Greater than the sum: programs to support the whole student in STEM during and after college

Abstract

Broadening participation in STEM remains a critical challenge for higher education. This study examines the “Focusing on Cultivating Scientists” (FOCUS) program at Carleton College, a curriculum-based cohort initiative designed to support students from historically excluded backgrounds through a “whole student” pedagogical framework centered on three pillars: drive to succeed, support for learning, and a sense of belonging. A decade of longitudinal evaluation data, including multi-year surveys, qualitative interviews, and institutional student records, revealed significant impacts on student persistence and areas for improvement. Findings demonstrate that while FOCUS students enter college with high STEM interest, they face significantly more obstacles than their peers. However, FOCUS students successfully mitigate these challenges through increased help-seeking behaviors. Quantitative results demonstrate that FOCUS participants earn higher STEM grade point averages (+0.18 difference) and show a significantly greater likelihood of declaring a STEM major (30.67% more likely) and pursuing graduate degrees (14.43% more likely) than a matched peer cohort. These results underscore the conceptual importance of integrating academic support with intentional community-building and near-peer mentorship, and suggest that evaluation feedback cycles can help programs reach these outcomes.