Compass III Scholarship Program

COMPASS‑III supports students through a staggered cohort model that promotes continuity, near‑peer mentoring and sustained engagement throughout the undergraduate experience.

Program Structure:

• Three cohorts of 10 students each
• Scholars are supported from entry through graduation

Overlapping cohorts foster peer mentoring across class years

Cohort Progression

Academic Year	Cohort I	Cohort II	Cohort III
2026–2027	Freshman	—	—
2027–2028	Sophomore	Freshman	—
2028–2029	Junior	Sophomore	Freshman
2029–2030	Senior	Junior	Sophomore
2030-2031		Senior	Junior
2031-2032			Senior

 

Academic & Mentoring Support
COMPASS-III scholars receive structured academic support designed to promote persistence and success in rigorous STEM coursework, including:

• One-on-one faculty mentoring
• Math and Chemistry Boot Camps prior to the first semester
• Access to tutoring and structured study halls
• Individualized academic advising and progress monitoring

Mentoring relationships emphasize academic planning, research exploration, professional identity development, and goal setting.

Research & Career Preparation
Early and sustained exposure to research and career pathways is a central component of COMPASS-III. Scholars benefit from:

• Early exposure to undergraduate research
• Paid research opportunities on campus and at partner institutions
• Career panels, STEM site visits, and internship preparation
• Mock interviews and resume/graduate school workshops
• Opportunities to attend and present at professional conferences

These experiences are designed to strengthen students’ preparation for STEM employment or graduate education.

Community & Wellness
COMPASS-III intentionally fosters a sense of belonging and community through:

• A cohort-based program model
• Annual COMPASS Retreat
• Peer mentoring and social activities
• A dedicated student lounge and study space
• Wellness, resilience, and professional identity programming

Most previous COMPASS scholars were Pell‑eligible, many were the first in their families to attend college and the majority came from rural and economically distressed communities in Robeson County and surrounding regions. These student characteristics reflect the population UNCP serves as a public regional institution and Native American‑Serving, Non‑Tribal Institution (NASNTI).

Outcomes from earlier COMPASS cohorts provide strong evidence of program effectiveness:

• 76% of COMPASS scholars persisted in STEM majors
• 6% completed STEM degrees within four years, exceeding institutional benchmarks for students with similar financial and academic profiles
• Scholars maintained strong academic performance, with cohort GPAs averaging above 3
• More than half of graduates earned academic honors

Graduates successfully transitioned into STEM employment, graduate programs, post‑baccalaureate training, and professional pathways, with many remaining in North Carolina and contributing to the regional workforce.

Assessment data and student feedback consistently indicate that reducing financial stress, combined with faculty mentoring, academic support, and peer community, played a central role in students’ persistence and success. Lessons learned — particularly the importance of early, personalized intervention during the first two undergraduate years — inform the design of COMPASS‑III.

                   

Eligibility Criteria

Applicants must:

• Be incoming first-year students or transfer students (≤ 60 credit hours)
• Enroll full-time at UNCP
• Declare or intend to major in Biology, Chemistry, Environmental Science or Geo-Environmental Studies
• Demonstrate academic potential for success in STEM
• Demonstrate financial need (FAFSA required)
• Be U.S. citizen's or permanent residents

Application Process

Applicants must complete:

1. Application for admission to UNCP
2. FAFSA
3. COMPASS-III Supplemental Application (online)

The supplemental application includes:

• A short reflective essay describing academic interests and career goals
• Intended STEM major
• Contact information for two recommenders
  (at least one must be a STEM teacher)
• Authorization for the Office of Financial Aid to review financial-need information

Additional material:

• Two letters of recommendation submitted directly by teachers