Engagement in High-Impact Practices and Its Influence on Community College Transfers’ STEM Degree Attainment

Dinh, Trang V.; Zhang, Yi

doi:10.1080/10668926.2020.1824133

Cited by 20 publications

(21 citation statements)

References 67 publications

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“…Moreover, Priest & de Campos Paula (2016), Kilgo et al (2015) and McKim, Latham, Treptow, & Reyfield (2013) highlighted that working in teams teaches to benefit from the diversity within the group. Some studies remarked that HIPs also support the relationship between students and their peers/faculty (Dupont & Rodenborg, 2020;Kappell, Boersma, DeVita, & Parker, 2017;Wu & Park, 2019;Miller et al, 2011;Perrotta, 2020;Wolaver & Finley, 2020;Price & Tovar, 2014;Cotten & Thompson, 2017;Morgan, Zilvinskis, & Dugan, 2021;McDaniel & Van Jura, 2020;Sweat, Jones, Han, & Wolfgram, 2013;Nelson Laird, BrckaLorenz, Zilvinskis, & Lambert, 2014;Weber & Myrick, 2018;Dinh & Zhang, 2020;Myers, Myers, & Peters, 2019;Zilvinskis & McCormick, 2019;Miller, Rocconi, & Dumford, 2018; Armstrong-Mensah, Ramsey-White, & Alema-Mensah, 2019; Murray, 2015;Alston & Ericksen, 2019;Fassett, Haeger, & BrckaLorenz, 2020;Gipson & Mitchell Jr., 2017;Rodriguez & Koubek 2019;Conefrey, 2018;Ribera, Miller, & Dumford, 2017;Lane & Miller, 2019;Ishaq & Bass, 2019;Rivera & Loebick, 2017;Shavers & Mitchell, 2019). However, it was suggested that the effect of student-faculty interaction is insignificant for transfer students (Zilvinskis & Dumford, 2018).…”

Section: Resultsmentioning

confidence: 99%

Framing the Effects of High-Impact Practices from a High-Impact Learning Perspective. A Review of Studies

Arikan¹,

Dochy²,

Segers³

2022

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Due to developments in information and communication technology, increasing knowledge production in the economy, globalisation and changes in professional structures and expectations, the call for reshaping education to increase its impact in terms of value for societal demands has become acute. In addition, many scholars have formulated criticisms on the low impact of education and higher education specifically. For this reason, it is of great importance for higher education institutions and colleges to offer their students an educational programme providing them with the basic skills and competences they can adapt to the globalising, fast and constantly changing world and meet the needs of the business life. The aim of this study is to determine the roles of seven High-impact Learning that Lasts (HILL) building blocks (urgency, learning agency, collaboration and coaching, action and knowledge sharing, flexibility, hybrid learning, and assessment as learning) in the effects of high-impact practices (HIPs). After analysing the 56 selected studies by narrative analysis, it was determined that almost all of the effects of HIPs (collaboration, personal growth and social development, communication, enhanced learning, appreciation of diversity, student-faculty/peer/community interaction, critical thinking, motivation, academic success, retention and/or engagement, job-readiness skills, knowledge transfer, positive learning environment, meaningful education opportunities, sense of belonging and institutional acceptance, problem solving, being a leader of one's own learning, social responsibility, career related opportunities, leadership skills, being aware of one's own skills/abilities/beliefs) were supported and strengthened by the seven HILL building blocks. To conclude, the application of the HILL building blocks will make the HIPs more applicable and effective.

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Section: Resultsmentioning

confidence: 99%

Framing the Effects of High-Impact Practices from a High-Impact Learning Perspective. A Review of Studies

Arikan¹,

Dochy²,

Segers³

2022

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“…Discussions regarding efforts to diversify the populations of students pursuing study in STEM fields repeatedly emphasize the possibility that students attending community college are a diverse group that represent an untapped resource (Bahr et al, 2017;Dowd, 2011;Wang, 2009). Research differs on whether attending a community college is associated with a greater or lesser probability of eventually earning a degree from a 4-year institution (Doyle, 2009;Perez-Felkner et al, 2019;Wang et al, 2019), or more specifically a STEM degree (Dinh & Zhang, 2021;Marco-Bujosa et al, 2021;Zhang, 2021). Even less clear is how Black women interested in STEM majors experience community college and potential transitions to 4-year universities.…”

