Beyond Access to Success Initiative
Creating Flexible Pathways to STEM Degrees for Transfer Students in Wisconsin
Funded by an HHMI Inclusive Excellence grant from 2018–2025, this WISCIENCE initiative aimed to increase the number and diversity of students in the state of Wisconsin graduating with BS degrees in STEM by increasing STEM transfer student success.
Two programs developed with this funding, Transfer STEM Immersion and Madison College Teaching Fellows, have been institutionalized at WISCIENCE, and collaborations between Wisconsin transfer institutions continue.
On this page
Project goals
- Build a comprehensive 2-year to 4-year transfer model within the Universities of Wisconsin for STEM students.
- Implement policy changes to make the academic pathways and transfer admissions process more transparent.
- Transform the way Wisconsin public institutions support STEM transfer students.
Project Framework
Values
- We believe supporting success for 2-to 4-year transfer students is important.
- We believe transfer students from 2-year institutions can successfully complete STEM majors at 4-year institutions.
- We believe 2-year institutions can prepare students for success in STEM majors at 4-year institutions.
| Aim 1: Professional Development Programming | Aim 2: Student Development Programming | Aim 3: System Policy Changes | |
|---|---|---|---|
| Connect | Build community with others who support STEM transfer students to create a state-wide network of transfer professionals. | Build pathways for STEM transfer students to join communities that increase their social capital and develop their sense of belonging. | Build community across institutions to catalyze policy and procedure changes that support 2- to 4-year transfer student success. |
| Reflect | Reflect on individual experiences, identity, and biases, and address how these aspects of one’s self influence interactions with and support of transfer students. | Reflect on and build transfer student STEM identity through peer leader role modeling and opportunities to increase STEM self-efficacy and sense of belonging. | Review, reflect on, and revise current policies and procedures to better support STEM transfer student success. |
| Learn | Gain awareness and understanding of the needs and characteristics of STEM transfer students. | Identify, curate, and make accessible resources that increase the cultural capital that STEM transfer students need to navigate institution specific expectations and opportunities. | Share and learn from the portfolio of successful STEM transfer policy and procedure models at institutions across the state. |
| Act | Apply evidence-based strategies and policies to remove barriers and address challenges to STEM transfer student success. | ||
Publications and Resources
HHMI Capstone Report
This report describes the goals, experiences, and initial outcomes of the Beyond Access to Success Initiative.
Transfer STEM Immersion: Creating a Summer Orientation Program for Incoming 2- to 4-Year STEM Transfer Students
A summary of the creation of Transfer STEM Immersion (TSI), a summer orientation program for 2- to 4-year STEM transfer students, including evaluation research data documenting its impact.
Madison College Teaching Fellows Program
This program prepares graduate students and postdocs to pursue careers in teaching and leadership at 2-year institutions.
Transfer STEM Immersion Program
This program welcomes and prepares incoming undergraduate transfer students, regardless of level, for success at UW–Madison by cultivating a STEM-focused community and continual learning environment.
Aim 1: Program Considerations for Faculty, Staff, and Peer Mentor Professional Development
This document provides guidance and activities for use with those who support STEM transfer student success.
Aim 2: Considerations for Transfer Student Programming
This document provides guidance and activities to support STEM transfer student success.
This work was funded by a Howard Hughes Medical Institute Inclusive Excellence Grant #GT11073 awarded to WISCIENCE (Janet Branchaw, PI) at the University of Wisconsin–Madison.