Experiential learning and close mentoring improve recruitment and retention in the undergraduate environmental science program at an Hispanic-serving institution

Abstract

The Training in Environmental Research and Academic Success (TIERA) program was created to increase recruitment and retention of environmental science majors at the University of Texas at El Paso, where ∼80% of students self-declare Hispanic origin, providing a unique opportunity to increase diversity in the future STEM workforce. Through curriculum redesign at freshman and sophomore levels, experiential learning and research mentoring were implemented and evaluated. Incoming freshmen coenrolled in Introduction to Environmental Science (lecture and lab) and a special section of university seminar to form a TIERA-learning community. Students started problem-based learning and research experiences in the spring of their freshman year, focusing on training in hypothesis testing, field methods, data collection, and teamwork. Students then registered for research courses in both semesters during their sophomore year. Under the supervision of a faculty mentor, they were immersed in ongoing research projects and ultimately presented a poster at a university-wide undergraduate research symposium. Students gave positive responses about the learning community approach, including the friendship and support the cohort-based classes provided, increased opportunities to interact with peers, an understanding of the goals and structure of the program, and the diversity of research and career opportunities in environmental science. Survey results show that experiential learning and one-on-one mentoring improved students’ technical, professional, and soft skills; increased their awareness of and interest in solving environmental issues; and increased their likelihood to pursue a STEM career. The enrollment for the program increased steadily from 66 to 102 over four years. Over the same period, the retention rate nearly doubled from 43% to 80%, and the average time it took a student to graduate decreased by almost two years. Learning communities and mentored research experiences are transferable to other institutions.

Keywords:

• Learning community
• professional development
• problem-based learning
• the University of Texas at El Paso

Acknowledgments

We are grateful for the contributions and insights of our external evaluator, Dr. Elaine Hampton. We thank the reviewers and editors for their suggestions that improved this manuscript. Finally, we thank the UTEP faculty mentors who graciously invested their time mentoring our TIERA students.

Additional information

Funding

We acknowledge the financial support from the Department of Education Minority Science and Engineering Improvement grant number P120A130103 and from National Science Foundation Improving Undergraduate STEM Education program under grant number 1611860.