Peer Coaching Program Development: A Framework of First-Year Latina/o Student Persistence Pursuing STEM Pathways at a Hispanic Serving Institution

2019 ◽  
pp. 153819271986709
Author(s):  
Carmen Cruz ◽  
Geetu Rajpal ◽  
Michael Lecocke ◽  
Ian Martines ◽  
Anna Lurie
Keyword(s):  
Academic Success ◽  
Student Persistence ◽  
Peer Coaching ◽  
South Texas ◽  
First Year ◽  
Hispanic Serving Institution ◽  
Science Technology ◽  
Stem Students ◽  
And Mathematics ◽  
Hispanic Serving

This study developed and examined the implementation of an intrusive peer-to-peer coaching program model at a private 4-year master’s degree granting Hispanic Serving Institution (HSI) located in South Texas. The coaching program provided support and promoted increased persistence among Latina/o students entering first-year science, technology, engineering, and mathematics (STEM). Findings positively indicated that first-year Latina/o STEM students can achieve academic success in college when they are matched and supported by culturally similar upperclassmen peer coaches.

scholarly journals Building Better Bridges into STEM: A Synthesis of 25 Years of Literature on STEM Summer Bridge Programs

2017 ◽  
Vol 16 (4) ◽  
pp. es3 ◽  
Author(s):  
Michael Ashley ◽  
Katelyn M. Cooper ◽  
Jacqueline M. Cala ◽  
Sara E. Brownell
Keyword(s):  
Academic Success ◽  
Student Persistence ◽  
Review Of The Literature ◽  
Summer Bridge Programs ◽  
Summer Bridge ◽  
Bridge Programs ◽  
Bridge Program ◽  
The Past ◽  
Science Technology ◽  
And Mathematics

Summer bridge programs are designed to help transition students into the college learning environment. Increasingly, bridge programs are being developed in science, technology, engineering, and mathematics (STEM) disciplines because of the rigorous content and lower student persistence in college STEM compared with other disciplines. However, to our knowledge, a comprehensive review of STEM summer bridge programs does not exist. To provide a resource for bridge program developers, we conducted a systematic review of the literature on STEM summer bridge programs. We identified 46 published reports on 30 unique STEM bridge programs that have been published over the past 25 years. In this review, we report the goals of each bridge program and whether the program was successful in meeting these goals. We identify 14 distinct bridge program goals that can be organized into three categories: academic success goals, psychosocial goals, and department-level goals. Building on the findings of published bridge reports, we present a set of recommendations for STEM bridge programs in hopes of developing better bridges into college.

A House Divided? Examining Persistence for On-Campus STEM and Non-STEM Students

2015 ◽  
Vol 19 (2) ◽  
pp. 199-223 ◽  
Author(s):  
Ann M. Gansemer-Topf ◽  
Aurelia Kollasch ◽  
Jie Sun
Keyword(s):  
Student Persistence ◽  
First Year ◽  
Residential Students ◽  
University Housing ◽  
Student Transition ◽  
Campus Housing ◽  
National Educational Policy ◽  
Stem Students ◽  
Transition Study ◽  
And Mathematics

Improving student persistence, especially in science, technology, engineering, and mathematics (STEM) fields, continues to be at the forefront of national educational policy discussions. Living in university housing, with its focus specifically on assisting students in transition, has consistently been positively related to student persistence. Using institutional data and data from a first-year student transition study from all the first-year first-time residential students from Fall 2008 through Fall 2012 ( N = 17,850), this study examined the relationship between student characteristics and experiences and retention for STEM and non-STEM students who live in on-campus housing. Results illustrate that experiences that contribute to retention differ between STEM and non-STEM students. Noncognitive factors related to academic self-efficacy, academic adjustment, and degree aspiration positively affect residential students’ persistence in STEM. Academic performance was a significant factor in institutional persistence for STEM and non-STEM students. Implications for future and practice are discussed.

