Modeling Entrance into STEM Fields of Study Among Students Beginning at Community Colleges and Four-Year Institutions

2013 ◽  
Vol 54 (6) ◽  
pp. 664-692 ◽  
Author(s):  
Xueli Wang
Keyword(s):  
Community Colleges ◽  
Stem Fields ◽  
Fields Of Study ◽  
Four Year Institutions ◽  
Stem Fields Of Study

scholarly journals Exploring Faculty Insights Into Why Undergraduate College Students Leave STEM Fields of Study- A Three-Part Organizational Self-Study

2015 ◽  
Vol 6 (1) ◽  
pp. 43-60 ◽  
Author(s):  
Araceli Martinez Ortiz ◽  
Vederaman Sriraman
Keyword(s):  
Undergraduate Students ◽  
Online Survey ◽  
Research Question ◽  
Underrepresented Students ◽  
Student Experiences ◽  
Stem Fields ◽  
Student Groups ◽  
Fields Of Study ◽  
Self Study ◽  
Stem Fields Of Study

An institutional self-study at a Hispanic Serving Institution (HSI) explored factors thought to impact students’ decisions to persist in science, technology, engineering and mathematics (STEM) fields of study. This self-study is presented as a model first step for Institutions of Higher Education interested in launching efforts to improve STEM education and STEM student success and persistence. A methodology combining qualitative and quantitative analysis approaches was used to examine different aspects of the overarching research question, “Why do undergraduate students leave college STEM fields of study?” A quantitative review of institutional data was used to identify four particular gaps in student persistence and success in STEM fields of study at Texas State University. An online survey and a focus group guide were developed based on existing but more broadly focused instruments and used to collect faculty insights regarding faculty and student experiences and possible reasons for student attrition in STEM. A review of retention theories was undertaken to better inform the process of generating remedies to the STEM persistence issue. Data were collected and analyzed separately for each component to produce two sets of findings. Findings indicated that there were retention issues in regard to STEM majors in general and underrepresented student groups in particular. Underrepresented students do not pursue STEM degrees percentage wise in comparison to other degrees. The self-study and retention theories suggest the following remedial measures: supporting faculty to transform their teaching, providing supplemental instruction in math and science and including discipline specific introductory courses and early internship experiences. 

Community Colleges in America and Distance Learning

2011 ◽  
pp. 302-303
Author(s):  
Gary A. Berg
Keyword(s):  
Higher Education ◽  
United States ◽  
Community Colleges ◽  
Distance Learning ◽  
The United States ◽  
American Higher Education ◽  
Common Mistake ◽  
External Pressures ◽  
Institutional Types ◽  
Four Year Institutions

Community colleges in the United States have played an important role in the development and implementation of various forms of computer- and media-based education. A common mistake made when discussing distance learning in American higher education is to fail to distinguish the policies and practices of different institutional types. Generalizations about distance learning are particularly misleading if one does not recognize the very large differences in mission, resources, stakeholders, and external pressures between community colleges and four-year institutions.

Building Futures

2019 ◽  
pp. 17-33
Author(s):  
Megan Hastie
Keyword(s):  
Learning Environments ◽  
Industrial Revolution ◽  
Stem Fields ◽  
Lifelong Learners ◽  
Smart Learning ◽  
Smart Learning Environments ◽  
Fourth Industrial Revolution ◽  
The Future ◽  
Worthy Goal ◽  
Stem Fields Of Study

As momentum builds around the fourth industrial revolution, it is imperative that schools equip the youth of today to succeed in the workforce of tomorrow. The use of smart learning environments (SLE) is an optimal way to prepare students for the future because the use of innovative technologies and elements allow for greater flexibility, effectiveness and adaption, engagement, motivation, and feedback for the learner. It is envisioned that the “smart” learners of the future will operate in SLE that are contextual, personalized, and seamless. The learning process in the SLE will facilitate their problem solving and promote their intellectual growth as lifelong learners. This study, then, demonstrates how educational robotics can be used by educators to equip students in the UAE for futures in STEM fields of study and work. It is claimed that students who build robots build futures for themselves and their communities: a worthy goal for Emirati students in 2018, The Year of Zayed.

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