IN-4-STEM interventions in context and implentation design
Upcoming
15 Oct, 2026
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Many students experience difficulties during the transition to higher education and especially in the first year of STEM, drop out numbers are high compared to other disciplines. These experienced difficulties can be elevated for students who belong to minorities, such as first-generation students who are the first in their family to participate in higher education. Women can also experience problems of belonging in male dominated STEM programs. It has also been found that the academic self-concept of women first-year students in STEM is significantly lower than that of male students and is not associated with important achievement predictors such as prior academic achievement. When women STEM students drop out or change majors, they do so with higher grades than their male counterparts, and subjective feelings of lack of fit have been hypothesized to play a role in such decisions. Apprenticeship students that combine Work Based Learning with an academic engineering education can also experience challenges to fit in.
Join this online webinar to hear about our first experiences with new interventions to support Social and Academic integration of new first year STEM students. We will share our concrete implementation design and student evaluations of new initiatives, and also provide a peak preview on interventions in the pipeline.
Please sign up HERE to receive a link for the webinar!