Advancing Student Success in STEM Graduate Programs Through Systematic Mentoring, Writing-to-Learn Pedagogy, and Public-Science Communication

• In Event: Division H Graduate Student Structured Poster Session

Abstract

This qualitative case study presents preliminary findings from a recently implemented program at the University of Texas San Antonio: Advancing and Strengthening Science Identity through Systematic Training (ASSIST). Results align with research that suggests mentoring and validation are key factors in the persistence of historically underrepresented students pursuing advanced STEM degrees.

Authors

• Amelia Lynn King-Kostelac, The University of Texas - San Antonio

• Amaury Nora, The University of Texas - San Antonio

• Kenneth Walker, The University of Texas - San Antonio