Experiential learning opportunities, like research and internships, are one of the most foundational aspects of a Science, Technology, Engineering, Mathematics, and Medicine degree (STEMM). This is particularly true within physics, where both of us are active in student mentoring at a state-funded primarily undergraduate institution (PUI). Even though the physics curriculum does not require an experiential component, we continually encourage students who want to major in physics to explore and engage in such opportunities. ‘Learning by doing’ is confirmed within the education research literature as building a STEMM identity that aids in retention and persistence. This is particularly true for historically underrepresented students in physics (e.g., Estrada et al., 2018). Identity contributes to belonging and builds confidence within students as contributors to the world of science (Reyes et al. 2025).
Exploration and engagement (E&E) by the student form the baseline for all experiential learning opportunities, including conference attendance, independent study and presentation, and off-campus internship/research experiences for undergraduates (REU) (Balasubramanian et al., 2023). At a smaller institution, like the University of Mary Washington (UMW), the on-campus, in-program opportunities are usually limited by the number of faculty. This means that for faculty, mentoring needs to take a larger scope. Students seeing their faculty as mentors is a crucial step, even when faculty are not directly advising or researching with them. Building a culture of kindness and trust serves as a programmatic goal that emphasizes holistic development (Estrada, 2021). While many faculty have intentionally chosen smaller institutions in order to do research with students, we also delight in helping students succeed in all forms of E&E.
Helping Students Succeed in E&E
Below we offer three implementable ideas that have helped to build research capacity within our physics program. Because these ideas all emphasize networking, they also reinforce the theme, “You can’t be what you can’t see.” They are resource intensive, but they have compensated for increased majors in light of no new faculty lines.
Colleague/Collaborator Networks
Most faculty mentors have a larger sphere of colleagues and contacts, even those that lie outside of their area of expertise. Engaging honestly with professional colleagues about the needs of your majors is usually met with empathy. We have had decent success in connecting students with a particular interest with a grad-school colleague who was in the area. Even though we had not talked in years, she was willing to meet collaboratively with a student of interest and myself. In another instance, colleagues are connected to different resources and have the capacity to present further opportunities that were previously unknown. This happened recently with an on-line, paid learning opportunity (e.g., summer school in quantum computing (Brookhaven National Laboratories, 2025)).
Alumni Networks
Many alumni would like to contribute to their alma maters even as recent graduates, and even when they do not have the opportunity for large financial donations. We’ve had long-term success (8 years and counting) of an off-campus, summer research experience with a previous alum. The alum provides the research mentoring for the students, while our institution provides the financial resources for students (housing, meals, and stipend). The alum views the summer opportunity as potential recruiting for their graduate program. This occurs in a research area where none of us have trained expertise, so that it supplements what we are able to offer students. We are also cultivating a second alumni experience in science policy, which also accentuates our offerings.
Interdisciplinary STEMM Colleagues
At many smaller institutions, STEMM programs are still organized around traditional disciplinary majors and departments. Yet we know, 21st century science is a trans-disciplinary endeavor that does not fall along foldable boundaries (Marder, 2013). Since physics lends itself easily to collaboration with other disciplines, we have found verdant opportunities to connect physics majors with other traditional STEMM disciplines. This is particularly true with biology, where we have found a recent increase in the number of physics majors who double-major in biological sciences. Many physical principles are utilized in other STEMM instrumentation, and this is where one collaboration of note has formed. Two physics majors are working on construction of a calibrated force transducer to measure the force applied insect mandibles. Other areas like materials science also provide opportunities for students from various disciplines to witness faculty networking and collaboration.
Conclusion
To be clear, none of the above experiences were easily implemented or convenient, but they are high-reward opportunities. Creating research capacity is essential for student success after graduation and, nationally funded, traditional research opportunities are becoming increasingly competitive. While the above opportunities do not emphasize directly mentored research with students, they exemplify holistic mentoring.
References
Balasubramanian, Findley-Van Nostrand, & Fleenor (2023) Programmatic innovations that accord with the retention of women in STEM careers. Frontiers in Education, 8 – March. https://doi.org/10.3389/feduc.2023.1018241
C2QA, Brookhaven National Laboratories. https://www.bnl.gov/quantumcenter/student-opportunities.php#schools (Accessed 27 May 2025)
Estrada, M. (2021) How Kindness is Part of an Excellent STEM Education. AAAS-IUSE blog, 22 January. https://aaas-iuse.org/how-kindness-is-part-of-an-excellent-stem-education/ (Accessed 27 May 2025)
Estrada, Hernandez, & Schultz (2018) A Longitudinal Study of How Quality Mentorship and Research Experience Integrate Underrepresented Minorities into STEM Careers. CBE—Life Sciences Education, Vol. 17, No. 1. https://doi.org/10.1187/cbe.17-04-0066
Marder, M. (2013) A Problem with STEM. CBE—Life Sciences Education, Vol. 12, No. 1, 148–150. https://10.1187/cbe.12-12-0209
Reyes, Wagler, & Monarrez (2025) Longitudinal changes in science identity, research self-efficacy, and academic self-concept for biomedical research trainees at a Hispanic-serving institution. Frontiers in Education, 10, 1518726 – May. https://doi.org/10.3389/feduc.2025.1518726
