2019
DOI: 10.3390/educsci9040265
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Getting Past the Gateway: An Exploratory Case on Using Utilitarian Scientific Literacy to Support First-Year Students At-Risk of Leaving STEM

Abstract: First-year students who enter college pursuing a STEM degree still face challenges persisting through the STEM pipeline (Chen, 2013; Leu, 2017). In this case study, researchers examine the impact of a utilitarian scientific literacy based academic intervention on retention of first-year students in STEM using a mixed methods approach. A sample (n = 116) of first-year students identified as at-risk of not persisting in STEM were enrolled in a for credit utilitarian scientific literacy course. Participants of th… Show more

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Cited by 6 publications
(2 citation statements)
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“…While the workshops could be beneficial for students at any point during their academic training, having the workshops in introductory-level courses may allow for a more diverse group of students to learn about research experiences and provide them with ample time to apply the information they learn. Furthermore, the majority of STEM students who leave their majors do so in their first or second years, many citing lecture-heavy pedagogical practices that are dry and disengaging (14). We hope that exposing early career students to the potential to engage in authentic research in an area of their interest will motivate more to persist.…”
Section: Intended Audiencementioning
confidence: 99%
“…While the workshops could be beneficial for students at any point during their academic training, having the workshops in introductory-level courses may allow for a more diverse group of students to learn about research experiences and provide them with ample time to apply the information they learn. Furthermore, the majority of STEM students who leave their majors do so in their first or second years, many citing lecture-heavy pedagogical practices that are dry and disengaging (14). We hope that exposing early career students to the potential to engage in authentic research in an area of their interest will motivate more to persist.…”
Section: Intended Audiencementioning
confidence: 99%
“…Students need to be exposed to activities and opportunities that allow them to discover and follow their own academic and professional career paths. Students from different underrepresented minoritized groups in STEM (e.g., Hispanic/Latinx students) have different personal, social, and academic needs, and understanding these needs is vital to implementing effective interventions that can support students' success [12] [13]. Several studies have investigated the effectiveness of interventions for URM students (e.g., [14], [15], [16], [17], and [18]).…”
Section: Introductionmentioning
confidence: 99%