Author Information
Kuldeep Rawat, Elizabeth City State University, United StatesGloria Payne, Elizabeth City State University, United States
Abstract
This paper presents the Vikings Enhanced STEM Innovation and Collaboration (VESTEMic) program's impact on learning experiences, student learning outcomes, and the diverse learner profiles at a rural institution. The VESTEMic program, funded by the National Science Foundation’s (NSF’s) Historically Black Colleges and Universities Undergraduate Program (HBCU-UP), was designed to improve STEM retention and success rates through interventions that address the unique needs of underrepresented students. Key initiatives—including the Freshmen Bootcamp, Sophomore Bridge Program, STEM Innovation Research Lab, and Hierarchical Mentoring—were developed to create an inclusive and supportive learning environment. The program’s focus on learner diversity addressed academic, social, and developmental barriers that can affect STEM persistence. Through adaptive learning tools, peer mentoring, and collaborative research experiences, students gained practical skills, increased confidence, and developed stronger connections with faculty and peers. Qualitative and quantitative data reveal how these tailored interventions fostered academic growth and personal resilience, particularly among first-generation college students and those from underserved backgrounds. The VESTEMic program offers valuable insights for educators and administrators seeking to implement inclusive STEM learning models that meet the diverse needs of today’s students. The final paper will discuss detailed program design, outcomes, and lessons learned, highlighting challenges and strategies to support diverse learners in STEM disciplines.
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