Beyond Academic and Social Integration: Understanding the Impact of a STEM Enrichment Program on the Retention and Degree Attainment of Underrepresented Students

Lane, Tonisha B.

doi:10.1187/cbe.16-01-0070

Cited by 52 publications

(72 citation statements)

References 31 publications

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“…Our data indicate that this blended internship reinforced aspirations that evolved into STEM pathways for all respondents, including those from populations traditionally underrepresented in STEM careers. Given the difficulty of retaining people from under-represented populations in STEM (Lane, 2016), the success of the NPM experience is notable. The respondents from underrepresented ethnic groups in STEM credited the NPM experience with being pivotal to their persistence in the sciences and engineering.…”

Section: Discussionmentioning

confidence: 99%

The Benefits of a Near-Peer Mentoring Experience on STEM Persistence in Education and Careers: A 2004-2015 Study

Anderson

Tenenbaum

et al. 2019

JSTEM

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This retrospective study, from 2004 to 2015, explored the career trajectories of undergraduates and recent post-baccalaureates who participated in an undergraduate research experience (URE) that combined both laboratory experience and mentoring younger students. Forty former interns completed an online survey focusing on their path from internship to career. Interns were queried about the skills they perceived as being critical in their subsequent STEM-related endeavors. They also wrote narratives that indicated their attitudes about STEM education, outreach and mentoring. The responses showed all but one of the 40 participants were engaged in either STEM-related careers or education. The participants provided examples of what aspects of the internship had long-term impact on their persistence in the sciences. As the majority of the respondents were from populations traditionally underrepresented in STEM careers, this study adds to the literature on the positive effect of internships on individual STEM persistence. The results indicated that this internship helped create a cadre of professionals who not only persisted in STEM but also retained an active commitment to helping younger students gain an appreciation for science. It was concluded that undergraduate persistence in the sciences is strengthened when interns are given training in and the responsibility for mentoring.

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Section: Discussionmentioning

confidence: 99%

The Benefits of a Near-Peer Mentoring Experience on STEM Persistence in Education and Careers: A 2004-2015 Study

Anderson

Tenenbaum

et al. 2019

JSTEM

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“…These knowledge and skills should be transferable to their daily teaching with their own students as and when it is gained. The results of the study revealed that generally speaking, the teaching, learning and assessment strategies used by MTP instructors respond adequately to their students' needs, in turn strengthening the academic and social integration of students (Lane, 2016;Lee, 2017). However, some instructors do not practice what they teach, e.g., they make some assessments unnecessarily harsh, or require irrelevant or theoretical readings.…”

Section: Appropriateness Of Pedagogical Strategies and Bsc For Studenmentioning

confidence: 96%

“…In this regard, Severiens and Schmidt (2009) claimed that "institutions should adapt to students and cater for their needs, in order to stimulate outcomes" (p.68). For example, this could be done by taking into account students' approaches to studying, strategies and practices used when designing curricula and assessment methods (Lane, 2016;Severiens & Schmidt, 2009). In the context of this study, the students are practitioner college teachers, they are part-time students with specific needs (Lee, 2017).…”

Section: Appropriateness Of Pedagogical Strategies and Bsc For Studenmentioning

confidence: 99%

Features fostering academic and social integration in blended synchronous courses in graduate programs

Lakhal

Mukamurera

Bédard

et al. 2020

Int J Educ Technol High Educ

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The purpose of this study was to examine the features that foster the academic and social integration of students enrolled in blended synchronous courses (BSC). Many studies and models have considered academic and social integration to be important determinants of student persistence and success in higher education programs and courses. In keeping with current research on blended courses that builds on models and theories developed for both online courses and face-to-face courses, we draw on Tinto's model (

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“…In a study of 512 first-year students, Beil et al (1999) found that academic and social integration predicted students' institutional commitments, which in turn influenced their persistence in college after three years. Researchers also have identified distinctions in the way that a sense of belonging to a campus community can be promoted for members of different student populations, including first-generation students (Woosley & Shepler, 2011;Stephens, Hamedani, & Destin, 2014) and students of color (Hurtado & Carter, 1997;Steele 1997;Lee & Davis 2000;Lane 2016). More recently, Jorgenson, Farrell, Fudge, and Pritchard (2018) have shown the importance of engaging students in defining what holistic social connectedness looks like on campus.…”

mentioning

confidence: 99%

Students’ Sense of Belonging: The Development of a Predictive Retention Model

Davis¹,

Hanzsek-Brill²,

Petzold³

et al. 2019

JoSoTL

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Educational institutions increasingly recognize the role that student belonging plays in retention. Many studies in this area focus on helping students improve a sense of belonging before they matriculate or identifying belonging as a reason for their departure. This study measures students’ sense of belonging at key transition points during the first year and finds that social belonging and academic performance are both strong predictors of retention that are not necessarily correlated. These results suggest that a comprehensive, focused outreach protocol that encompasses both social and academic factors could have a positive impact on student persistence.

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Beyond Academic and Social Integration: Understanding the Impact of a STEM Enrichment Program on the Retention and Degree Attainment of Underrepresented Students

Cited by 52 publications

References 31 publications

The Benefits of a Near-Peer Mentoring Experience on STEM Persistence in Education and Careers: A 2004-2015 Study

The Benefits of a Near-Peer Mentoring Experience on STEM Persistence in Education and Careers: A 2004-2015 Study

Features fostering academic and social integration in blended synchronous courses in graduate programs

Students’ Sense of Belonging: The Development of a Predictive Retention Model

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