Exploring the Relationship Between Longitudinal Course-Taking Patterns and In-State Transfer Into STEM Fields of Study
Exploring the Relationship Between Longitudinal Course-Taking Patterns and In-State Transfer Into STEM Fields of Study
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探索纵向课程学习模式与州内转入 STEM 研究领域之间的关系
DOI：
10.1080/00221546.2018.1488210
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发表时间：
2018
期刊：
影响因子：
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通讯作者：
Kelly Wickersham
中科院分区：
文献类型：
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作者：
Xueli Wang;Yen Lee;Kelly Wickersham
摘要社区学院在扩大科学、技术、工程和数学（STEM）研究领域的学士学位途径方面发挥着越来越重要的作用。与此同时，很少有人知道的课程途径，促进转移到STEM学科在4年制院校。采用STEM动量概念，本研究探讨了预测转移到STEM研究领域和转移时间的课程学习模式。采用纵向多维k-means聚类分析和多项逻辑回归相结合，研究揭示了五个集群的课程学习模式。其中，三组课程呈现出STEM迁移的势头：一组集中在通识教育课程，一组围绕STEM内外的专业课程，一组涉及补救课程的耦合和STEM内外课程的广泛分布。此外，前两种模式似乎产生最佳的动量为中期转移相比，早期或晚期转移，而第三集群表现出动量为中期转移和更大的动量为晚期转移。STEM势头的背景下，对政策，实践和研究的影响的结果进行了讨论。
ABSTRACT Community colleges have increasingly played a critical role in expanding the pathway to baccalaureate degrees in science, technology, engineering, and mathematics (STEM) fields of study. At the same time, little is known about the course pathways that facilitate transfer into STEM disciplines at 4-year institutions. Adopting the STEM momentum concept, this research explored course-taking patterns that predict transfer into STEM fields of study and the timing of transfer. Employing a combination of longitudinal multidimensional k-means cluster analysis and multinomial logistic regression, the study revealed five clusters of course-taking patterns. Among them, three clusters of course-taking exhibited momentum toward transfer in STEM: one concentrating on courses in general education, one centering around major-specific coursework within and outside of STEM, and one involving the coupling of remedial courses and a broad distribution of courses within and beyond STEM. Furthermore, the first two patterns seemed to generate optimal momentum for middle transfer compared with early or late transfer, whereas the third cluster exhibited momentum for middle transfer and even greater momentum for late transfer. Discussion of the findings in the context of STEM momentum and implications for policy, practice, and research are presented.