Section: Introductionmentioning

confidence: 99%

Racism, sexism and disconnection: contrasting experiences of Black women in STEM before and after transfer from community college

et al. 2022

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Background Repeated calls to diversify the population of students earning undergraduate degrees in science, technology, engineering, and mathematics (STEM) fields have noted the greater diversity of community college students and their potential to thus have an impact on the racial/ethnic composition of 4-year degree earners. In this paper, we investigate barriers and supports to Black women’s success in STEM, using longitudinal interview data with seven Black women who were enrolled at community colleges and stated an interest in majoring in STEM at 4-year institutions. Results Our findings highlight a contrast between community colleges and universities. At community colleges, Black women were able to form supportive relationships with professors and peers, downplayed the potential of racism and sexism to derail their STEM ambitions, and saw little to no impact of bias on their educational experiences. Those students who transferred characterized university climates very differently, as they struggled to form supportive relationships and experienced racism and sexism from professors and peers. Conclusions We conclude using Patricia Hill Collins’ Domains of Power framework to categorize students’ experiences, then end with recommendations for change that will result in less alienating experiences for Black women, among other minoritized students.

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“…doi: 10.18833/spur/4/3/10 Community colleges play an essential role in the rate of bachelor's degree attainment, as 52 percent of the graduates who earned their first bachelor's degree between 2008 and 2017 had attended a community college at some point in their college career (Foley, Milan, and Hamrick 2020). Community colleges have an even stronger role in serving traditionally underrepresented minority (URM) groups (Dinh and Zhang 2020). URMs (including Hispanics or Latinos, Blacks or African Americans, Native Hawaiian or other Pacific Islander, and those reporting more than one ethnicity) were all more likely than whites to have attended a community college in the 2008-2017 period (Foley, Milan, and Hamrick 2020).…”

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confidence: 99%

“…URMs (including Hispanics or Latinos, Blacks or African Americans, Native Hawaiian or other Pacific Islander, and those reporting more than one ethnicity) were all more likely than whites to have attended a community college in the 2008-2017 period (Foley, Milan, and Hamrick 2020). Thus, community colleges are poised to offer opportunities for URMs in science, technology, engineering, and mathematic (STEM) fields (Cohen and Brawer 2014;Van Noy and Zeidenberg 2017), with the community college transfer pathway providing an affordable education avenue for students who otherwise may not have access to STEM degree programs (Dinh and Zhang 2020;Mooney and Foley 2011).…”

mentioning

confidence: 99%

“…One high-impact practice that increases the likelihood of perseverance of both STEM and URM students is a mentored undergraduate research experience (URE; Dinh and Zhang 2020;Eagan et al 2013;Hernandez et al 2013;Russell, Hancock, and McCullough 2007). Among the multitude of reported benefits, UREs help clarify interests in STEM careers, increase confidence in research skills ASSESSMENT and expectations of obtaining a PhD, as well as resulting in gains in independence, intrinsic motivation to learn, and active participation in subsequent courses, particularly for transfer and URM students (Carpi et al 2016;Dinh and Zhang 2020;Espinosa 2011;Graham et al 2013;Lopatto 2017;Russell, Hancock, and McCullough 2007). A faculty-mentored URE can also enhance transfer students' academic and social adjustment to four-year institutions (Lopez and Jones 2017).…”

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confidence: 99%

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Development and Assessment of an Undergraduate Research Program at a Two-Year, Rural, Hispanic-Serving Institution: The Essential Role of Partnerships

Loeser¹,

Newkirk²,

Gabriel³

et al. 2021

SPUR

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This article reviews the importance of multiple stakeholders in program development, including the essential role of university and community partnerships.Yakima Valley College—a two-year, Hispanic-serving institution—partnered with four-year universities, agricultural centers, businesses, and federal and state agencies to develop a streamlined undergraduate research experience in which students work closely with a faculty mentor in a STEM field on summer projects of 120 hours each.

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Engagement in High-Impact Practices and Its Influence on Community College Transfers’ STEM Degree Attainment

Cited by 20 publications

References 67 publications

Framing the Effects of High-Impact Practices from a High-Impact Learning Perspective. A Review of Studies

Framing the Effects of High-Impact Practices from a High-Impact Learning Perspective. A Review of Studies

Racism, sexism and disconnection: contrasting experiences of Black women in STEM before and after transfer from community college

Development and Assessment of an Undergraduate Research Program at a Two-Year, Rural, Hispanic-Serving Institution: The Essential Role of Partnerships

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