July 18, 2025
In an effort to enhance student retention rates within the humanities and social sciences, a prominent university has introduced paid research opportunities for first-year students. This initiative aims to foster a deeper connection between students and their academic disciplines, ultimately leading to improved academic outcomes.
Research indicates that involvement in campus activities is a strong predictor of student success. However, various external factors, such as employment obligations, family responsibilities, and off-campus living situations, can significantly limit students’ ability to engage in these activities. Recognizing this challenge, the university has taken proactive steps to create a supportive environment for its humanities and social science students.
Data from the university revealed concerning retention rates among students in these fields. In response, university leaders developed several innovative programs designed to encourage students to form connections with peers and faculty while gaining practical experience in their areas of study.
At a recent conference focused on student success in higher education, three university leaders discussed the details and early outcomes of this initiative. They emphasized the importance of creating a supportive academic community that nurtures student engagement and success.
Program Overview: The Undergraduate Retention Initiatives and Success Engagement (U-RISE) office has implemented a range of innovative support systems aimed at improving retention rates. Among these is a dedicated research lab that focuses on enhancing student success through applied research.
One of the lab’s recent projects targets the retention challenges faced by non-STEM students. Analysis of university data identified specific majors within the humanities and social sciences that exhibited the lowest retention rates, particularly among students with lower high school GPAs.
Engagement in campus activities has been shown to foster a sense of belonging and facilitate the development of meaningful relationships with faculty and peers. Students who feel connected to their academic programs are more likely to remain enrolled and achieve higher academic performance.
The research team is committed to strengthening the bonds between students and their instructors, enhancing academic preparedness, and providing financial support to ensure equitable retention across diverse socioeconomic backgrounds.
Recent studies have highlighted a decline in student participation in faculty-led research since the pandemic, indicating a gap in experiential learning opportunities. Many students cite financial constraints as a barrier to engaging in research roles, prompting universities to establish funding programs that provide stipends for participation in unpaid or low-paid experiential learning.
To address these challenges, university leaders have introduced three key interventions: research assistant positions in faculty-led projects, a first-year seminar focused on academic preparation, and paid on-campus employment opportunities for humanities students.
Implementation Highlights: This past spring, the university successfully hired 12 first-year students from a competitive applicant pool to serve as research assistants. Each student was paired with a faculty member from various departments, including English, art, history, linguistics, and Asian studies. These research assistants committed to working eight to ten hours per week and received a stipend funded by the university’s provost office.
The research projects varied widely; for instance, one student analyzed social activism on TikTok, while another trained artificial intelligence on historical European literature. These diverse projects not only provided valuable experience but also allowed students to explore their interests in depth.
Outcomes and Insights: Preliminary data from the program indicates that students who participated reported feeling more connected to their peers, recognizing the value of their degrees, and expressing a stronger intention to continue their studies. The majority of participants noted that their experiences opened their eyes to various career and research opportunities, making faculty members seem more approachable.
Remarkably, 92.8 percent of students involved in the interventions returned for their sophomore year, surpassing the university’s retention goal of 92 percent. Additionally, these students achieved higher cumulative GPAs, reinforcing the link between engagement and academic success.
Interestingly, many students initially felt stigmatized for their choice of major, particularly in a predominantly STEM-focused environment. However, after participating in the program, they reported feeling a greater sense of belonging among peers in similar fields, even if their majors differed.
Looking ahead, the university aims to expand its recruitment efforts and extend these initiatives to additional humanities and social sciences majors, further enhancing student engagement and retention.
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