Assessing the Impact of a Research‐Based <scp>STEM</scp> Program on <scp>STEM</scp> Majors' Attitudes and Beliefs

Huziak-Clark, Tracy; Sondergeld, Toni A.; Staaden, Moira J. van; Knaggs, Christine M.; Bullerjahn, Anne

doi:10.1111/ssm.12118

Cited by 14 publications

(10 citation statements)

References 25 publications

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“…However, few studies measure a general change in motivation to learn science and math between the beginning and end of post-secondary STEM education courses. Research measuring change in psychosocial variables for postsecondary students, particularly in STEM, typically focus on attitude which is not necessarily action-focused (see Gogolin & Swartz, 1992;Huziak-Clark, Sondergeld, van Staaden, Knaggs, & Bullerjahn, 2015;Jach & Cervato, 2004;Sundberg, Dini, & Li, 1994), rather than motivation which is always connected to action (Bandura, 1986;Fortus, 2014).…”

Section: Motivational Change Over Timementioning

confidence: 99%

Motivational decline and recovery in higher education STEM courses

Young

Wendel

Esson

et al. 2018

International Journal of Science Education

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Decline in student motivation is a concern for STEM education, especially for underrepresented groups in the sciences. Using the Science Motivation Questionnaire II, 41 foundational STEM courses were surveyed at the beginning and end of each semester in an academic year at a small primarily undergraduate university. Significant pre-to post-semester declines were observed in each of five measured motivational factors (Intrinsic motivation, Career motivation, Self determination, Self-efficacy, and Grade motivation), with effect sizes ranging from 0.21 to 0.41. However, in the second semester pre-survey, four motivational factors rebounded, including three returning to initial levels, suggesting that the observed motivational decline is not long-lasting. Analysis suggests that declines are not related to survey fatigue or student demographics, but rather to grades and, in the case of one motivational factor, to academic field. These findings suggest that a refocus on grading practices across STEM fields may influence student motivation and persistence in STEM. ARTICLE HISTORY Literature reviewIn 2012, the U. S. President's Council of Advisors on Science and Technology set a goal of increasing the number of science, technology, engineering, and mathematics (STEM) bachelor's degrees by one million across a 10-year period (PCAST, 2012). The Council acknowledged that this goal is ambitious, but it could be met through a relatively modest improvement in the less than 40% persistence rate of students entering college as STEM majors. As STEM motivation is a critical contributor to student persistence (Simon, Aulls, Dedic, Hubbard, & Hall, 2015), a better understanding of student motivation broadly across STEM disciplines and how it changes in introductory courses, where attrition is high (Daempfle, 2003), is essential to improving the number of students graduating with STEM degrees.

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Section: Motivational Change Over Timementioning

confidence: 99%

Motivational decline and recovery in higher education STEM courses

Young

Wendel

Esson

et al. 2018

International Journal of Science Education

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“…Most of the studies were particularly low‐scoring. Two exceptions earned the highest scores (Attewell & Douglas, ; Huziak‐Clark, Sondergeld, Staaden, Knaggs, & Bullerjahn, ), which provide limited but promising evidence that summer bridge programs support transfer students.…”

Section: Resultsmentioning

confidence: 99%

Interventions supporting baccalaureate achievement of Latinx STEM students matriculating at 2‐year institutions: A systematic review

et al. 2018

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Numerous national reports have identified the importance of significantly improving pathways that begin with Latinx students enrolling in 2-year institutions and ultimately completing baccalaureate degrees in STEM fields at 4-year institutions. Many programs using multiple interventions have been designed, implemented, and studied to achieve this goal. To synthesize what has been learned from studies of these programs, this article presents a systematic review of published studies of programs designed to support Latinx student success in 2-year institutions and successful transfer to 4-year institutions, particularly for STEM majors. A total of 49 quantitative, 9 qualitative, and 16 mixed-methods studies published as reports, articles, or dissertations since 1980 were identified that met the criteria for the review. Studies covered a wide range of interventions, including mentoring, counseling, advising, study groups, tutoring, scholarships, orientations, career services, undergraduate research, articulation agreements, and transfer programs. Individually, these studies report positive influences on student success outcomes, including 2-and 4-year graduation, transfer to a 4-year institution, retention, and success in individual courses. However, the number of qualifying studies was surprisingly small, considering the importance of improving success of Latinx

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“…The development of pipelines for students to introduce them to STEM careers before college and to increase their confidence in STEM-related skills is the key for the students' success [1][2][3][4][5]. In 2001, the Summer Academy for Math and Science (SAMS) program at Carnegie Mellon University was established to provide opportunities for rising high school seniors from underrepresented communities (i.e., students that belong to one or more of the following groups: first generation college students, low socioeconomic status, raised in a home where English is a 2 nd language, underrepresented in science and engineering, as being African American, Hispanic/Latino or Native American, see Appendix 1 and 2) to explore STEM-related fields and earn college credit (Appendix 3).…”

Section: Introductionmentioning

confidence: 99%

WIP: A Summer Outreach Program in Chemical Engineering Emphasizing Sustainable Technologies Related to Plastic Materials

Nelson

Hakem

2020 ASEE Virtual Annual Conference Content Access Proceedings

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is a Presidential Postdoctoral Fellow and a Burroughs Welcome Fund Postdoctoral Fellow in Chemical Engineering who is committed to exploring the unique properties of fluorinated materials and harnessing those properties to improve drug delivery vehicles to the lung. She has spent the last six years creating and testing her delivery system on various lung diseases and is currently defining the process of droplet coalescence with the lung lining for drug delivery. As a previous biomedical engineer turned chemical engineer, Diane has developed a unique perspective when it comes to utilizing a broad set of tools in both her research and classroom. She aspires to share her enthusiasm for biology, mathematics, and engineering through teaching and mentoring in the next stage of her career as faculty.

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Assessing the Impact of a Research‐Based STEM Program on STEM Majors' Attitudes and Beliefs

Cited by 14 publications

References 25 publications

Motivational decline and recovery in higher education STEM courses

Motivational decline and recovery in higher education STEM courses

Interventions supporting baccalaureate achievement of Latinx STEM students matriculating at 2‐year institutions: A systematic review

WIP: A Summer Outreach Program in Chemical Engineering Emphasizing Sustainable Technologies Related to Plastic Materials

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