**2.5 Removing academic barriers**

There are barriers to STEM education that need to be addressed as part of the strategic plan. The removal of institutional academic barriers for undergraduate STEM students may begin as early as secondary school where prerequisite science and math courses may be offered. The potential barriers include math proficiency, course load, online classes and testing, technically complex materials, and equity and diversity of URM students. In removing these barriers, HEIs seek favorable student outcomes, especially for increased retention and graduation rates of STEM students [36]. In removing academic barriers, the student seeks help or is provided help through tutoring, supplemental instruction, cooperative learning, peer led telelearning, and through many other ways as noted above. There is evidence that systematically pairing a core STEM subject with another complementary subject may lead to greater overall learning in both subjects which is called convergent cognition. An example is when a core algebra class (algebra function) is paired with an introductory computer science class (programmatic function) such that the student uses algebra in writing an algorithm for a computer program which demonstrates the interdisciplinary nature of STEM disciplines [6] as shown in **Figure 3**.

#### **Figure 3.**

*Convergent cognition arising from complementary functions. Note. Convergent cognition is shown as an example when a STEM student pairs a core algebra function with a programming function so that they complement each other and the student's knowledge is enhanced in both classes [6].*
