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Author: Trang Van Dinh Publisher: ISBN: Category : College choice Languages : en Pages : 170
Book Description
This study focused on community college transfer students and sought to determine the extent to which their baccalaureate degree attainment in Science, Technology, Engineering, and Mathematics (STEM) fields of study can be predicted by their demographic characteristics, precollege academic preparation, and their engagement in a wide range of domains while in college. The study used data drawn from the Educational Longitudinal Study (ELS:2002) to examine the demographic background and college experiences of 1,761 community college transfer students. Astin's (1993) theory of involvement, or the Input-Environment-Output (I-E-O) model, was adopted as the guiding theoretical framework. In this study, the input variables included background characteristics (i.e., gender, race/ethnicity, socioeconomic status (SES)) and precollege academic preparation (grade point average (GPA) in high school and high school preparation in math and science). The environmental variables consisted of students' 1) engagement with active learning experiences (i.e., using school library services for coursework and participation in the community-based project and the mentoring program); 2) interactions with faculty and advisors (i.e., talking with faculty about academic matters outside of class, meeting with advisor about academic plans, and research with faculty outside of program requirement); and 3) participation in enriching educational practices (i.e., internship, study abroad, culminating senior experience, and volunteer service). Finally, output (O) represented community college transfer students' degree attainment in STEM. Quantitative analyses, including descriptive statistics, Chi-square tests, independent samples t-tests, and sequential logistic regression, were conducted to analyze the data. A sequential logistic regression model was used to examine the background characteristics, precollege academic preparation, and college engagement variables that predict STEM baccalaureate attainment among community college transfer students. The results of this study suggest that the background and precollege characteristics, including race (being Asian) and high school GPA, and college engagement, including working on coursework at the library and participation in the community-based project, research project with faculty, and culminating senior experience were predictors of the baccalaureate degree attainment in STEM among community college transfer students. It is imperative that higher education institutions including both community colleges and 4-year universities take efforts to 1) examine the experience of Asian students, 2) provide academic support and motivation to students with low academic performance in high school, and 3) create opportunities and promote students' participation in the community-based project, research with faculty, and culminating senior experience. In addition, future studies could investigate the following topics, including 1) the college experiences and STEM degree attainment of transfer students against those of native students at the 4-year institution, 2) the experience of community college transfer students with school library, the community-based project, the research opportunity with faculty, and culminating senior project through in depth qualitative inquiry, 3) the experience of a cohort of community college beginners, and 4) students' external demands and STEM choice.
Author: Trang Van Dinh Publisher: ISBN: Category : College choice Languages : en Pages : 170
Book Description
This study focused on community college transfer students and sought to determine the extent to which their baccalaureate degree attainment in Science, Technology, Engineering, and Mathematics (STEM) fields of study can be predicted by their demographic characteristics, precollege academic preparation, and their engagement in a wide range of domains while in college. The study used data drawn from the Educational Longitudinal Study (ELS:2002) to examine the demographic background and college experiences of 1,761 community college transfer students. Astin's (1993) theory of involvement, or the Input-Environment-Output (I-E-O) model, was adopted as the guiding theoretical framework. In this study, the input variables included background characteristics (i.e., gender, race/ethnicity, socioeconomic status (SES)) and precollege academic preparation (grade point average (GPA) in high school and high school preparation in math and science). The environmental variables consisted of students' 1) engagement with active learning experiences (i.e., using school library services for coursework and participation in the community-based project and the mentoring program); 2) interactions with faculty and advisors (i.e., talking with faculty about academic matters outside of class, meeting with advisor about academic plans, and research with faculty outside of program requirement); and 3) participation in enriching educational practices (i.e., internship, study abroad, culminating senior experience, and volunteer service). Finally, output (O) represented community college transfer students' degree attainment in STEM. Quantitative analyses, including descriptive statistics, Chi-square tests, independent samples t-tests, and sequential logistic regression, were conducted to analyze the data. A sequential logistic regression model was used to examine the background characteristics, precollege academic preparation, and college engagement variables that predict STEM baccalaureate attainment among community college transfer students. The results of this study suggest that the background and precollege characteristics, including race (being Asian) and high school GPA, and college engagement, including working on coursework at the library and participation in the community-based project, research project with faculty, and culminating senior experience were predictors of the baccalaureate degree attainment in STEM among community college transfer students. It is imperative that higher education institutions including both community colleges and 4-year universities take efforts to 1) examine the experience of Asian students, 2) provide academic support and motivation to students with low academic performance in high school, and 3) create opportunities and promote students' participation in the community-based project, research with faculty, and culminating senior experience. In addition, future studies could investigate the following topics, including 1) the college experiences and STEM degree attainment of transfer students against those of native students at the 4-year institution, 2) the experience of community college transfer students with school library, the community-based project, the research opportunity with faculty, and culminating senior project through in depth qualitative inquiry, 3) the experience of a cohort of community college beginners, and 4) students' external demands and STEM choice.
