培养而不是除草:STEM第一年学习社区培养学生的坚持和参与

IF 1.6 Q2 EDUCATION & EDUCATIONAL RESEARCH Journal of College Student Retention-Research Theory & Practice Pub Date : 2022-05-03 DOI:10.1177/15210251221093749
Cory C. Cowan, M. Brady, Jaime Arvizu, Amber Reece, Beth Weinman, Matthew Zivot
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引用次数: 0

摘要

以准入为导向的区域性综合性大学为增加STEM毕业生的数量和多样性提供了重要途径。加州州立大学弗雷斯诺分校的BOND项目支持选择STEM专业的首次全日制新生向大学过渡。BOND结合了一个学习社区,主动学习和早期课程研究经验。与对照组相比,尽管STEM入门课程的学习成绩相似,但参加BOND的学生坚持STEM到第四年的可能性是对照组的1.93倍。更高比例的BOND学生还参与了支持他们第一年和第二年的校园资源,这表明适当的支持有助于他们在STEM学位的挑战中坚持不懈。这项研究强调了在第一年提供支持策略和资源以保留STEM的重要性,这与传统的在第一年“淘汰”学生的说法相反。
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Cultivating not Weeding: STEM First Year Learning Community Fosters Student Persistence and Engagement
Regional comprehensive universities with access-oriented missions provide critical pathways for increasing the number and diversity of STEM graduates. The BOND program at California State University, Fresno supports the transition to college for first-time, full-time freshmen in selected STEM majors. BOND incorporates a learning community, active learning, and early course-based research experiences. Compared to comparison groups, students that participate in BOND are 1.93 times more likely to persist in STEM into their fourth year despite similar academic achievement in introductory STEM courses. A higher proportion of BOND students also engage with campus resources that support their first and second year on campus, which suggests that appropriate support builds persistence through the challenges of a STEM degree. This study highlights the importance of providing support strategies and resources in the first year for STEM retention, counter to the traditional narrative of “weeding out” students in their first year on campus.
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CiteScore
4.80
自引率
13.30%
发文量
42
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