THE KEYSTONE PROGRAM AT ELMHURST COLLEGE: A MODEL FOR INCREASING STEM RETENTION AND SUCCESS AT SMALL COLLEGES

Internal studies indicated that persistence to graduation for STEM students at Elmhurst College was unacceptably low, with the first to second year particularly problematic. The Elmhurst College KEYSTONE Program, KEYs to Success Through year ONE, is designed to address those difficulties. The KEYSTONE Program is intended to serve as a template for STEM success and retention programs at other small colleges.

The KEYSTONE Program is designed to increase the retention of first-year students and the number of students graduating in STEM disciplines. Key activities include special STEM-focused First Year Seminar (FYS) classes, the use of peer mentors, a research-based January term course, a seminar on STEM careers, and summer research for a select group of students. Key interventions to address the difficulty of the course work include goal setting and meta-cognitive workshops and the availability of peer mentors. A research-based course in the January term and summer research opportunities provide students with early research experience. A series of spring “STEMinars” introduces students to the breadth of career options in STEM fields and reinforces the developing STEM learning communities.

There is evidence of reduced attrition, increased research activity, and a strengthened STEM learning community. The most successful pieces of the program are the peer mentors, January term course, and the summer research experience. Approximately 400 Elmhurst College students have participated in some aspect of the KEYSTONE Program. Overall, student retention for participants is consistently slightly better than nonparticipants. Students who participate in the summer research program rarely leave STEM or the college.

Since the pilot program, the KEYSTONE Program has evolved to better meet student needs. As the program has progressed, we have made significant changes in the manner in which the program seeks to connect with freshmen, shifting the focus from the FYS courses to the introductory STEM courses. The goal setting exercises have also been modified, becoming more structured and purposeful. The role of the peer mentors has also changed, emphasizing the formation of study groups.