Author: J. Luke Wood Publisher: IAP ISBN: 1623964830 Category : Education Languages : en Pages : 299
Book Description
As the U.S. focuses on positioning itself to retain and advance its status as a world leader in technology and scientific innovation, a recognition that community colleges are a critical site for intervention has become apparent. Community colleges serve the lion’s share of the nation’s postsecondary students. In fact, 40% of all undergraduate students are enrolled in community colleges, these students account for nearly 30% of all STEM undergraduate majors in postsecondary institutions. These students serve as a core element of the STEM pipeline into four-year colleges and universities via the community college transfer function. Moreover, community colleges are the primary postsecondary access point for non-traditional students, including students of color, first-generation, low-income, and adult students. This is a particularly salient point given that these populations are sordidly underrepresented among STEM graduates and in the STEM workforce. Increasing success among these populations can contribute significantly to advancing the nation’s interests in STEM. As such, the community college is situated as an important site for innovative practices that have strong implications for bolstering the nation’s production and sustenance of a STEM labor force. In recognition of this role, the National Science Foundation and private funding agencies have invested millions of dollars into research and programs designed to bolster the STEM pipeline. From this funding and other independently sponsored inquiry, promising programs, initiatives, and research recommendations have been identified. These efforts hold great promise for change, with the potential to transform the education and outcome of STEM students at all levels. This important book discusses many of these promising programs, initiatives, and research-based recommendations that can impact the success of STEM students in the community college. This compilation is timely, on the national landscape, as the federal government has placed increasing importance on improving STEM degree production as a strategy for America’s future stability in an increasingly competitive global marketplace. Informed by research and theory, each chapter in this volume blazes new territory in articulating how community colleges can advance outcomes for students in STEM, particularly those from historically underrepresented and underserved communities.
Author: National Research Council Publisher: National Academies Press ISBN: 0309256542 Category : Education Languages : en Pages : 156
Book Description
The National Research Council (NRC) and National Academy of Engineering (NAE) have released a new report, Community Colleges in the Evolving STEM Education Landscape: Summary of a Summit. Based on a national summit that was supported by the National Science Foundation and organized by the NRC and the NAE, the report highlights the importance of community colleges, especially in emerging areas of STEM (Sciene, Technology, Engineering, and Mathematics) and preparation of the STEM workforce. Community colleges are also essential in accommodating growing numbers of students and in retraining displaced workers in skills needed in the new economy. Community Colleges in the Evolving STEM Education Landscape: Summary of a Summit looks at the changing and evolving relationships between community colleges and four-year institutions, with a focus on partnerships and articulation processes that can facilitate student success in STEM; expanding participation of students from historically underrepresented populations in undergraduate STEM education; and how subjects, such as mathematics, can serve as gateways or barriers to college completion.
Author: National Academies of Sciences, Engineering, and Medicine Publisher: National Academies Press ISBN: 0309484448 Category : Education Languages : en Pages : 255
Book Description
There are over 20 million young people of color in the United States whose representation in STEM education pathways and in the STEM workforce is still far below their numbers in the general population. Their participation could help re-establish the United States' preeminence in STEM innovation and productivity, while also increasing the number of well-educated STEM workers. There are nearly 700 minority-serving institutions (MSIs) that provide pathways to STEM educational success and workforce readiness for millions of students of colorâ€"and do so in a mission-driven and intentional manner. They vary substantially in their origins, missions, student demographics, and levels of institutional selectivity. But in general, their service to the nation provides a gateway to higher education and the workforce, particularly for underrepresented students of color and those from low-income and first-generation to college backgrounds. The challenge for the nation is how to capitalize on the unique strengths and attributes of these institutions and to equip them with the resources, exceptional faculty talent, and vital infrastructure needed to educate and train an increasingly critical portion of current and future generations of scientists, engineers, and health professionals. Minority Serving Institutions examines the nation's MSIs and identifies promising programs and effective strategies that have the highest potential return on investment for the nation by increasing the quantity and quality MSI STEM graduates. This study also provides critical information and perspective about the importance of MSIs to other stakeholders in the nation's system of higher education and the organizations that support them.
