Supporting First Generation Student Success in STEM through a Living Learning Community

Overall, student success in STEM is lower among underrepresented demographic groups in higher education, such as first-generation and minority students, as well as women in some STEM fields. Supporting students who are underrepresented in STEM fields is critical to provide them satisfying, sustainable careers and support long-term health of the US economy. High-impact practices have been shown to support student success in general, including higher persistence and graduation rates. However, little is known whether specific high impact practices support STEM degree attainment. Here the authors describe a high impact practice: a living learning community (BioLLC) at a large public university that included cohort course scheduling, faculty advising and peer tutoring. Their focus was on first generation students interested in attaining biology degrees. The results indicate a large increase in four-year degree attainment compared to control students, and also compared to other STEM and non-STEM LLC students. Six-year degree attainment also increased among the BioLLC students compared with the non-LLC students. Moreover, biology degree attainment almost doubled for the BioLLC students compared to non-LLC students who sought biology degrees at matriculation. Statistical analysis using propensity score matching showed that the intervention was the factor that made a difference in the outcomes for these students. The use of our high-impact intervention based on community culture proved to be a successful approach to increase degree attainment for underrepresented students.

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