Retaining undergraduate women in science, math, and engineering: a model program

This paper describes the retention strategies incorporated into the Women in Science Project at Dartmouth College, USA, presents data on increases in the number of undergraduate women graduating with majors in science, math and engineering since the project´s inception, evaluates findings of specific interventions, suggests key elements contributing to the project´s success and describes how other universities have designed programs modeled on the Women in Science Project