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Updated: Dec 21, 2025

Improving Student Outcomes with an Adaptable Molecular Cloning Course-Based Undergraduate Research Experience

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Traditional vs. Affiliation Paths Model for Science Student Success.

Simeon Slovacek¹, Karibian Soto¹, Krishna Foster¹

¹California State University, Los Angeles; 5151 State University Drive, KH A2040, Los Angeles, California 90032.

Advances in Social Sciences Research Journal

|May 21, 2020

Summary

This summary is machine-generated.

Participation in university support programs significantly boosts student success in STEM fields. Targeted programs like Minority Opportunities in REsearch (MORE) show dramatically higher graduation rates compared to traditional paths.

Keywords:

STEM graduation rate underrepresented minorities university program

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Area of Science:

Educational Psychology
Higher Education Studies
STEM Education

Background:

Academic and personal support systems positively influence student success in university settings.
Understanding the impact of targeted support programs versus traditional higher education pathways is crucial for student retention and achievement.

Purpose of the Study:

To investigate the impact of a university academic and climate support program on student success in STEM fields.
To compare the academic success and graduation rates of students in a targeted support program (MORE) versus those in traditional degree programs.
To examine the generalizability of the support program's effectiveness across different STEM majors and student entry statuses (freshmen vs. transfers).

Main Methods:

Comparative analysis of graduation rates between students affiliated with the Minority Opportunities in REsearch (MORE) program and non-MORE students.
Statistical analysis (two-way ANOVA) to compare STEM majors within the MORE program, controlling for entry status.

Main Results:

Students affiliated with the MORE program demonstrated significantly higher graduation rates: 88% within 6 years and 100% within 10 years, compared to 16% (6 years) and 28% (10 years) for non-MORE students.
No significant differences in academic success were found among different STEM majors within the MORE program.
The program's positive impact was consistent across freshmen and transfer students.

Conclusions:

Participation in targeted university support programs like MORE substantially increases academic success and graduation rates for STEM students.
The effectiveness of such support programs is generalizable across various STEM disciplines and student entry types.
These findings underscore the importance of investing in and expanding academic and climate support initiatives within higher education, particularly for STEM fields.