Retention Of Students In STEM Research Articles

The longitudinal retention of STEM students through a multifaceted mentoring and tutoring program

ABSTRACT This 4-year longitudinal study identified the impact of a multifaceted mentoring and tutoring program on the retention and graduation rates of a diverse body of undergraduate college students enrolled in high-risk science courses. Findings revealed that the program was successful in increasing the retention and graduation rates of students who participated in the program. All student cohorts tutored through the program demonstrated significantly higher survival rates when they increased their usage of tutoring, threby demonstrating greater survival to retention. Notably, cohorts with high as well as those with low academic competencies achieved the highest 4-year retention survival probabilities when they participated in six or more tutoring sessions. Additionally, through further analysis, a predictive model derived from this research offers a valuable tool that can be strategically utilized to improve retention and/or graducation outcomes of at-risk populations and underrepresented populations in STEM education.

Experiences of Racial Discrimination among STEM Majors: The Role of Faculty

This study extends previous research on student–faculty interaction and discriminatory climates in STEM fields by examining the effect of both positive/neutral and discriminatory forms of student–faculty interactions on GPA and academic satisfaction. Feeling discouraged from speaking in class due to race was negatively associated with student GPA, which was more pronounced among women and Black students. Asking questions in and after class was positively linked with GPA and academic satisfaction. Findings highlight the importance of positive student–faculty interaction for the retention of diverse students in STEM.

Increasing Retention of Underrepresented Students in STEM Fields at California Community Colleges: A Study of the STEM2 Program

With the need to increase Science, Technology, Engineering, and Mathematics (STEM) graduates, higher education institutions need to identify and improve ways to increase underrepresented STEM student retention rates. Cypress College in Southern California implemented a program called STEM2 (Strengthen Transfer Education and Matriculation in Science, Technology, Engineering, and Mathematics) to give students the support and the resources to continue with their intended majors. In this study, we examined the impact of the STEM2 participation for 1,113 students on multiple core outcomes of retention, four-year transfer, and associates of arts (AA) degree completion of STEM students. Logistics regression was used to determine the significance of input variables and the odds that the desired outcome was achieved. Results indicated there is a difference in student outcomes based on the students’ ethnicity, enrollment in the STEM2 program, and use of student support programs. Implications for practice and future research were also included.

An Integrated Achievement and Mentoring (iAM) Model to Promote STEM Student Retention and Success

The Integrated Achievement and Mentoring (iAM) Program responds to the challenge of STEM student retention. The iAM Program provides access to the hidden curriculum (the unwritten, implicit skills critical for academic success) and uses legitimate peripheral participation to structure resources. Three essential (integrated support services, mentoring, and responsive program structure) and two adaptable components (STEM writing and metacognition seminar, and scholarships) are intended as mechanisms of inclusivity that build community and promote belonging. Retention of iAM Scholars was 18.3% higher relative to peers who were eligible but did not join the program. The Scholars’ four-year graduation rate was 26% higher than that of their STEM peers. A cost/benefit analysis revealed a net revenue benefit and suggests less-quantifiable benefits to the institution such as increased reputation. While the essential components of an iAM-based program should be consistent across institutions, the adaptable components can be implemented in ways that address local challenges and opportunities across international contexts.

“My Blood Is Boiling When I Think About Advising”: The Role of Academic Advising in STEM Student Retention

Student attrition from STEM disciplines is one of the most pressing issues in higher education. To better understand the causes of this attrition, this study examines STEM students’ college experiences and uncovers their perspectives on the existing support systems with a specific focus on the role of academic advising. Our research reveals that students from a particular STEM major identified academic advising as problematic, serving as one of the main factors pushing them out of the major, while the STEM major they transferred to did not have this issue. We examined whether this difference was also evident in the perspectives of the student affairs offices by interviewing academic counselors. This research emphasizes the responsibility of academic counselors in students’ decisions to leave STEM majors and the importance of care in their work. The findings suggest a need for STEM departments to re-assess academic advising philosophies and practices while creating more supportive learning environments.

Curando La Comunidad [Healing the Community]: Community-Centered STEM Identity

This article highlights the role of community among Latina/o/x students pursuing degrees in science, technology, engineering, and mathematics (STEM) at 2- and 4-year Hispanic Serving Institutions (HSI). Community-based perspectives are often missing from traditional STEM disciplinary contexts; however, our Community-Centered STEM Identity model recognizes how Latinx students develop STEM identities by grounding, engaging, and bridging community. Implications for HSIs include cultivating community-based partnerships and perspectives as these are critical for the retention of Latinx students in STEM.

