Investigating Whether Online Course Offerings Support STEM Degree Progress

点击翻译按钮获取中文摘要

This research project will investigate whether online courses provide increased access to college and STEM degrees, particularly for students typically underrepresented in STEM fields. Annually, between 28% and 36% of all post-secondary students in the U.S. enroll in at least one online course. The growth in online course enrollment contrasts with an overall decline in college enrollment. Thus, continued online course growth will have an escalating impact on degree progression and attainment. Online course-taking is widely adopted at community colleges, which have large populations of first-generation college students, low-income students, female students, students of color and non-traditional students. As a result, online courses at community colleges may have disproportionate impacts on the degree completion of students from groups that have been underrepresented in STEM fields. To support an innovative and productive national STEM workforce, access to STEM careers must be available to the entire, diverse U.S. talent pool. The aim of this research is to explore whether limited access to online courses hinders degree progress for STEM majors, particularly those from underrepresented groups. The assumption that online courses enable non-traditional students with work and family responsibilities to enroll in more courses has never been rigorously tested. This project will: 1) explore the relationship between online course availability and academic momentum (the number of credits in which a student enrolls) and STEM persistence, with a particular focus on "non-traditional" students; 2) explore the role of student time poverty (i.e. quantity and quality of time available for college) in mediating these patterns; and 3) explore scarcity of alternate course sections as a potential moderating variable in explaining these patterns. No large-scale studies to date have explored whether the availability of online courses increases access to, or momentum through, college or STEM degrees. This project will collect data on 22,000 City University of New York (CUNY) students and will make causal inferences by using: 1) a simulated course registration system to create a within-subjects experimental design; and 2) student placement on course waitlists to conduct a regression discontinuity design. CUNY's student population mirrors the groups traditionally under-represented in STEM: largely non-white, female, and low income, as well as a large proportion who are non-native English speakers and first-generation college students. This project is designed to provide critical information to practitioners and policymakers about how to balance the dual concerns of access and retention when offering online courses.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.