Emerging Researchers National (ERN) Conference

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Do Lessons from Model Institutions of Excellence Work Elsewhere? An Assessment of Impact of A Comprehensive Support on Success in Two Gateway Biology

Faculty #1
Discipline: Biological Sciences
Subcategory: STEM Research

Eyualem Abebe - Elizabeth City State University
Co-Author(s): Rebecca Jordan, Rutgers University


The Department of Biology, Elizabeth City State University (an HBCU), has the second largest student enrollment of all university departments, with close to a total of 300 students. However, in the past ten years the program has been seriously challenged by a 40-50% student failure rate in the two introductory gateway Biology courses. Consequently, in 2012, we introduced a comprehensive student support program, with the goal of increasing the success of African-American students in the two introductory gateway Biology courses. Our program supports a total 25 students in three cohorts and applies the four lessons from model institutions of excellence that were reported to enhance the success of students from underrepresented groups: 1) A precollege initiative in the form of four and half week summer bridge program; 2) An academic year mentorship, counseling and student support using peer-, graduate student and faculty support; 3) Assistance in securing undergraduate research experience through close partnership with other ongoing federally funded projects; and 4) A targeted graduate school and science career preparation. The limited data based on two cohorts of students shows that the program (Application of Lessons from Model Institutions of Excellence – ALEMIE) enhances retention within the department and increases the success rate of involved students significantly. Here we report a statistically significant higher Biology course grade and overall GPA of ALEMIE participants over the control Biology Majors group.

Funder Acknowledgement(s): HBCU-UP, Target Infusion Grant, National Science Foundation

Faculty Advisor: None Listed,

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This material is based upon work supported by the National Science Foundation (NSF) under Grant No. DUE-1930047. Any opinions, findings, interpretations, conclusions or recommendations expressed in this material are those of its authors and do not represent the views of the AAAS Board of Directors, the Council of AAAS, AAAS’ membership or the National Science Foundation.