Academic Success for STEM and Non-STEM Majors.-猫眼课题宝

STEM 和非 STEM 专业的学术成功。

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发表时间：

2010

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作者：

Donald F. Whalen;M. Shelley

STEM专业的入学人数最近有所改善，但这些专业的留校率仍然令人担忧，特别是女性和少数族裔学生。本研究的目的是对多个预测变量如何影响学生的学位获得有一个完整的理解，并确定这些变量的影响是如何受学生是在STEM专业还是非STEM专业的学生所调节的。对STEM和非STEM专业的所有学生的六年队列保留/毕业结果进行了预测，并分别根据学生是否留在STEM专业、转到STEM专业或离开STEM专业进行了调整。长期保留/毕业预测(勤工俭学、贷款和礼物)、性别、种族、在校园生活的年限、高中排名(HSR)、ACT综合指数、州外居住地和STEM身份。对于从非STEM专业起步的学生，六年的毕业/保留也包括社区参与以及学生是否转到STEM专业。1.文献综述关注大学生中选择和保持理科专业的学生人数，并通过多变量分析研究学生的体制特征和背景特征对他们学习兴趣的影响。他们发现，理科、数学和工程专业的学生数量从大一到大四呈下降趋势。个别选修的数学课程和整体的大学准备对学生坚持这些专业起到了很大作用。随后，科学、技术、工程和数学专业的学生入学人数为了达到领先的商业组织挖掘美国潜力(TAP)的目标，通过提高STEM毕业生的人数来提高一倍的STEM毕业生人数，工程或技术行业的家庭成员也发挥了重要作用，理解为什么参加科学或微积分高级选修课程的学生可能不会被那些选择STEM职业的学生以高于他们选择其他职业的比例选择STEM职业。但是，尽管更多的学生可能会进入STEM专业，但在科学课上任教的学生的坚持性对坚持性有影响。一些被解释的自然流失被发现离开了科学、数学和工程专业，因为他们认为教学质量不佳，使用单向授课的课程结构不受欢迎，以及教职员工重视他们的研究，而不是努力改进STEM课程，如小组学习。1.1加州大学洛杉矶分校(UCLA)合作机构研究计划(CIRP)收集的数据显示，STEM专业的学生(女性和少数族裔)人数不足，入学人数保持多样化，包括女性和少数族裔，这也是高等教育研究所(Heri)的一项研究，利用加州大学洛杉矶分校合作机构研究计划(CIRP)收集的数据，发现西班牙裔、非裔美国人或美洲原住民学生中STEM专业学生的流失率较高。然而，国家科学基金会的数据表明，在美国获得科学和工程学士学位的学生中，女性和少数群体的比例差距有所缩小(希尔、阳离子统计数据表明，STEM学生在获得学位方面继续存在差距。同一作者引用了国家科学委员会的统计数据，表明女性在STEM中的代表性不足，并指出，尽管她们在一些STEM专业中的代表性正在改善，但女性和少数族裔在工程学专业中的代表性仍然不足。美国委员会关于提高非裔美国人和西班牙裔STEM专业六年制结业率的研究，

Enrollment in STEM majors has improved recently, but there continues to be concern over retention in those majors, especially of women and minority students. The purpose of this study is to develop an integrated understanding of how multiple predictor variables affect student degree attainment and to ascertain how the variables’ impact is regulated by whether students are in STEM or non-STEM majors. Six-year cohort retention/graduation outcomes are predicted for all students in STEM and nonSTEM majors, and are adjusted separately for whether students remain in, or shift into or away from, STEM majors. Long-term retention/graduation is predicted (work-study, loan, and gift), gender, ethnicity, years living on campus, high school rank (HSR), ACT composite, out-of-state residence, and STEM status. For students starting out in non-STEM majors, six-year graduation/retention also ing community participation and whether the student switches to a STEM major. 1. Literature Review shown concern for the number of students who choose and maintain a science major in collegdents and multivariable analyses to study how institutional traits and background characteristics of students affect their interest in studying They found that the number of students majoring in science, mathematics, and engineering declined from the freshman year to the senior decline. Individual mathematics courses taken and overall college preparation played a large role in students persisting in those majors. Subsequently, enrollment of students in Science, Technology, Engineering, and Mathpace to meet the goal of a leading business organization, Tapping America’s Potential (TAP), to double the number of STEM graduates by erations in students choosing a STEM major, family members in the engineering or technology industry also played an important part in understand why students may not be drawn to students who took an advanced placement (AP) course in science or calculus selected STEM careers at a higher rate than they picked other careers. But even though more students may enroll in a STEM major, persistence of students teaching in science classes has an impact on persistence. Some attrition has been explained have been found to leave science, mathematics, and engineering majors because of what they perceived as poor instruction, undesirable curricular structure using one-way lectures, and faculty who valued their research above number of efforts to improve STEM courses, such as small-group learning. 1.1 Underrepresented students (women and minorities) in STEM majors Maintaining a diverse enrollment to include women and minorities in STEM majors is also a Higher Education Research Institute (HERI) studies documented higher loss rates for students in STEM majors among Hispanic, African American, or Native American students, using data collected by the Cooperative Institutional Research Program (CIRP) at UCLA. National by minority students compared with majority However, data from the National Science Foundation have indicated some narrowing of the gap in representation of women and minorities among science and engineering bachelor’s degree recipients in the United States (Hill, cation Statistics indicating a continuing gap in degree attainment by students in STEM enrollment and degree attainment. The same authors cite National Science Board statistics indicating the underrepresentation of women in STEM noted that, while their representation is improving in some STEM majors, women and minorities are still underrepresented in engineering majors. A study by the American Council on increasing six-year persistence/graduation for African-American and Hispanic STEM majors,

Academic Success for STEM and Non-STEM Majors.

STEM 和非 STEM 专业的学术成功。

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