scholarly journals An Approach to Improving Student Success in Science, Technology, Engineering, and Mathematics (STEM ) Career Pathways

2020 ◽  
Vol 30 (1) ◽  
pp. 33-40
Author(s):  
Steven B. Oppenheimer ◽  
Jack I. Mills ◽  
Ali Zakeri ◽  
Trista R. Payte ◽  
Avi Lidgi ◽  
...  
Keyword(s):  
Student Success ◽  
California State University ◽  
Control Group ◽  
Summer Program ◽  
Institutional Research ◽  
State University ◽  
Pass Rates ◽  
Research Initiative ◽  
Research Careers ◽  
And Mathematics

In this article, we report on an 11-year study that explores approaches to improve student success in college by a five-week summer program in Mathematics and Lan­guage Arts for entering freshmen. To recruit students into the program, we invited stu­dents accepted at the university and listed as underrepresented and economically disadvantaged (Pell-eligible) by the Office of Institutional Research at California State University, Northridge. The program con­sisted of all-day Math and English enhance­ment in mixed ability groups. Results of this program examining Math and English performance at California State University, Northridge showed that students com­pleting the summer programs during the 11-year study period had improved pass rates in Math and English at California State University, Northridge compared with students in a control group who did not participate in the summer program. The results show that intensive pre-college enhancement for entering freshmen can improve student success in college. Student graduation data from the early cohorts (2010, 2011, 2012) were obtained from Institutional Research. The summary results showed that students from the accepted/ attending group had substantially increased GPAs and graduation rates, essentially clos­ing the achievement gap. Increased interest in biomedical research careers was also de­veloped by the program, as demonstrated by a five-fold number of summer enrich­ment participants entering the PhD, MARC (Minority Access to Research Careers) and RISE (Research Initiative for Scientific Enhancement) programs than students who did not attend summer enrichment. Ethn Dis.2020;30(1):33-40; doi:10.18865/ed.30.1.33

An Undergraduate Research Approach That Increased Student Success at a Hispanic-Serving Institution (HSI): The SURE Program at Texas State University

2020 ◽  
Vol 4 (1) ◽  
pp. 52-62
Author(s):  
Daniel A. Brown ◽  
◽  
Nina B. Wright ◽  
Sylvia T. Gonzales ◽  
Nicholas E. Weimer ◽  
...  
Keyword(s):  
Student Success ◽  
Undergraduate Research ◽  
Holistic Approach ◽  
Control Group ◽  
Research Approach ◽  
Summer Program ◽  
State University ◽  
Research Experience ◽  
Professional Programs ◽  
Hispanic Serving

The STEM Undergraduate Summer Research Experience (SURE) Program provides a holistic approach to undergraduate summer student research to increase student success at the Hispanic-serving Texas State University. Re the 2017–2019 cohorts (composed of 62 undergraduates), 97 percent persisted after the summer program. After the SURE Program, overall and STEM GPAs were higher in the 2017–2019 cohorts as compared to the control group. Thirty-nine percent are attending graduate or professional programs.

Building an Inclusive, Accessible, and Responsive Campus at California State University East Bay, 2010-2015

2015 ◽  
Vol 22 (2) ◽  
pp. 44-63
Author(s):  
Dianne Rush Woods ◽  
Sarah Taylor ◽  
Duke Austin ◽  
Julie Beck ◽  
Ken Chung ◽  
...  
Keyword(s):  
Student Learning ◽  
Undergraduate Students ◽  
Ethnically Diverse ◽  
Personal Communication ◽  
California State University ◽  
Preliminary Evaluation ◽  
Institutional Research ◽  
State University ◽  
Multiple Perspectives ◽  
East Bay

