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4 posts found.

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Keywords » STEM Preparation
STEM Preparation
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Building Better Bridges into STEM: A Synthesis of 25 Years of Literature on STEM Summer Bridge Programs

– The authors identify 14 distinct bridge program goals that can be organized into three categories: academic success goals, psychosocial goals, and department-level goals.
– Academic success goals include: Remediation- Providing Students with Foundational Knowledge in a STEM Domain, Improving Student Content Knowledge in a Discipline, Maximizing Student GPA, Increasing Student Retention, and Increasing Student Graduation Rate from College.
– Psychosocial goals include: Increasing Interest in the Major, Improving Student Sense of Belonging, Increasing Student Sense of Preparedness, Increasing Student Self-Efficacy, Networking with Students, and Networking with Faculty.
– Department-level goals include Recruiting Students to the Major and Enhancing Diversity in the Major
– The authors’ recommendations include: encouraging bridge developers and evaluators to publish their findings in peer-reviewed journals, reporting unsuccessful iterations to help develop more successful future programs, reporting more information about the details of implementing bridge programs (including costs and resources, recruitment and selection, size, curriculum development, and follow-up information), and aligning bridge goals with measured outcomes.

The Relationships Among High School STEM Learning Experiences and Students' Intent to Declare and Declaration of a STEM Major in College

Investigates how learning experiences of inspiration/reinforcement/preparation toward STEM that students have during high school can help explain the stark differences in STEM involvement by gender and ethnicity.

Factors Influencing Black Males' Preparation for College and Success in STEM Majors: A Mixed Methods Study

1) What specific factors influence Black males’ preparation for college? 2) What specific factors influence Black males’ success in STEM fields?

Why Students Choose STEM Majors: Motivation, High School Learning, and Postsecondary Context of Support

1) What are the relationships among high school exposure to math and science, achievement and motivational attributes as related to math, intent to pursue STEM upon entry into postsecondary education, and entrance into STEM fields of study? 2) How are students’ initial postsecondary education experiences, such as academic interaction, receipt of financial aid, and remediation, related to STEM entrance? 3) How do these relationships vary by race, gender, and SES?

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