Author: Robert T. Palmer Publisher: Routledge ISBN: 1136743162 Category : Education Languages : en Pages : 249
Book Description
As United States policymakers and national leaders are increasing their attention to producing workers skilled in science, technology, engineering, and mathematics (STEM), community colleges are being called on to address persistence of minorities in these disciplines. In this important volume, contributors discuss the role of community colleges in facilitating access and success to racial and ethnic minority students in STEM. Chapters explore how community colleges can and do facilitate the STEM pipeline, as well as the experiences of these students in community college, including how psychological factors, developmental coursework, expertiential learning, and motivation affect student success. Community Colleges and STEM ultimately provides recommendations to help increase retention and persistence. This important book is a crucial resource for higher education institutions and community colleges as they work to advance success among racial and ethnic minorities in STEM education.
Author: Kevin Jason Gonzalez Publisher: ISBN: Category : Languages : en Pages : 486
Book Description
This study of Hispanic student pathways focused on successful community college transfer students in Science, Technology, Engineering, or Math (STEM) disciplines to discover significant personal and academic factors influencing their pathway. The impetus for this study is the persistence of achievement gaps in STEM disciplines for Hispanic students, the largest and fastest growing population in the U.S. Eighty-percent (80%) of Hispanic students start public higher education at community colleges, but few graduate, particularly in STEM fields. Achievement gaps in STEM have economic ramifications not only for the Hispanic population, but also the economy and competitiveness of the U.S. and California. The theoretical framework for this study included Tinto's Persistence/Interactionalist Student Departure Model, Bourdieu's Theory of Cultural Capital and Padilla's Latino Student Success Model, which was further informed through the literature review. This study used a sequential explanatory mixed-methods approach, collecting both quantitative and qualitative data. Quantitative data was collected by electronic survey to Sacramento State transfer students majoring in STEM. Survey responses were analyzed by Pearson correlation and a summary of open-ended responses was provided. Two focus groups were held to collect qualitative data using a semi-structured interview protocol. Open-coding was used to discover themes from student responses and discover convergence and differences with quantitative data. Family was the most significant contributing factor to student success in this study, providing emotional support and a push or permission to continue to pursue an education. Socio-economic status played a significant role in students' educational pathway in this study. Despite a paucity of Hispanic role models and mentors in STEM for underrepresented students, findings suggest that some students are able to find surrogate role models through teachers and community college professors despite racial/ethnic differences. Students in this study generally had positive feelings on the role of community college in their success, particularly community college faculty. The concept of "transition time" was an unexpected finding in this study. Community colleges allowed students to adjust to being independent and discover their pathway. Additional time needed to transition and mature, for some students, may be tied to culture and the closeness of family in Hispanic communities. Recommendations in this study include maintaining access through financial aid, increasing communication to parents, and increasing training by development of the Hispanic Transfer Student Typologies model.
Author: Xueli Wang Publisher: Harvard Education Press ISBN: 168253491X Category : Education Languages : en Pages : 253
Book Description
2020 ASHE Council for the Advancement of Higher Education Programs (CAHEP) Barbara Townsend Lecture Award 2021 Transfer Champion-Catalyst Award from the National Institute for the Study of Transfer Students (NISTS) 2021 Outstanding Publication Award, AERA Division J Publication and Research On My Own: The Challenge and Promise of Building Equitable STEM Transfer Pathways is the first book of its kind to provide a detailed, on-the-ground examination of the difficult paths—curricular, interpersonal, and institutional—that students must chart through community college. The book follows 1,670 two-year college students over four years as they begin STEM programs in the Midwest and documents their educational and life experiences as they moved toward, or away, from the prospect of transfer to a four-year institution. Their stories reveal that they were on their own, left to navigate the pathways to transfer without meaningful institutional support. The students pursued one of four pathways, or momentum trajectories: linear upward, detoured, deferred, or taking a break. The preexisting and lasting disparities in their access to education and financial resources, their experiences with teaching and advising, and the conundrum between support from and for family, among others, propelled them onto different trajectories in their quest for transfer. As this book makes painfully clear, the current state of transfer acts as a mechanism that perpetuates and worsens inequities in educational outcomes. As Xueli Wang argues, to cultivate an equitable STEM transfer pathway, culturally relevant and responsive supports that are accessible, welcoming, and validating must be put in place at the institutional level and appeal to the talent, motivation, and unique needs of historically marginalized students. In doing so, postsecondary institutions will be better positioned to fulfill their promise as an equitable pathway to bachelor’s degrees and beyond.
