The Importance of Faculty-Student Connections in STEM Disciplines: A Literature Review
The Importance of Faculty-Student Connections in STEM Disciplines: A Literature Review
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STEM 学科中师生联系的重要性：文献综述
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发表时间：
2013
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通讯作者：
B. Christe
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作者：
B. Christe
尽管Seymour和休伊特（1997）提出了警告，将科学、工程和数学课程描述为冷冰冰的和不受欢迎的课程，但学生们继续报告在描述师生关系时有明显的敌意和缺乏关怀。负面情绪与课程表现不佳，平均绩点较低以及科学，技术，工程和数学（STEM）学科的减员有关（Micari & Pazos，2012;沃格特，2008）。对学术研究的回顾可能会为教育工作者提供令人信服的证据，以改变目前的态度，期望自然减员，作为一个自然和有用的行动，在一个环境中，把保留的责任放在学生身上。相比之下，转变为教授与学生之间的支持和关怀关系可以促进学生的成功。为了减少自然减员并满足雇主对毕业生的需求，STEM学科必须寻求学术文化的转变，从适者生存转变为支持成就的培养经验。IntroductionWhen Seymour and休伊特（1997）characterized the climate of the sci- ence，technology，engineering and mathematics（STEM）disciplines as冷冰冰的and unwelcoming，many faculty members supported the idea，不是因为它是真实的和否定的，而是因为它是真实的和恰当的。科学和工程教授通常认为他们作为教育者的角色与高质量毕业生的生产相一致，促进了较弱学生的流失（Kokkelenberg，& Sinha，2010; Seymour &休伊特，1997）。教师们通常认为学生退学是成功教学的标志，从而淘汰了不适合科学探究的无能学生。在基于微积分的物理或有机化学课程的第一堂课上，通常会发表臭名昭著的演讲，指导学生向左看，向右看，以确定谁会放弃这门课，促进了高标准和高压力的文化，被认为最终会产生优秀的科学家和工程师。教授们宣称，只有努力工作才是成功的关键（Micari & Pazos，2012）。学生们不及格，不管教育者的行为如何，他们都退出了他们的纪律。制度对持久性的影响很小，不幸的是，教育工作者没有检查和考虑那些离开冷冰冰的气候学科的学习者的特点。教师们确信表现不佳的学生会退学，但没有分析证据。Seymour和休伊特（1997）是第一个研究退出的学生群体，但在他们出版后的几十年里，许多研究得出了相同的结论，表现出色的学生离开STEM学科的频率与准备不足或表现不佳的学生一样（Eris等人，二○一○年; Marra，Rodgers，Shen，& Bogue，2012;瓦格纳，Christe，&费尔南德斯，2012）.教师在学生坚持自己的专业方面发挥着重要作用（布拉克斯顿，Milem，& Sullivan，2000; Pascarella & Terenzini，2005）.本文试图综合和传播与教师和学生在课堂外的互动有关的因素.简单的教师行动可以改善师生关系，提高学生对STEM学科的坚持性，提高整体学位获得率（Vesilind，2001;沃格特，2008）。本文将试图讨论一个神话，即损耗是一个自然的过程，消除较弱的学生，支持教师可以在课堂外采取具体行动以促进优秀学生的保留。理论基础存在许多理论模型来描述一般学生的坚持和退出大学。Tinto（1993）建议从社会学的角度来解释学生离开的原因。…
AbstractDespite an alarm raised by Seymour and Hewitt (1997) describing science, engineering and mathematics programs as chilly and unwelcoming, students continue to report significant feelings of hostility and a lack of caring when characterizing the professor-student relationship. The negative feelings correlate with poor course performance, lower grade point average, and attrition from the science, technology, engineering and mathematics (STEM) disciplines (Micari & Pazos, 2012; Vogt, 2008). A review of the scholarly research may offer educators compelling evidence to change attitudes that are currently characterized, with an expectation of attrition, as a natural and useful action in an environment that places retention responsibility onto students. In contrast, a shift to a professor-student connection featuring a supportive and caring relationship can promote student success. To decrease attrition and meet employer demands for graduates, STEM disciplines must seek a change in academic culture away from survival of the fittest to a nurturing experience that supports achievement.IntroductionWhen Seymour and Hewitt (1997) characterized the climate of the sci- ence, technology, engineering and mathematics (STEM) disciplines as chilly and unwelcoming, many faculty members supported the notion, not because it was true and negative, but was true and appropriate. Science and engi- neering professors commonly see their role as educators aligned with the pro- duction of high guality graduates, promoting the attrition of weaker students (Kokkelenberg, & Sinha, 2010; Seymour & Hewitt, 1997). Faculty members often consider student withdrawal as a sign of successful instruction, thus eliminating incapable students unfit for the rigors of scientific inguiry.The infamous speech commonly delivered during the first lecture in cal- culus-based physics or organic chemistry courses, instructing students to look to their left and look to their right to identify students who would drop the class, promoted a culture of high standards and high stress that is perceived to ultimately yield excellent scientists and engineers. Professors proclaimed that hard work alone was the key to success (Micari & Pazos, 2012). Students failed and dropped out of their discipline regardless of the actions ofthe educators. Institutions had little impact on persistence.Unfortunately, educators failed to examine and consider the characteris- tics ofthe learners who left the chilly climate disciplines. Faculty members were certain that low performing students dropped out, without analytical evidence. Seymour and Hewitt (1997) were the first to study the exiting group of students, but numerous studies in the decades following their publication have arrived at the same conclusion, high performing students leave the STEM disciplines as freguently as the underprepared or low performers (Eris et al., 2010; Marra, Rodgers, Shen, & Bogue, 2012; Wagner, Christe, & Fernandez, 2012).Faculty members play a significant role in student persistence in their major (Braxton, Milem, & Sullivan, 2000; Pascarella & Terenzini, 2005). This paper seeks to synthesize and disseminate the factors associated with faculty- student interactions outside ofthe classroom. Simple instructor actions can improve the faculty-student relationship and increase student persistence in STEM disciplines, raising overall degree attainment (Vesilind, 2001; Vogt, 2008). This paper will seek to discuss the myth that attrition is a natural process that eliminates weaker students, supporting the notion that faculty members can take specific actions outside ofthe classroom to promote the retention of good students.Theoretical FoundationsMany theoretical models exist to characterize general student persistence and withdrawal from college.Tinto (1993) suggested a sociological approach to the interpretation of the causes of student leaving. …