Building Collaboration for STEM Achievement in Appalachia

Building an Inter-Institutional Collaboration for STEM Achievement Among Small Universities in Appalachia:

A Planning Grant for an NSF S-STEM Track 3 Proposal

During 2024-2025, three Primarily Undergraduate Institutions (PUIs) in West Virginia–West Virginia University Institute of Technology (WVU Tech), Glenville State University (GSU), and Fairmont State University (FSU)– investigated how to create an inter-institutional collaboration that could result in a shared scholarship program, integrating high-impact curricular and co-curricular practices to enhance STEM achievement. Through a series of face-to-face meetings, focus groups with STEM students, and institutional data gathering, the group generated a needs assessment report outlining critical barriers to success for low-income academically talented students at PUIs in WV, along with some recommendations. We hope the findings will help other rural PUIs in the state and nationally to address the needs of all STEM students. The First2 Network, an NSF INCLUDES Alliance, provided substantial mentoring and support to participating institutions in their work, helping to establish a true collaboration that crossed institutional boundaries.

PROJECT OBJECTIVES:

To assess the barriers to success for low-income academically talented students on our campuses and design inter institutional mechanisms to address these needs.
To investigate and formalize the most effective mechanisms among institutions to recruit S-STEM scholars and grant scholarships.
To determine common curricular and co-curricular interventions and build a regional learning network in order to amplify the impact of these programs with integrated participation between faculty, students, and student support staff among our institutions.
To build institutional capacity to create a successful multi-institutional S-STEM Track 3 proposal.

PLANNING PROCESS:

We held 30+ weekly planning meetings and two in-person workshops. These convenings:

Built trust and alignment across campuses.
Mapped existing academic and co-curricular supports.
Fostered shared decision-making on program structure.
Created a collaborative project management and governance framework for long-term implementation.

NEEDS ASSESSMENT PROCESS:

Focus Groups and Surveys

Students completed comprehensive assessment surveys that identified perceived barriers to success for low-income, academically talented STEM students as well as student perceptions regarding academic, financial, social, and cultural challenges. Focus groups with students gathered more nuanced, qualitative insights into the transition to college, use of support services, and unmet needs.

In-Person Workshops

In-person workshops were held in November 2024 and May 2025; as part of these workshops, students, faculty, and support staff further identified and discussed perceived barriers to student success and solicited ideas for institutional improvements.

Institutional Data Analysis

Institutional Research and Financial Aid offices provided disaggregated data on enrollment, retention, graduation, and financial need by STEM majors. This data was analyzed to identify needs barriers for low-income students, establish baseline metrics for future evaluation, and determine feasible scholarship amounts based on unmet need.

KEY FINDINGS:

For a more detailed explanation of the significant results, refer to the multi-institutional needs report.

Students are unaware of services and how to access them.

Although staff at all institutions reported actively promoting student support and academic services through a multitude of communication channels, a substantial number of students reported being unaware of these resources or having used them infrequently. This gap between promotion and student engagement suggests that current outreach strategies may not fully resonate with or reach students in meaningful ways.

Family is important.

One particularly consistent theme that emerged from our data is the central and influential role that family plays in the lives of rural Appalachian students. For many, family is a primary motivator, source of emotional support, and even a decision-making authority when it comes to academics. This familial influence has implications that stretch across a student’s journey (from initial enrollment to persistence and completion). In some cases, students may prioritize family obligations over academic commitments or may lack the generational experience to fully understand or take advantage of campus support systems. These findings suggest that future interventions should consider not only the student as an individual, but also the context of their family life. Communication strategies that acknowledge or even directly engage families, such as family-oriented orientation sessions, informational materials designed for families, or family-inclusive events, may be more effective in helping students access and benefit from the resources available to them..

Students value peer mentoring.

Peer relationships and mentoring emerged as another powerful and underutilized factor in student success. Students consistently expressed a desire for more opportunities for peer mentoring, citing the value of learning from near-peers who have successfully navigated similar academic and personal challenges. These relationships offer relatability, reduce stigma around seeking help, and can increase confidence and belonging. Similarly, students expressed a strong preference for closer and more informal interactions with faculty. While formal academic advising is important, students want more consistent and approachable contact with their instructors, through office hours, research collaborations, or informal mentoring. These findings support the idea that strengthening community and connection, both among students and between students and faculty, is key to improving persistence and engagement.

Tutoring services are sometimes misaligned to student needs.

Another key area where students expressed a strong need was tutoring services, particularly in terms of availability. Many students reported that current tutoring offerings did not align well with their schedules, especially for those who commute, have family obligations, or work outside of school hours. Students consistently requested more flexible tutoring options, including evening and weekend sessions. This feedback points to a need for redesigning academic support services around the lived realities of students, possibly including the expansion of online tutoring, group-based support, or embedded tutoring models within key STEM courses.

Students value hands-on career experiences.

A significant number of students reported that they value opportunities for hands-on research experiences, particularly when these experiences are well-supported and integrated into the curriculum. These opportunities not only build technical skills and confidence but also help students see themselves as capable scientists, engineers, or technologists. Expanding undergraduate research experiences, especially through course-based undergraduate research experiences (CUREs), could help further engage students and improve retention in STEM majors.

RESOURCES AND TOOLKITS:

COLLABORATIVE PARTNERS:

West Virginia University Institute of Technology

(Lead PI Organization)

Glenville State University

Fairmont State University

First2 Network

(Facilitation Support)

Want to learn more about our planning process or interested in collaborating on a future proposal? Fill out the form below and we will contact you!

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