Descubriendo mi lugar

2016 ◽  
Vol 10 (2) ◽  
pp. 135-151 ◽  
Author(s):  
Henrietta Williams Pichon
Keyword(s):  
Sense Of Community ◽  
Sense Of Belonging ◽  
Single Institution ◽  
Negative Experiences ◽  
Content Type ◽  
Hispanic Serving Institution ◽  
Science Technology ◽  
And Mathematics ◽  
Hispanic Serving ◽  
E Mail

Purpose The purpose of this quantitative study is to explore the differences and relations among how Black science, technology, engineering and mathematics-life and health sciences (STEM-H) and non-STEM-H students develop a sense of belonging and community at a Hispanic serving institution (HSI). Design/methodology/approach This paper used findings from a survey that collected both numeric and string data. Surveys were administered via e-mail. Findings There were a limited number of significant findings related to STEM-H students believing that faculty would be sensitive to their needs and that they would be part of the community. String data provide more data about positive and negative experiences related to belonging and community. Research limitations/implications It was a single-institution study in New Mexico. Therefore, it may not mirror other HSIs across the country. Also, there were only 84 participants. This number is relatively low compared to the 465 Black students identified at the institutions. Thus, it is clear that not all voices are heard in this study. Finally, this study used preexisting scales to measure a sense of belonging and a sense of community. Because of this, the questions were not customized to the region. Originality/value This study introduces STEM-H as a viable area of study. It examines Black STEM-H students enrolled at an HSI using two scales for sense of belonging and sense of community.

scholarly journals Analysis of University STEM Students’ Mathematical, Linguistic, Rhetorical–Organizational Assignment Errors

2021 ◽  
Vol 11 (4) ◽  
pp. 173
Author(s):  
María-José Arévalo ◽  
María Asun Cantera ◽  
Vanessa García-Marina ◽  
Marian Alves-Castro
Keyword(s):  
Foreign Language ◽  
Mother Tongue ◽  
Writing Skills ◽  
Mathematics Students ◽  
Educational Design ◽  
Science Technology ◽  
Communicative Strategies ◽  
Precise Diagnosis ◽  
Stem Students ◽  
And Mathematics

Although Error Analysis (EA) has been broadly used in Foreign Language and Mother Tongue learning contexts, it has not been applied in the field of engineering and by STEM (Science, Technology, Engineering, and Mathematics) students in a systematic way. In this interdisciplinary pilot study, we applied the EA methodology to a wide corpus of exercises and essays written by third-year students of mechanical engineering, with the main purpose of achieving a precise diagnosis of the students’ strengths and weaknesses in writing skills. For the analysis to be as exhaustive as possible, the errors were typologized into three main categories (linguistic, mathematical, and rhetorical–organizational), each of which is, in turn, subdivided into 15 items. The results show that the predominant errors are rhetorical–organizational (39%) and linguistic (38%). The application of EA permits the precise identification of the areas of improvement and the subsequent implementation of an educational design that allows STEM students to improve their communicative strategies, especially those related to the writing skills and, more precisely, those having to do with the optimal use of syntax, punctuation, rhetorical structure of the text, and mathematical coherence.

Fostering Persistence in Science, Technology, Engineering, and Mathematics (STEM): Creating an Equitable Environment That Addresses the Needs of Undergraduate Students

2022 ◽  
pp. 152102512110735
Author(s):  
Jennifer Louten
Keyword(s):  
Social Support ◽  
Student Retention ◽  
Undergraduate Students ◽  
Real World ◽  
Hispanic Students ◽  
Critical Issue ◽  
Degree Programs ◽  
Science Technology ◽  
Stem Students ◽  
And Mathematics

Student retention is a critical issue for universities, and nearly half of the students who start degree programs in science, technology, engineering, and mathematics (STEM) do not complete them. The current study tracks the progress of STEM students taking part in an entry-to-graduation program designed to build community, provide academic and social support, and promote engagement in academically purposeful activities. Although it had no effect on the number of students who changed their major, the program more than doubled the number of students who graduated in their original major. Black or Hispanic students taking part in the program also graduated at twice the rate of comparator students, largely attributable to the success of women in these groups. The results provide needed real-world insights into how to create an equitable environment that promotes the persistence and graduation of students, including those from groups historically underrepresented in STEM.

