Predicting Undergraduate Student Retention in STEM Majors Based on Career Development Factors

2017 ◽  
Vol 65 (1) ◽  
pp. 88-93 ◽  
Author(s):  
Christopher T. Belser ◽  
Diandra J. Prescod ◽  
Andrew P. Daire ◽  
Melissa A. Dagley ◽  
Cynthia Y. Young
Keyword(s):  
Career Development ◽  
Student Retention ◽  
Undergraduate Student ◽  
Stem Majors

scholarly journals Factors Influencing Undergraduate Student Retention in STEM Majors: Career Development, Math Ability, and Demographics

2018 ◽  
Vol 8 (3) ◽  
pp. 262-276 ◽  
Author(s):  
Christopher T. Belser ◽  
M. Ann Shillingford ◽  
Andrew P. Daire ◽  
Diandra J. Prescod ◽  
Melissa A. Dagley
Keyword(s):  
Career Development ◽  
Student Retention ◽  
Undergraduate Student ◽  
Stem Majors ◽  
Math Ability ◽  
Factors Influencing

Increasing undergraduate student retention rates

1995 ◽  
Vol 23 (2) ◽  
pp. 161-172 ◽  
Author(s):  
Barbara Rickinson ◽  
Desmond Rutherford
Keyword(s):  
Student Retention ◽  
Undergraduate Student ◽  
Retention Rates

Formulating Undergraduate Student Expectations for Better Career Development in Sales

2014 ◽  
Vol 36 (2) ◽  
pp. 120-131 ◽  
Author(s):  
Alan J. Bush ◽  
Victoria D. Bush ◽  
Jared Oakley ◽  
John Cicala
Keyword(s):  
Career Development ◽  
Undergraduate Student ◽  
Student Expectations

scholarly journals A Collective Impact Model Towards Increasing STEM Major Student Retention

2020 ◽  
Vol 2 (Volume 2, Issue 2) ◽  
pp. 21-30
Keyword(s):  
Student Retention ◽  
Stem Education ◽  
Research Effort ◽  
Retention Rates ◽  
Collective Impact ◽  
Impact Model ◽  
Stem Majors ◽  
Stem Major ◽  
And Mathematics ◽  
Hispanic Serving

This article presents the research findings of a multidisciplinary team's collective research effort at one university over a five-year period as funded by the National Science Foundation's Improving Undergraduate STEM Education (IUSE) program. A collaborative learning and retention action research effort at a large Hispanic Serving Institution is analyzed using mixed methods to document the power of collective impact as the foundation for a learning support model for students historically underrepresented majoring in science, technology, engineering and mathematics (STEM) academic programs. The actions of the team of researchers are presented to describe the Rising Stars Collective Impact model and the impacts achieved. This is a model that aligns objectives, intervention efforts, and reports collective results. The long-term goals of the Rising Stars Collective Impact multiple programs managed by the funded program team included the following: (a) to improve the campus sense of community for students historically under-represented in STEM, (b) to establish innovative and robust STEM education research-based practices to support critical skill attainment for students, and (c) to support faculty understanding of the funds of knowledge of diverse students. The positive student retention and success impacts of this research effort are measured through quantitative statistical analysis of the changes in second-year STEM undergraduate student retention rates and representation rates of women, Hispanics, and African American STEM majors.

The Summer Bridge Program

2019 ◽  
Vol 7 (2) ◽  
pp. 20-3
Author(s):  
Barbara L. Howard ◽  
Lonnie Sharpe Jr.
Keyword(s):  
Student Retention ◽  
Best Practice ◽  
Summer Bridge Program ◽  
Summer Bridge Programs ◽  
Summer Bridge ◽  
Stem Majors ◽  
Freshman Year ◽  
Bridge Programs ◽  
Bridge Program ◽  
And Mathematics

Student retention is a consequential effort of all institutions of higher learning today.  The survival of the institution is dependent upon the success of students in obtaining their degrees (Knox, 2005; Noel, 1978).  In order to continue to grow a base of Science, Technology, Engineering and Mathematics (STEM) students and produce quality graduates, it is imperative that best practices in student success and retention be identified, documented and replicated.  This study looked at the Tennessee Louis Stokes Alliance for Minority Participation Summer Bridge program results in STEM major retention and success in designated courses.  Three years of the TLSAMP Summer Bridge were randomly chosen from the inception of the first joint TLSAMP Summer Bridge Program in 2004 and the last one in 2013.  The years chosen for this study were 2008, 2012 and 2013.  The following information was gathered for participants in the 2008, 2012, and 2013 TLSAMP Summer Bridge Programs: (1) Major, (2) If student returned to school after freshmen year (3) If a change of major after freshman year, ( (4) First English course grade, and (5) First Math course grade.  TLSAMP Summer Bridge showed an indication to be a best practice for student retention and success in those targeted courses addressed in the bridge program.  From a broader perspective, it can be inferred that what works for STEM majors can also work for other majors when tailored for them and the culture of the institution.  Further study on the effectiveness and implementation of summer bridge programs on student recruitment and student retention is recommended.

Increasing undergraduate student retention rates

1995 ◽  
Vol 23 (2) ◽  
pp. 161-172 ◽  
Author(s):  
Barbara Rickinson ◽  
Desmond Rutherford
Keyword(s):  
Student Retention ◽  
Undergraduate Student ◽  
Retention Rates

scholarly journals Scientific societies fostering inclusivity in the life sciences through engagement of undergraduate scientists

2022 ◽  
Author(s):  
Clara Primus ◽  
Alexandra Zimmerman ◽  
Avanthia Terovolas ◽  
Kirsten Block ◽  
Christopher Brown ◽  
...  
Keyword(s):  
Career Development ◽  
Communities Of Practice ◽  
Undergraduate Student ◽  
Life Sciences ◽  
Development Programs ◽  
Promising Practices ◽  
Scientific Societies

Scientific societies serve as communities of practice in which scientists develop many of the skills and connections required for the progression of their careers. For example, scientific societies offer a range of opportunities to attend career development programs, gain experience in communicating science, and receive recognition for achievements within their discipline. Programming for undergraduate student members has recently been increasing, both in prevalence and in its range of offerings. The Alliance to Catalyze Change for Equity in STEM Success, ACCESS, a meta-organization seeking equity and inclusivity in life sciences fields, has examined programs and opportunities focused on undergraduates across its member scientific societies to identify common themes, promising practices and challenges. In this article, we share and discuss our findings.

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