scholarly journals Introducing Innovation to First-Year STEM Students through an Intercession Course

2021 ◽  
Author(s):  
Karl D. Schubert ◽  
Leslie B. Massey ◽  
Carol S. Gattis
Keyword(s):  
First Year ◽  
Stem Students

scholarly journals The Relation between Gender, Reasons to Participate in STEM-Related Subjects, Programs and The University Supports On First-Year University Student’s Satisfaction: A Structural Equation Model

2020 ◽  
Vol 3 (2) ◽  
pp. 117-123
Author(s):  
Ikmanda Nugraha ◽  
Tatang Suratno ◽  
Asep Kadarohman ◽  
Ari Widodo ◽  
I Gusti Darmawan
Keyword(s):  
Gender Equity ◽  
Structural Equation ◽  
Teaching Quality ◽  
First Year ◽  
Stem Learning ◽  
First Year Students ◽  
University Support ◽  
Stem Students ◽  
Positive Direct ◽  
The University

First-year student's satisfaction has considered an important factor in the quality education offered by the university program. The objective of this study is to investigate the relationship among gender, a reason to participate in STEM-related subjects, program, and the university support on first-year student's satisfaction of STEM learning. The methods used in this study surveyed student's satisfaction using adapted interest and recruitment in the science questionnaire (IRIS Q) instrument. The questionnaire comprised question items covering school science experiences, sources of inspiration for the choice of education, expectations for future job, first-year experiences as a STEM student, and attitudes to gender equity in STEM. A total of 448 students, first-year students from STEM-related programs, have participated voluntarily in this study. The structural equating model assisted by computer program IBM SPSS Amos 20 was employed to analyze the hypothesized model. The results from the model showed that reason and university support have a positive direct effect on first-year students' satisfaction with STEM learning. From this study, it is suggested for the university to improve first-year student's satisfaction by helping STEM students to develop appropriate expectations of the program, facilitating teaching quality to meet STEM students' learning, and assisting students in developing positive attitudes toward their future carriers.

scholarly journals The Socialization and Retention of Low-Income College Students: The Impact of a Wrap-Around Intervention

2019 ◽  
Vol 8 (6) ◽  
pp. 249 ◽  
Author(s):  
Gaye D. Ceyhan ◽  
Alia N. Thompson ◽  
Jeremy D. Sloane ◽  
Jason R. Wiles ◽  
John W. Tillotson
Keyword(s):  
Low Income ◽  
First Year ◽  
Valuable Insight ◽  
Research Experience ◽  
Career Support ◽  
College Life ◽  
Undergraduate Study ◽  
Stem Students ◽  
Low Income College Students ◽  
The Impact

The Strategic Undergraduate STEM Talent Acceleration INitiative (SUSTAIN) provided a coherent ecosystem of academic, social, and career support services designed for a diverse cohort of high-achieving, low-income STEM students during their first year of undergraduate study. Findings are discussed in terms of the efficacy of the program interventions to enhance students’ socialization and retention within the STEM community. Results indicate that participants perceived the interventions to have helped them adjust to college life and develop skills in understanding science and the scientific process. Which in turn, participants reported, helped them to succeed in their STEM courses and visualize themselves as part of the larger STEM community. The participants rated STEM faculty mentoring, research experience and community building as more helpful than other interventions. Our findings will aid researchers to better understand how SUSTAIN interventions influence students’ socialization into the STEM community and provide valuable insight to guide policymakers in shaping future programs that are successful in retaining diverse students in STEM fields.

scholarly journals Work in Progress: A Path to Graduation: Helping First-Year Low Income, Rural STEM Students Succeed

2020 ◽  
Author(s):  
Carol Gattis ◽  
Xochitl Delgado Solorzano ◽  
Don Nix ◽  
Jennie Popp ◽  
Michele Cleary ◽  
...  
Keyword(s):  
Low Income ◽  
First Year ◽  
Work In Progress ◽  
Stem Students

scholarly journals Nourishing STEM Student Success via a TEAM-Based Advisement Model

2017 ◽  
Vol 6 (6) ◽  
pp. 31 ◽  
Author(s):  
Bernard Polnariev ◽  
Reem Jaafar ◽  
Tonya Hendrix ◽  
Holly Porter Morgan ◽  
Praveen Khethavath ◽  
...  
Keyword(s):  
Community College ◽  
Student Success ◽  
Student Persistence ◽  
Public Institution ◽  
First Year ◽  
Promising Practices ◽  
Team Members ◽  
Staff Members ◽  
Supportive Culture ◽  
Stem Students

LaGuardia Community College is an international leader recognized for developing and successfully implementing initiatives and educating underserved diverse students. LaGuardia’s STEM students are holistically advised by a team of dedicated faculty and staff members from different departments and divisions. As an innovative approach to advisement, students are first connected to an advising team member in their discipline-based first-year seminar and consequently guided by other cross-institutional advisement team members to ensure their continued success. In this article, we share our policies, processes, and promising practices in advising STEM student at an urban public institution. We present arguments that address and support five pillars for student success: 1) the student matters, 2) supportive culture matters, 3) effective communication matters, 4) data matters, and, 5) clear pathways and effective advisement matters. Finally, we present empirical evidence that show positive results in terms of students’ retention. Specifically, there was an improvement in the actual Fall 2015 to 2016 return rate of STEM students, from 62.9% to 64.6%. Our scaled practice demonstrates the value of collaborative team-based advisement efforts as supported through professional development can improve community college STEM student persistence when the above five pillars are fully espoused by the institution. 

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 Effects of a Thermal Inversion Experiment on STEM Students Learning and Application of Damped Harmonic Motion

2021 ◽  
Vol 13 (2) ◽  
pp. 919
Author(s):  
Omar Israel González-Peña ◽  
Gustavo Morán-Soto ◽  
Rodolfo Rodríguez-Masegosa ◽  
Blas Manuel Rodríguez-Lara
Keyword(s):  
Epistemological Beliefs ◽  
Temperature Inversion ◽  
First Year ◽  
First Year Students ◽  
Stem Majors ◽  
Thermal Inversion ◽  
Harmonic Motion ◽  
Physics Courses ◽  
Stem Students ◽  
Physical Phenomena

There are diverse teaching methodologies to promote both collaborative and individual work in undergraduate physics courses. However, few educational studies seek to understand how students learn and apply new knowledge through open-ended activities that require mathematical modeling and experimentation focused on environmental problems. Here, we propose a novel home experiment to simulate the dynamics of a flue gas under temperature inversion and model it as damped harmonic motion. After designing and conducting the experiment, twenty six first year students enrolled in STEM majors answered six qualitative questions to inform us about their epistemological beliefs regarding their learning process. Their answers imply that this type of open-ended experiments may facilitate students’ understanding of physical phenomena and point to the significance of physics instructors as promoters of epistemological development. In general, students described this activity as a positive experience that helped them connect an environmental phenomenon with a fundamental physics concept.

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.

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