, Research Corporation, the Louisiana
             siana natives (constituting 90% of the participants),  Board of Regents, and LSU (administration, faculty,
             who have been able to compete globally and emerge  and staff) for generously supporting this project.
             as STEM leaders within industry, academia, and
             governmental sectors. Many of these students are  REFERENCES
             viewed by program staff as hidden gems waiting to
             be discovered. When integrated into the LA-STEM   1.   Dagley M, Georgiopoulos M, Reece A, Young
             Model, any student who engages and fulfills pro-  C. Increasing retention and graduation rates
             gram expectations—regardless of their pre-college   through a STEM learning community. J Coll
             background—has thrived. Furthermore, preliminary   Stud Ret. 2016;18(2):167-182.
             feedback suggests that LA-STEM seniors perform   2.   Hayes RQ, Whalen SK, Cannon B. 2008-2009
             comparably to second-year graduate students upon   CSRDE Stem Retention Report. Norman, OK:
             initial entrance into their respective graduate pro-  Center for Institutional Data Exchange and
             grams. While those entering graduate school or the   Analysis, University of Oklahoma; 2009.
             workforce are undoubtedly praised for their intel-  3.   Epstein J. Graduation gaps for science majors.
             lect, their soft skills and acceptance of others from   Inside Higher Ed. 2010 February 17.
             diverse backgrounds were equally appreciated. The   4.   National Academy of Sciences, National Acad-
             OSI Training Model has certainly provided an excel-  emy of Engineering, Institute of Medicine.
             lent mechanism for increasing students’ success and   Expanding underrepresented minority partici-
             retention in STEM through a unique holistic devel-  pation: America’s science and technology talent
             opmental approach.                            at the crossroads. Washington (DC): National
                                                           Academies Press; 2011.
               There is no organization at LSU (nor any other   5.   Wilson ZS, Iyengar SS, Pang SS, Warner IM,
               institution in the United States for that matter) that   Luces CA. Increasing access for economically
               can match LA-STEM in its ability to transform   disadvantaged students: The NSF/CSEM &
               a school ranked 75 -100  for its STEM fields to   S-STEM programs at Louisiana State University.
                              th
                                   th
               an institution that can output top-notch, interna-  J Sci Educ Technol. 2012;21(5):581-587.
               tionally competitive fellows. Thus, not only does   6.   Wilson ZS, Holmes L, Sylvain MR, Batiste L,
               LA-STEM create another micro-MIT/Harvard in   Johnson M, McGuire SY, Pang SS, Warner
               the South, but it does so with an extremely unique   IM. Hierarchical mentoring: a transformative
               and diverse group of nationally underrepresented   strategy for improving diversity and retention
               students. It cultivates leadership, diversity, and   in undergraduate STEM disciplines. J Sci Educ
               a distinct level of professionalism that is highly   Technol. 2012;21(1):148-156.
               sought out worldwide, and it does so efficiently.  7.   Wilson ZS, McGuire SY, Limbach PA, Doyle
               – LA-STEM Graduate, Class of 2012, Pursuing   MP, Marzilli LG, Warner IM. Diversifying sci-
               Ph.D. in chemical engineering at the Georgia   ence, technology, engineering, and mathematics
               Institute of Technology                     (STEM): an inquiry into successful approaches in
                                                           chemistry. J Chem Educ. 2014;91(11):1860-1866.
                                                        8.   Sowell R, Allum J, Okahana H. Doctoral ini-
                                                           tiative on minority attrition and completion.
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