Qualitative assessment of high-impact practices in a post-secondary STEM training program in the Southwest United States.

Science, technology, engineering, and math (STEM) training programs generally include academic and professional opportunities for students to develop skills necessary for degree completion and retention in STEM related fields. Prior research points to a shortage of diverse students entering STEM disciplines in college and fewer students earning STEM degrees. However, little is known about qualitative aspects of training programs. This qualitative study fills in this knowledge gap as it explores embedded High Impact Practices of research, learning communities, collaborative projects, and assignments. Specifically, we assess the impact of a National Institute of Health (NIH) training program, designed for undergraduate students to enter biomedical doctoral degrees. Sixteen students enrolled in the program at a Hispanic-Serving Institution (HSI) in the Southwest United States share lived experiences of HIPs associated with their persistence and self-efficacy during the program. Our findings provide an impetus for funders, faculty, and administrators to weave HIPs into training programs, develop mentoring strategies, and coach students on overcoming imposter syndrome. Additionally, despite studies reporting quantitative outcomes of training programs, our research underscores the importance of qualitative methods so to best support minoritized populations completing their undergraduate degree and matriculating into graduate school.