Getting Students Back on Track: Persistent Effects of Flipping Accelerated Organic Chemistry on Student Achievement, Study Strategies, and Perceptions of Instruction

Converting a first-term, accelerated summer organic chemistry course to a flipped format reduced the achievement gap in the flipped course and in the second-term traditional lecture course between Non-Repeaters taking an accelerated course to “get ahead” and Repeaters taking the course to “get back on track”. The difference in final exam performance in the second-term course was nearly halved, the GPA gap in both courses was reduced, and the gap in passing rate for the second-term course was eliminated. First-generation students who took the first-term course in the flipped format experienced a final exam score boost in the second-term course regardless of repeater status. While most students responded positively to the flipped course structure, repeating students held a stronger preference for the flipped format. These findings provide guidance on how to create courses that promote equity, access, and retention of diverse students in STEM.

Mathematical Models in Predicting Retention of STEM Students in Pre-Calculus

This study aimed to determine the mathematical models in predicting retention of STEM students in Pre-Calculus. The study utilized a non-experimental research specifically a cross-sectional predictive design. The independent variables in the study are the Grade Point Average (GPA) in Mathematics 10, General Weighted Average (GWA) in grade 10, National Career Assessment Examination (NCAE) - mathematical ability, NCAE - STEM results, gender and family monthly income. The dependent variable is the retention of STEM students in Pre-Calculus. The instruments in the study are Pre-Calculus Retention Test (PRT), interview and documentary analysis. The PRT was validated by five experts and underwent reliability testing with a Cronbach alpha value of 0.524. Percentage, mean, standard deviation, Pearson Product Moment Coefficient of Correlation and Multiple Regression Analysis were applied in the study. The researcher used IBM SPSS version 20 in analyzing the data gathered. The study developed two mathematical models that can predict retention of STEM students in Pre-Calculus. Using the standardized coefficients, the formula in predicting retention of STEM students in Pre-Calculus are y = 0.035x1 + 0.632x2 - 31.462 and y = 0.033x1 + 0.599x3 - 28.370 where y is PRT scores of the STEM students, x1 is NCAE-Mathematical Ability scores, x2 is GPA in Mathematics 10 and x3 is GWA in grade 10. . It can be gleaned on the mathematical models that the best predictor of the retention of STEM students in Pre-Calculus are GPA in Mathematics 10 and GWA in grade 10.

Incremental Beliefs, STEM Efficacy and STEM Interest Among First-Year Undergraduate Students

Low retention rates of undergraduate students in Science, Technology, Engineering, and Math (STEM) fields are a persistent problem in the USA. Information and knowledge of STEM topics is valuable in today’s modern and global society, and STEM jobs are both lucrative and in high demand. As such, engagement and retention of undergraduate students in STEM is essential to ensure STEM jobs have skilled employees to meet the demands of the twenty-first century. Participants were 1201 first-year undergraduate students from a STEM-focused university. Results from mediation and moderated mediation analyses suggest that incremental beliefs predict a variety of STEM outcomes (STEM interest, sense of belonging in STEM environment, identity compatibility) through STEM efficacy for STEM majors, not non-STEM majors, all of which are associated with STEM engagement and persistence. More specifically, for STEM majors, incremental beliefs predict higher STEM efficacy which then predicts greater STEM interest and sense of belonging in STEM as well as greater perceived identity compatibility between oneself and STEM and between one’s gender and STEM. Future directions and implications are discussed.

Nature in the Eye of the Beholder: A Case Study for Cultural Humility as a Strategy to Broaden Participation in STEM

Science, technology, engineering, and math (STEM) disciplines suffer from chronically low participation of women and underrepresented minorities. Diversity enhancement initiatives frequently attempt to mitigate skill deficits such as math skills in an attempt to improve preparedness of these students. However, such interventions do not address cultural or social barriers that contribute to the isolation and marginalization that discourage continued participation in STEM. Science exists and is developed within social constructs.; because of this, cultural conflicts can occur pertaining to contrasting cultural belief systems between educators and students, or to socially-biased perspectives that are embedded in disciplinary values. These conflicts are implicated in the low recruitment and retention of underrepresented students in STEM. To address the relationship between culture and STEM diversity, I present a case study that examines the role of culturally-biased views of nature on the lack of diverse participation in ecology and environmental biology. I conclude by advocating the use of inclusive, culturally-sensitive teaching practices that can improve the climate for underrepresented students and increase diverse recruitment and retention in STEM.