California State University East Bay (CSUEB), opened in 1959 with 300 students on one campus. Since then, it has grown to serve over 14,000 students on three campuses. The motto of our university is “Per Aspera Ad Astra”, or “Through Adversity to the Stars”. This is an apt motto given that our university is the most racially and ethnically diverse campus in the continental United States (The Chronicle of Higher Education, 2014), and 61% of our undergraduate students are the first in their families to earn a college degree (Office of Institutional Research, personal communication, March 9, 2015). Our students are also highly diverse in terms of age, ability status, parenting experience, immigration background, sexual orientation, gender, religion, and much more. Though the diversity of our campus provides ample opportunities for faculty, staff, and students to be exposed to multiple perspectives, we have learned that intentional efforts are required to build an inclusive, accessible, and responsive community. This article describes strategies we have employed over the past five years across three broad areas: (a) support for student learning, engagement, and retention; (b) professional development; and (c) policies around inclusion and access. Preliminary evaluation of these efforts suggests that we have made significant progress in building an inclusive campus that supports student learning, respects all members of the campus community, and facilitates our continuing engagement in this work.

Epic Cruelty: On Post-Pandemic Performance

2021 ◽  
Vol 37 (2) ◽  
pp. 119-136
Author(s):  
Rick Mitchell
Keyword(s):  
Climate Change ◽  
United States ◽  
African Americans ◽  
The United States ◽  
California State University ◽  
The State ◽  
State University ◽  
White Supremacist ◽  
Systemic Racism ◽  
Disaster Capitalism

As today’s catastrophic Covid-19 pandemic exacerbates ongoing crises, including systemic racism, rising ethno-nationalism, and fossil-fuelled climate change, the neoliberal world that we inhabit is becoming increasingly hostile, particularly for the most vulnerable. Even in the United States, as armed white-supremacist, pro-Trump forces face off against protesters seeking justice for African Americans, the hostility is increasingly palpable, and often frightening. Yet as millions of Black Lives Matter protesters demonstrated after the brutal police killing of George Floyd, the current, intersecting crises – worsened by Trump’s criminalization of anti-racism protesters and his dismissal of science – demand a serious, engaged, response from activists as well as artists. The title of this article is meant to evoke not only the state of the unusually cruel moment through which we are living, but also the very different approaches to performance of both Brecht and Artaud, whose ideas, along with those of others – including Benjamin, Butler, Latour, Mbembe, and Césaire – inform the radical, open-ended, post-pandemic theatre practice proposed in this essay. A critically acclaimed dramatist as well as Professor of English and Playwriting at California State University, Northridge, Mitchell’s published volumes of plays include Disaster Capitalism; or Money Can’t Buy You Love: Three Plays; Brecht in L.A.; and Ventriloquist: Two Plays and Ventriloquial Miscellany. He is the editor of Experimental O’Neill, and is currently at work on a series of post-pandemic plays.

scholarly journals California State University

1986 ◽  
Vol 70 (493) ◽  
pp. 71-73
Author(s):  
Walter F. Beckman
Keyword(s):  
California State University ◽  
State University

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.

Fullerton Virtual Twin Study

2006 ◽  
Vol 9 (6) ◽  
pp. 963-964 ◽  
Author(s):  
Nancy L. Segal
Keyword(s):  
San Francisco ◽  
Social Relations ◽  
California State University ◽  
Future Research ◽  
State University ◽  
Collaborative Project ◽  
Similarities And Differences ◽  
Current Sample ◽  
The University ◽  
Mz Twins

AbstractVirtual twins (VTs; same-age unrelated siblings reared together from early infancy) have been studied at California State University (CSU), Fullerton since 1991. The current sample includes over 130 pairs. Past and current research have research have focused on siblings' similarities and differences in general intelligence and body size. Future research in these areas will continue as new pairs continue to be identified. These studies will be supplemented by analyses of personality, social relations and adjustment using monozygotic (MZ) twins, dizygotic (DZ) twins, full siblings and friends, as well as new VTs, who have participated in Twins, Adoptees, Peers and Siblings (TAPS), a collaborative project conducted between CSU Fullerton and the University of San Francisco, from 2002 to 2006.

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