Fostering STEM success in Puerto Rico
Many students face challenges outside the classroom which prevent them from reaching their full academic potential in STEM subjects. At the Pontifical Catholic University of Puerto Rico, Dr Zaira Mateo-Mayol, Dr Ana Pérez-Matos and Dr Waleska Sanabria are leading the RACE for Success in STEM project. By taking a holistic approach and providing students with self-management skills, laboratory experiences and academic support, the team hopes to improve STEM outcomes in Puerto Rico.
Talk like a STEM educator
Biopsychosocial approach — an approach that considers biological, psychological and social factors
Holistic approach — an approach that considers all factors as interconnected
Socioeconomic — a combination of social and economic factors
Soft skills — non-technical skills, such as communication, teamwork and time management
STEM — science, technology, engineering and mathematics
STEM identity — the belief that you belong in the world of STEM
What does it take to be successful in STEM? Academic achievement is not only based on classroom experiences, but is also impacted by wider social situations. For example, in recent years, the Caribbean island of Puerto Rico has been rocked by earthquakes, hurricanes, an economic crisis and the COVID-19 pandemic. These events have had profound effects on its inhabitants, creating challenges for students both within the classroom and at home.
To help students succeed academically despite these challenges, a multidisciplinary team at the Pontifical Catholic University of Puerto Rico has developed the Research Advancement among Careers and Education for Success in Science, Technology, Engineering and Mathematics, including Spanish and English, project (RACE for Success in STEM). By providing workshops, internships and mentoring, the team is ensuring that students are equipped with the skills and confidence needed to embrace and succeed in a career in STEM.
Student struggles
The transition from high school to university is often a bumpy one. “First-year STEM students often struggle to adjust to the fast-paced curriculum, heavy workload and need for strong foundational skills, especially in mathematics,” explains Dr Ana Pérez-Matos. “These challenges can lead to lower confidence and performance, and some students may even consider dropping out.” Students’ personal backgrounds can add to these issues. “Students are affected by their family’s socioeconomic situation,” says Dr Waleska Sanabria. “Students may struggle to access the resources necessary for studying, such as transport, technology, electricity and food.”
In addition, wider environmental and social events (including a devastating hurricane in 2017, damaging earthquakes in 2019 and 2020, the COVID-19 pandemic in 2020 and an ongoing economic crisis) have greatly impacted student learning. “These events have created challenging situations for students, families and educators trying to construct an effective learning atmosphere,” explains Dr Zaira Mateo-Mayol.
Taking a holistic approach
Tackling such a multifaceted challenge requires a multifaceted solution. “A holistic approach is crucial to simultaneously address factors including family responsibilities, economic stress and societal disruptions, while helping students succeed in STEM,” explains Ana. The team is taking a biopsychosocial approach, which considers the biological, psychological and social factors that influence students, and how they interact with one another. “This approach allows us to understand how these factors affect STEM students’ knowledge retention, decision-making and motivation,” says Waleska. “For example, natural hazards and the pandemic impacted students’ school and family dynamics, which affected how they approach learning.”
Understanding students’ circumstances is vital for improving their educational attainment. “Appreciating where students come from allows us to break barriers within and between students and help them prepare to be STEM professionals in a globalised world,” explains Zaira. “The knowledge obtained from this project allows us to use activities that are relevant for fostering students’ success and ensuring that no one is left behind.”
RACE for Success in STEM
So, what does this holistic approach look like? As each team member has a different disciplinary background, each plays a unique role in supporting students and helping them to achieve success in STEM.
As an anthropologist, Waleska examines how students’ family backgrounds influence their education. “I hold focus groups to interview students about their educational experiences at school and home,” she says. “These discussions help students recognise how the way they experience STEM education changes during and after natural catastrophic events, and from school to university.”
As part of the project, students participate in a six-week internship in Ana’s molecular biology lab, where they learn practical laboratory techniques and apply them to real-world research projects. At the end of the internship, students present their findings to their peers, family and friends in a symposium that showcases their hard work and achievements. Participating students also attend Professor Wanda Vazquez’s two-week mathematics ‘bootcamp’ to improve their mathematical abilities and increase their confidence in the subject.
Reference
https://doi.org/10.33424/FUTURUM542
Meanwhile, other team members lead activities to build vital soft skills for STEM careers. Dr Ivelisse Collazo and Dr Marta Fontanez organise sessions that focus on Spanish and English, respectively, strengthening students’ language abilities and aiding their comprehension and communication. As a psychologist, Dr Marisol Camacho Santiago leads workshops on self-management, study strategies and time management, teaching vital life skills that are essential for academic success.
Personalised mentoring is a key component of the project. Higher-level university students act as mentors by drawing from their lived experience of university STEM education to support their first-year peers. “Mentors guide students through challenges, helping them build confidence and a sense of belonging in STEM,” explains Zaira. “In addition to benefiting the mentees, mentoring also strengthens mentors’ leadership and communication skills.”
Student successes
The team’s efforts have had a considerable positive impact on first-year STEM students. “The mentoring, workshops and internship boost students’ confidence and interest in STEM, while also empowering them and enhancing their sense of community,” says Zaira.
The various activities integrate teaching and learning strategies and apply them in practical settings. “By practically applying not only scientific techniques, but also social skills such as collaboration and commitment, our project promotes students’ STEM identities,” explains Waleska. This is a crucial aspect of RACE for Success in STEM, as having a STEM identity is important for ensuring students have success in STEM education and careers.
“The research internships strongly contribute to students’ STEM identities,” explains Ana. “The hands-on experiences help students to see themselves as scientists as they contribute to real-world scientific research projects. Before the internship, many students know nothing about research. Afterwards, they have the identity of a scientist.”
