– There were higher rates in student success, progress, and cumulative GPA in the group of students who received the program as an intervention than a comparison group of students, matched on previously reported measures of success, who did not receive the intervention.
– The evidence presented supports the efficacy of the UC S-STEM program in increasing student progress rate for credits earned, cumulative GPA, and success.
– Progress rates for Cohort students were lower prior to program entry than after program entry, by an average of almost three credit hours per semester. This observed difference in rate means was statistically and represented a large effect size.
Current Selections
ClearQuantitative Analysis of an Urban Community College S-STEM Program
Examination of Factors that Predict Academic Adjustment and Success of Community College Transfer Students in STEM at 4-Year Institutions
1) What background characteristics, community college experiences, and university experiences predict academic adjustment for community college transfer students in engineering and other STEM (nonengineering) disciplines? 2) What background characteristics, community college experiences, and university experiences predict cumulative GPA for community college transfer students in engineering and other STEM (nonengineering) disciplines?
Deconstructing the Transfer Student Capital: Intersect between Cultural and Social Capital among Female Transfer Students in STEM Fields
This study explored the experiences of female transfer students majoring in STEM areas at a midwestern university by highlighting the role of Transfer Student Capital in their academic and social adjustment. The authors further deconstructed the notion of Transfer Student Capital by looking at how cultural and social capital intersect through the early background influences as well as the pre- and post-transfer experience of female community college transfer students in STEM disciplines. Research questions include (1) How do students describe the early influences regarding people, places, and experiences that influenced their early interests in STEM majors? and (2) How do female transfer students describe their academic pre- and post-transfer process and experiences?
Examining the Self-Efficacy of Community College STEM Majors: Factors Related to Four-Year Degree Attainment
This study examines what experiences can improve the self-efficacy of community college students as it relates to research and whether this has an impact on their long-term career plans to pursue a STEM career.
Using Multiple Measures to Make Math Placement Decisions: Implications for Access and Success in Community Colleges
Whether boosted students are equally likely to succeed when compared with other students in the higher-level course despite having lower raw placement test scores.
Supplemental Instruction: The Effect of Demographic and Academic Preparation Variables on Community College Student Academic Achievement in STEM-Related Fields
This study evaluated the influence of input and environment variables associated with participation in supplemental instruction (SI) on student achievement outcomes at a community college. In particular, the study evaluated the relationships between student demographics and academic preparation, faculty and SI member demographics, levels of participation in SI, and academic achievement.
Pathway to a Baccalaureate in STEM Fields: Are Community Colleges a Viable Route and Does Early STEM Momentum Matter?
1) Does beginning at a community college affect students’ baccalaureate completion and persistence in STEM fields of study at 4-year institutions? 2) To what extent is STEM momentum related to baccalaureate completion and persistence in STEM fields of study at 4-year institutions? 3) To what extent does beginning at a community college influence STEM momentum?
Course-Taking Patterns of Community College Students Beginning in STEM: Using Data Mining Techniques to Reveal Viable STEM Transfer Pathways
This study examines the course-taking trajectories of beginning community college students, and the resulting transfer outcomes as related to STEM. The following question guides this research: What course-taking patterns are most contributive to upward transfer in STEM fields?
Persistence and Performance for Latino Community College Students in STEM Majors
1) Do coaching intervention models in STEM courses contribute to student semester-to-semester persistence for Latino community college students who participate in these courses, when compared to students who don’t participate? 2) Do Latino community college students who participate in college STEM courses with coaching intervention models perform better, as measured by final course GPA, when compared to students who do not participate?
Predictors of Latina/o Community College Student Vocational Choice of STEM Fields: Testing of the STEM-Vocational Choice Model
1) Are there statistically significant effects of exogenous factors associated with observed vocational interest on the dependent variable of vocational choice in STEM at transfer for community college students? 2) Will the exogenous and observed variables in the STEM-VC model serve as a successful predictive model for the intention to major in a STEM field at transfer for Latina/o community college students? For White students? 3) Are there significant differences between Latina/o and White student respondents in the final STEM-VC model measurement and pathway model and what are these differences between the two ethnic populations?
Predictors of Latina/o community college student vocational choice of STEM fields: Testing of the STEM-vocational choice mode
1) Are there statistically significant effects of exogenous factors associated with observed vocational interest on the dependent variable of vocational choice in STEM at transfer for community college students? 2) Will the exogenous and observed variables in the STEM-VC model serve as a successful predictive model for the intention to major in a STEM field at transfer for Latina/o community college students? For White students? 3) Are there significant differences between Latina/o and White student respondents in the final STEM-VC model measurement and pathway model and what are these differences between the two ethnic populations?