Feeling Like an Imposter: The Effect of Perceived Classroom Competition on the Daily Psychological Experiences of First-Generation College Students

Many college students intend to pursue science, technology, engineering, and math (STEM) careers but quickly abandon these goals when confronted with notoriously competitive STEM courses that often pit students against each other. This emphasis on interpersonal competition could be especially detrimental for first-generation (FG) college students, an underrepresented group in STEM fields which more strongly values communality and collaboration relative to their continuing-generation peers. Thus, FG students may experience more imposter feelings in STEM courses perceived as having a competitive culture. A longitudinal study (with 818 students and 2,638 experience-sampling observations) found that perceived classroom competition was associated with greater daily in-class imposter feelings among all students—but especially among FG students. Imposter feelings in turn predicted students’ end-of-term course engagement, attendance, dropout intentions, and course grades. Classroom competition and the imposter feelings it engenders may be an overlooked barrier for promoting the engagement, performance, and retention of FG students in STEM.

Getting Past the Gateway: An Exploratory Case on Using Utilitarian Scientific Literacy to Support First-Year Students At-Risk of Leaving STEM

First-year students who enter college pursuing a STEM degree still face challenges persisting through the STEM pipeline (Chen, 2013; Leu, 2017). In this case study, researchers examine the impact of a utilitarian scientific literacy based academic intervention on retention of first-year students in STEM using a mixed methods approach. A sample (n = 116) of first-year students identified as at-risk of not persisting in STEM were enrolled in a for credit utilitarian scientific literacy course. Participants of the semester long course were then compared with a control group of first-year students identified as at-risk of persisting in STEM. A two-proportion z test was performed to assess the mean differences between students and participants of the course were given a survey to gauge student experiences. Quantitative results (φ 0.34, p < 0.05) indicate that the utilitarian scientific literacy course had a statistically significant impact on retention among first-year students at-risk of persisting in STEM. Moreover, qualitative data obtained from participant responses describe internal and external growth as positive outcomes associated with the intervention.

Laboratory Experiences in Sophomore Level Cell and Molecular Biology Laboratories: What works?

Authentic laboratory experiences incorporated into the undergraduate curriculum effectively engage students in research, enhance STEM student retention, and improve student learning. In recent years, numerous course‐based undergraduate research experiences (CURES) have been incorporated into introductory courses to provide opportunities for students early in their college careers to experience the excitement of scientific discovery while also providing a better representation of the application of scientific practices and the role of collaboration. There has also been similar efforts to develop authentic laboratory experiences in upper division or senior level molecular biology, biochemistry and cell biology labs with great success. With the desire to offer authentic laboratory experiences across the curriculum, we are interested in identifying laboratory experiences that can provide similar opportunities in laboratories associated with sophomore level cell and molecular biology courses. This may be challenging as resources can be limited and changes may not be considered essential for supporting retention goals or providing the research productivity of an upper level course. Our goal is to identify common concepts and skillsets that are considered essential to a cell and molecular sophomore laboratory course and then expand the number of laboratory experiences that are related to these concepts. Finally, we feel that it is important to continue the conversations regarding the difficulties and benefits of implementing these various projects at the sophomore level. These issues include implementation of a research project with adjunct faculty or graduate assistants, and implementing short term or semester long projects.This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.

Active learning: a case study of student engagement in college Calculus

ABSTRACTThis paper presents a case study for strategic engagement of students in a Calculus course in order to produce increased learning in the classroom. Since it has been shown that active learning can promote greater comprehension for students in science, technology, engineering, and mathematics (STEM) courses, the researcher utilized many types of active learning techniques to enhance classroom instruction. The key components implemented are presented as a model of enhanced learning through developed classroom engagement. This course redesign model entitled, Strategic Engagement for Increased Learning (SEIL), has the potential to (1) contribute to the body of knowledge on ways to improve mathematics skills for college students, (2) identify successful teaching strategies and technologies that will promote the retention of STEM students, (3) increase the success rate of students taking Calculus, and (4) help produce more STEM graduates needed for the STEM workforce in the United States of America.