Research Advancement among Careers and Education for Success in Science, Technology, Engineering and Mathematics, including Spanish and English (RACE for Success in STEM)
Project description: Using a holistic approach to promote STEM success for Puerto Rican students
Institution: Pontifical Catholic University of Puerto Rico
Funder: US National Science Foundation (NSF), Project #2114437
Meet the team
Dr Zaira Mateo-Mayol
Fields of research: Neuroscience, biomedical science
As a neuroscientist, I help design project activities that apply cognitive approaches to learning. A unique aspect of our project is that in our interactive teaching modules, students complete computer-based activities and receive instant automatic feedback (in Spanish) to explain why their answer was wrong or correct.
I passionately believe in the relevance of research to our daily lives. By enabling students to undertake real-world research, we help them appreciate how what they learn during their first academic year is relevant for their future as a scientist.
There is space for everyone within STEM – the world of science is diverse and rich in opportunities. Our vision is to reduce the gap between Hispanic students and non-Hispanic students in the next generation of science professionals. We believe this equity is achievable through efforts such as RACE for Success in STEM.
Dr Ana Pérez-Matos
Field of research: Molecular biology
The summer internship in my molecular biology lab provides students with an authentic research experience. Over six weeks, students work on a project to explore how gene expression in citrus trees relates to their ability to resist disease. This immersive experience teaches students practical lab techniques and allows them to apply their academic knowledge in a real-world setting.
The RACE for Success in STEM project not only empowers participants to overcome challenges, but also cultivates a strong sense of belonging within the scientific community. By providing students with the tools, confidence and support to thrive in STEM, we are building the next generation of skilled, motivated and inspired scientists.
The journey through STEM can be challenging, but perseverance is key. Remember, it’s okay to ask for support – seek help from teachers, mentors or peers. View every setback as a learning opportunity, and with determination, you can overcome the challenges and succeed.
Dr Waleska Sanabria
Field of research: Anthropology
As an anthropologist, I take an interdisciplinary approach to consider the factors that marginalise certain groups, and how these then affect access to STEM. I analyse and interpret the social dynamics linked to decision-making in relation to pursuing STEM careers, especially in groups with problems accessing education as a result of multiple factors.
Our university is a Hispanic Serving Institution, and we work with ethnic-racial, social and vulnerable communities. Our project aims to integrate these minorities into STEM, while promoting leadership, retention and mentoring. I am motivated by the fact that RACE for Success in STEM fosters diversity, equality and inclusion.
If you face difficulties in STEM education, seek support from spaces that promote inclusivity and integrate multiple identities. Productive collaborations and mentoring can help you overcome challenges.
Dr Ivelisse Collazo
Fields of research: Spanish, Latin American literature
I coordinate the Spanish mentoring component of the project. I developed interactive teaching modules that review materials learned in class, and I created videos and activities to help students improve their reading comprehension skills and to measure their academic aptitude. The Spanish mentoring and tutorials increase the students’ writing and reading comprehension abilities.
It is very rewarding to be part of this group of professional women from different disciplines who are working together to help first-year students improve their skills in Spanish, English and mathematics to help their personal development.
My advice to young people is to follow your passion and pursue what fulfils your heart. Sometimes challenges may seem overwhelming, but the achievements that follow are fully worth it.
Dr Marisol Camacho Santiago
Field of research: Psychology
I manage the psychological support component of the project to help students navigate the transition from high school to university. For this, I developed interactive modules for self-management workshops which are taught either by myself, or a psychology graduate student who I mentor.
Young people in Puerto Rico have lived through difficult times. It is easy to lose hope for the future, but the young people who participate in RACE for Success in STEM have chosen education as a tool to change their lives and to help develop a better society. I am motivated by this empowered youth who are capable of making positive changes.
Soft skills are the secret to success in any profession. They can often be more valuable than technical skills. Practice your skills and use the cognitive and behavioural strategies that best suit you. Know that your abilities can be developed with effort and persistence.
Dr Marta Fontanez
Field of research: English
I coordinate the English component of the project, which has involved creating interactive modules, teaching some of the modules and guiding the student tutor who acts as a mentor. She hopes to become a teacher after graduating, and being a tutor has given her teaching experience and allowed her to share her knowledge with other students.
I like the fact that this project has enabled me to collaborate with colleagues from other disciplines. I also enjoy seeing the students grow, learn and improve their English skills and abilities. RACE for Success in STEM gives students the opportunity to share their knowledge and get a taste for STEM professions.
My advice is to make opportunities for yourself. Seek support that can give you the tools and resources that you need to succeed, and find ways to gain knowledge that can be implemented in different areas.
Professor Wanda Vazquez
Field of research: Mathematics
I am the project’s mathematics coordinator. I designed interactive modules for the bootcamp training course and mathematics courses for science students to reinforce mathematical skills that are difficult for students. I want to find ways to actively build student learning from simple to complex tasks so they can develop their knowledge and confidence.
I am passionate about helping people see the usefulness of mathematics. Students may face academic, emotional or social difficulties that affect their mathematical capabilities, and RACE for Success in STEM addresses all these holistically. It is an innovative and creative project due to the way it views and treats students.
STEM careers are in continuous development so STEM professionals will always have work to do. So, if you struggle with STEM, don’t give up. Look for different ways to overcome obstacles and then, in the future, you can help others with their struggles. In this way, we will advance science and transform humanity.
Do you have a question for the team?
Write it in the comments box below and the team will get back to you. (Remember, researchers are very busy people, so you may have to wait a few days.)
Project Knowledge also uses a holistic approach to teach study skills to first year university students:
www.futurumcareers.com/what-skills-do-you-need-to-succeed-in-school
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