Abstract
Scholarly Communication is a dynamic landscape, and we are continually evolving. Many scholarly communications activities have spun-off into their own departments, such as VT Publishing and Digital Imaging and Preservation Services, and Digital Library Development. Our focus is on supporting the creation and dissemination of scholarship.
Highlights
Students must take prerequisite courses in order to gain an understanding of the advanced content, which in turn increases their capacity for the essential knowledge or skills in an academic area (Jolly et al, 2004)
The resources, informal activities, and encouragement or support offered by individuals within a school district create pathways or continuity for students to remain in the STEM pipeline (Jolly et al, 2004)
Statistical significance was found between genders for eight survey items within three of the engagement subscales
Summary
Students must take prerequisite courses in order to gain an understanding of the advanced content, which in turn increases their capacity for the essential knowledge or skills in an academic area (Jolly et al, 2004). Student motivation increases if they perceive that they can successfully complete a task (Zeldin, Britner, & Pajares, 2008). If students perceive that they do not possess the necessary math and science knowledge to be successful in a technology and engineering course, they are less likely to enroll in the course (Jolly et al, 2004). Some researchers have argued that undesirable attitudes and low self-efficacy toward science, technology, engineering, and math negatively influence students’ decisions to pursue careers in professional occupations in STEM (Lent, Brown, & Larkin, 1986). Student involvement in extracurricular activities can be positively linked to their career choices, as well as to their future career goals and plans (Afterschool Allliance, 2009; Chachra, Chen, Kilgore, & Sheppard, 2009)
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