Data Analytics and STEM Student Success: The Impact of Predictive Analytics-Informed Academic Advising Among Undeclared First-Year Engineering Students

2018 ◽  
Vol 22 (3) ◽  
pp. 497-521 ◽  
Author(s):  
Yu (April) Chen ◽  
Sylvester Upah
Keyword(s):  
Higher Education ◽  
Student Success ◽  
Academic Advising ◽  
Data Analytics ◽  
Predictive Analytics ◽  
First Year ◽  
Program Of Study ◽  
Science Technology ◽  
Mathematics Student ◽  
And Mathematics

Science, Technology, Engineering, and Mathematics student success is an important topic in higher education research. Recently, the use of data analytics in higher education administration has gain popularity. However, very few studies have examined how data analytics may influence Science, Technology, Engineering, and Mathematics student success. This study took the first step to investigate the influence of using predictive analytics on academic advising in engineering majors. Specifically, we examined the effects of predictive analytics-informed academic advising among undeclared first-year engineering student with regard to changing a major and selecting a program of study. We utilized the propensity score matching technique to compare students who received predictive analytics-informed advising with those who did not. Results indicated that students who received predictive analytics-informed advising were more likely to change a major than their counterparts. No significant effects was detected regarding selecting a program of study. Implications of the findings for policy, practice, and future research were discussed.

scholarly journals Does Latinx Representation Matter for Latinx Student Retention in STEM?

2018 ◽  
Vol 19 (4) ◽  
pp. 437-451 ◽  
Author(s):  
Blanca E. Rincón
Keyword(s):  
Graduate Students ◽  
Student Retention ◽  
Science Technology ◽  
Level Data ◽  
Stem Students ◽  
And Mathematics ◽  
The University ◽  
The Relationship

Using student-level data, this study explores the relationship between Latinx student representation in science, technology, engineering and mathematics (STEM) and student retention. Results revealed that a 1% increase in cohort-level Latinx student representation in STEM subfields is associated with a decrease in student departures from the university, but not STEM. Furthermore, Latinx STEM students may be more responsive to changes in the representation of their cohorts compared with increases in diversity for upper-division undergraduate or graduate students.

Prediabetes And Diabetes In College-aged Students At A Hispanic-serving Institution In South Texas

2017 ◽  
Vol 49 (5S) ◽  
pp. 1018
Author(s):  
Lawrence Earl T. Pabalinas ◽  
Juan Gonzalez ◽  
Jacqueline Luevano ◽  
Joseph Rayner ◽  
Aldo Valdez ◽  
...  
Keyword(s):  
South Texas ◽  
Hispanic Serving Institution ◽  
Hispanic Serving ◽  
College Aged Students

scholarly journals Pan-Canadian Learning Outcomes in Chemistry: A National Snapshot

2020 ◽  
Author(s):  
Glen R. Loppnow ◽  
Patrick Kamau ◽  
Elizabeth Vergis
Keyword(s):  
Institutional Delivery ◽  
Post Secondary Education ◽  
Program Outcomes ◽  
Bachelor Of Science ◽  
Post Secondary ◽  
Science Technology ◽  
Learning Domains ◽  
Stem Students ◽  
And Mathematics ◽  
Degree Level

Science, technology, engineering, and mathematics (STEM) students have, for generations, chosen university Bachelor of Science (B. Sc.) programs for themselves with little or no information about what they may get out of those programs, except as implicitly communicated within the culture and curriculum. However, in Canada, B. Sc. programs typically must explicitly state their program outcomes, at least in their initial submission to their respective provincial ministries of post-secondary education. We undertook a survey of all Canadian institutions’ B. Sc. programs in chemistry to provide a national snapshot of the values and priorities encompassed in institutional delivery of these programs. Our results show a definite preference for knowledge over other learning domains, particularly in translational skills, chemistry, science and the laboratory. Alignment with provincial degree-level expectations, mostly standardized across Canada, is discussed as well.

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