LSU Research Bites: STEM Course for First-Year Science and Math Students Helps Them Succeed
April 28, 2026
Many of today's toughest problems—from environmental challenges to disease outbreaks to energy crises—require solutions from people trained in the STEM disciplines of science, technology, engineering, and mathematics. STEM skills drive innovation across critical sectors such as sustainable energy, healthcare, and infrastructure.
Yet, despite the growth of university STEM training programs and continued recruiting efforts, many students who start in these programs and degrees don’t finish them. Between 2003 and 2009, only about half of the students who began college in a STEM major continued in the field.
LSU experts saw a path to addressing this issue by focusing on supporting and building confidence among first-year college students in science and math.
“Early experiences matter,” said Zakiya S. Wilson-Kennedy, an associate professor of chemistry and associate dean for academic innovation and engagement at the LSU College of Science. “Students are more likely to thrive when they can build confidence, experience a sense of belonging, and begin to see themselves as part of a scientific community from the very start of their transition into college.”
Research has consistently shown that role models, especially those who share one’s cultural or ethnic background and make success feel achievable, are an important factor in helping students pursue and remain in STEM fields. Other important factors are the development of a sense of belonging in STEM and self-efficacy, or a feeling that one has the tools to succeed.
But how can universities ensure that all students entering STEM fields experience these factors for success? Wilson-Kennedy and colleagues at the LSU College of Science and LSU’s Communication across the Curriculum (CxC) program had an idea: a first-year seminar course for all science and mathematics majors.
SCI 1001: Becoming a Scientist or Mathematician
The team designed this course to provide students with early access to support systems, meaningful connections in STEM, and key STEM-related skills, such as science communication, information literacy, and scientific ethics. The one-credit, discussion-based, small-size (40 students max) course introduces students to strategies and habits for academic success, scientific identity development, teamwork, self-reflection, science writing, and wellness.
"This is a communication-intensive course, so it gives first-year students dedicated time to build and practice these skills in a real classroom setting with peers and a professor, while connecting them with CxC resources they can draw on throughout their LSU journey,” said Becky Carmichael, CxC assistant director of student support and a curriculum committee member of SCI 1001. Students write multiple reflection papers throughout the semester. All students also engage in a team project to research a science topic.
SCI 1001 is also designed to connect students with faculty and peer mentors. Each section is led by a faculty instructor and supported by undergraduate peer mentors, fostering opportunities where students can ask questions, build relationships, and begin to see what success in science or mathematics looks like in practice.
Through the course, students are introduced to various support systems and opportunities at LSU, including LSU’s Academic Success Center, disability services, student health services, undergraduate research programs, and career services.
“We wanted this course to make the often-overwhelming transition from high school to college more human,” said Supuni Dhameera Silva, a curriculum committee member and instructor of SCI 1001. Silva is also a postdoctoral researcher in the LSU College of Science.
“We built in topics and discussions on habits for success, stress management, teamwork, communication, and career pathways. It is about helping students gain momentum early, feel supported in a large university environment, and begin college with a clearer sense of purpose and possibility.”
Improved Student Outcomes
The team found that after the course was implemented at scale, student outcomes improved. First-year retention rates, GPA trends, and progression into the Senior College increased.
By pairing academic skill-building with mentoring, creating a sense of belonging, and providing a pathway into the scientific community, LSU is creating conditions that help students excel in STEM fields.
“As demand grows for a strong scientific workforce, studies like this one point to an important truth: student success is shaped not only by academic preparation and talent but also by whether students encounter the right support at the right time in an environment where they can feel they belong,” Wilson-Kennedy said.
This study was authored by Drs. Supuni Dhameera Silva, Becky J. Carmichael, Johnna L. Roose, Hollie Hale-Donze, Cynthia B. Peterson, and Zakiya S. Wilson-Kennedy of LSU College of Science.