A Preresearch Initiative Increases STEM Student Retention

A Preresearch Initiative Increases STEM Student Retention

Peer Mentor Program for the General Chemistry Laboratory Designed To Improve Undergraduate STEM Retention

We describe the design and implementation of an undergraduate peer mentor program that can overlay an existing general chemistry laboratory and is designed to improve STEM student retention. For the first four freshman cohorts going through the program, year-to-year retention improved by a four year average of 20% for students in peer mentored laboratories versus those not in peer mentored laboratories. A majority of students in peer mentored laboratories recommend continuation of the program, 85.4% of 765 students in the first three cohorts. Our program is uncomplicated and requires only modest financial resources to affect significant increases in STEM retention.

On faculty development of STEM inclusive teaching practices.

Faculty development of inclusive teaching practices has become more common in response to significant differences in STEM student retention between underrepresented minorities in the USA and students from other ethnic groups. Approaches to solve this have shifted from focusing on student deficits to changing campus culture, including the mindsets of instructors who teach STEM courses. In this article, I argue that based on the literature informing the conceptual frameworks used for faculty development in inclusive teaching, faculty developers should reframe the message of their workshops to focus participants more on the scope of the journey, and shift the direction of overall efforts some to redevelop pedagogical training at the graduate and postdoc levels. Informed by historical as well as recent theories on the role of higher education to society, I highlight the areas of the literature that can effectively inform our current approaches to inclusion. I also briefly review the reasons why this approach is needed, and include suggestions for new faculty development approaches for long-term sustainable change in STEM inclusive education at the postsecondary level.

Improving STEM Student Retention via Early Research Engagement: A Pilot

We describe here the results of a pilot study, the goal of which was to expose freshman to an ongoing research project during the academic year to promote student growth and improve retention in the STEM disciplines. Freshmen worked with a faculty mentor and were also chaperoned by a more senior student researcher in order that they learn lab techniques and the capacity to work independently. Participants were fully engaged in a research project (performing experiments, analyzing and discussing results), not a classic classroom projects, but discovery based projects. By bringing students into the research lab at this early stage, our aim was to improve retention by allowing science students to actually act as scientists, providing an enhanced experience over the usual freshman survey course content. Of the 6 students who joined the program as freshmen, 5 are still in their major, 4 are still actively engaged in research with a faculty member and have co‐authored 11 different papers and conference presentations as of their junior year.Support or Funding InformationIndiana Space Grant Consortium

Effects of role model exposure on STEM and non‐STEM student engagement

AbstractStudies examining factors (e.g., STEM stereotypes) that underlie the recruitment and retention of STEM students are critical as the demand for STEM professionals is rapidly increasing. This experimental study tested the effects of role model biographies that challenge common STEM stereotypes (i.e., STEM is for gifted individuals and for European American males) on 1035 STEM and non‐STEM undergraduate students. Findings showed that role model exposure had positive effects on both STEM and non‐STEM students’ interest in STEM as well as their perceived identity compatibility between the self and STEM. Role model exposure had a positive impact on academic sense of belonging among STEM and non‐STEM students, and a positive impact on academic self‐efficacy among STEM students, but not non‐STEM students.

STEM Education Fiscal Year 2015: An Analysis of Educational Investments and Expectations

In his Fiscal Year 2015 budget, President Obama proposed a strengthened investment in education with particular emphasis on STEM. With a $600.1 million budget, the President proposed several initiatives directed primarily at pre-Kindergarten through Grade 12 (P–12) education. These initiatives will target the improvement of teaching and learning in P–12. Also, the postsecondary sector will target the improvement of undergraduate STEM education and increase minority participation in STEM. Anticipated returns on these investments include more and better prepared, connected, and informed STEM teachers; accelerated introduction of proven, evidence-based STEM pedagogies; increased youth engagement in STEM in traditional and informal settings; increased participation in STEM from traditionally underrepresented groups; and increased retention of students in STEM. With the President’s strong motivation toward providing students with relevant learning experiences that teach real-world skills, integrative STEM education is proposed as the vehicle to achieve the articulated goals. It is anticipated that STEM will become a foundational component of every student’s educational experience across the country, which will ultimately lead to a broader STEM-literate populous and a more robust STEM workforce. STEM education is touted as a critical area of education that will determine the future global positioning of the United States. This governmental and monetary support is encouraging, but we question whether STEM is a genuine priority considering that the STEM education budget represents less than 1% of the U.S. Department of Education’s budget and only 0.015% of the country’s overall budget. Is the funding in line with the purported importance, and will it be sufficient to achieve the articulated goals and expected returns on investment?