Post-Baccalaureate Research Experiences for Students at Two Hispanic-Serving Institutions (Experience)

Abstract This study examines the implementation of a one-year program that offered post-baccalaureate research experiences to a cohort of recent STEM graduates from two large Hispanic-serving institutions. Both institutions are collaborators in an NSF Louis Stokes Alliance for Minority Participation (LSAMP) grant, which is dedicated to enhancing the academic experience of historically underrepresented minorities. Applicants were either self-nominated or were nominated by faculty to participate in the post-baccalaureate program. Following an application process that included an interview, selected participants were matched to research faculty and committed to engage in a high-impact research project for at least one semester and for up to one academic year. The evaluation team conducted a focus group and a survey with a subset of participants to assess their experience. Participants were asked to provide feedback and insight on the program's on-boarding activities, research experience, mentor experience, and program interactions, and reflect on the gains from program participation. Survey data were not included in this study as the number of participant responses was limited. Participants reported that this experience was highly valued and significantly increased their motivation for pursuing future research and careers in STEM fields. Participants reported that the program allowed them to develop and refine their professional and research skills, enabling them to apply concepts learned during their undergraduate studies to their research projects. Participants described faculty mentors as supportive, understanding, and actively involved in guiding them throughout their research journeys. However, participants also articulated a need for more professional development opportunities, especially in preparation for graduate and professional school. In terms of program implementation, the program's leadership experienced administrative challenges when compensating participants and with low faculty mentor involvement in mentorship workshops. Despite these challenges, participants reported minimal disruptions in their research experiences and expressed appreciation for the transparency of the program's leadership in addressing and mitigating compensation issues. In addition, participants described their mentors as supportive and actively involved in their research experience. While the program faced implementation hurdles, it ultimately offered participants valuable research experiences and skill development opportunities. This study underscores the critical role that post-baccalaureate research programs play in the participants' success as it prepares them for further educational and professional pursuits. The program's leadership gained valuable insights through the implementation phase of the program; for example, there were differences in the administrative procedures of the two participating institutions that impacted the timely implementation of the project. Although both institutions had resources to offer workshops to participants, one institution successfully streamlined compensation processes while the other encountered conflicts in the regulations hindering its ability to fulfill the professional development plan. Additionally, program leadership included the evaluation of the program post-award, which limited the depth of the evaluation. In conclusion, the post-baccalaureate program successfully addressed the needs of recent STEM graduates, particularly those affected by the COVID-19 pandemic.