Author: Dimitra Jackson Smith Publisher: John Wiley & Sons ISBN: 111942836X Category : Education Languages : en Pages : 103
Book Description
This volume examines STEM education, preparation, and career exploration--and the role of career and technical education (CTE) in preparing individuals for the STEM workforce. Highlighting avenues for success and exemplary practices, the volume covers topics such as: 1) Incorporating experiential learning activities for students in CTE-STEM programs, 2) Providing avenues and effective strategies for closing the skills gap for students in CTE-STEM through funding and evaluation and assessment activities, 3) Highlighting the experiences of women in CTE-STEM related programs, and 4) Implications for policy and practice. This is the 178th volume of this Jossey-Bass quarterly report series. Essential to the professional libraries of presidents, vice presidents, deans, and other leaders in today's open-door institutions, New Directions for Community Colleges provides expert guidance in meeting the challenges of their distinctive and expanding educational mission.
Author: National Academies of Sciences, Engineering, and Medicine Publisher: National Academies Press ISBN: 0309373573 Category : Education Languages : en Pages : 215
Book Description
Nearly 40 percent of the students entering 2- and 4-year postsecondary institutions indicated their intention to major in science, technology, engineering, and mathematics (STEM) in 2012. But the barriers to students realizing their ambitions are reflected in the fact that about half of those with the intention to earn a STEM bachelor's degree and more than two-thirds intending to earn a STEM associate's degree fail to earn these degrees 4 to 6 years after their initial enrollment. Many of those who do obtain a degree take longer than the advertised length of the programs, thus raising the cost of their education. Are the STEM educational pathways any less efficient than for other fields of study? How might the losses be "stemmed" and greater efficiencies realized? These questions and others are at the heart of this study. Barriers and Opportunities for 2-Year and 4-Year STEM Degrees reviews research on the roles that people, processes, and institutions play in 2-and 4-year STEM degree production. This study pays special attention to the factors that influence students' decisions to enter, stay in, or leave STEM majorsâ€"quality of instruction, grading policies, course sequences, undergraduate learning environments, student supports, co-curricular activities, students' general academic preparedness and competence in science, family background, and governmental and institutional policies that affect STEM educational pathways. Because many students do not take the traditional 4-year path to a STEM undergraduate degree, Barriers and Opportunities describes several other common pathways and also reviews what happens to those who do not complete the journey to a degree. This book describes the major changes in student demographics; how students, view, value, and utilize programs of higher education; and how institutions can adapt to support successful student outcomes. In doing so, Barriers and Opportunities questions whether definitions and characteristics of what constitutes success in STEM should change. As this book explores these issues, it identifies where further research is needed to build a system that works for all students who aspire to STEM degrees. The conclusions of this report lay out the steps that faculty, STEM departments, colleges and universities, professional societies, and others can take to improve STEM education for all students interested in a STEM degree.
Author: Shaun R. Harper Publisher: John Wiley & Sons ISBN: 1118014022 Category : Education Languages : en Pages : 132
Book Description
A source of fresh insights into the status of racial minorities in STEM and the drivers determining minority student success This volume in the acclaimed New Directions for Institutional Success provides answers to some of the most pressing questions regarding racial and ethnic minorities in STEM education. Featuring contributions from educators representing the gamut of institutions of higher learning, from large research universities to community colleges, it delves into the latest research into the factors determining racial minority student success in STEM education. And it provides important practical insights into student underperformance and racial disparities in STEM as well as the drivers of minority student success in STEM.
Author: Trang Van Dinh
Author: Trang Van Dinh
Author: J. Luke Wood
Author: National Research Council
Author: National Academies of Sciences, Engineering, and Medicine
Author: Robert T. Palmer
Author: Kevin Jason Gonzalez
Author: Xueli Wang
Author: Dimitra Jackson Smith
Author: National Academies of Sciences, Engineering, and Medicine
Author: Shaun R. Harper