IN-4-STEM presents interventions to increase social & academic intervention
Upcoming
12 Oct, 2026
12:30 PM – 1:30 PM CET/CEST
Sign-up link below
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.
In-4-STEM will support these various target groups by means of carefully designed interventions to improve social and academic integration. Come along and hear about our progress including our focus groups and interviews with students to identify the challenges they face, and the interventions we have designed to date.
Bespoken interventions;
- Getting Started Guide
- Icebreakers
- Campus Compass
- Goal Setting and Reflection
- Lunch and Learn
- STEM FOCUS Processing Learning Content
- Passing First Year: The Game
- Bounce Back: Smarter Study Strategies
Please sign up HERE to receive a link for the webinar!