The Impact of College Experiences on Degree Completion in STEM Fields at Four-Year Institutions: Does Gender Matter?

Gayles, Joy Gaston; Ampaw, Frimpomaa Daagye

doi:10.1353/jhe.2014.0022

Cited by 50 publications

(25 citation statements)

References 34 publications

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“…The objective of this change was to have a majority of developmental math students placed in MATH 1332T since a large majority of non TSI complete students were not pursuing degrees that required college algebra. This coincides with research by Gayles and Ampaw (2014) that indicated about 20 of students planning to major in the sciences reported needing remedial math. The additional algebra review was implemented to ensure that students gained basic algebra skills a er successful completion of MATH 1332T as preparation for additional math courses if needed.…”

Section: About the Authorssupporting

confidence: 88%

The Evolution of the T-Section: Angelo State University's Approach to the Corequisite Model

2020

J-CASP

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53ASU moved towards a corequisite model several years before the implementation of House Bill 2223. Prior to our current corequisite model, ASU followed a traditional two-semester sequence for our remedial mathematics program. Students who did not meet TSI requirements would be placed into MATH 130A. Topics for this course included fundamental operations involving whole numbers and fractions, decimals, ratios and proportions, interpretations of graphs, metric and nonmetric geometry, counting, combinations and permutations, and an introduction to algebra. Upon successful completion, the students moved on to MATH 130B. This course consisted of topics including axioms and properties of the real number system, fundamental operations involving algebraic expressions, first degree equations and inequalities in one variable, products and factoring, algebraic fractions, exponents and radicals, quadratic equations, functions and graphs, systems of equations, and applications of these topics. To achieve successful completion for both of these courses meant the student had to achieve a grade of C or higher. Once a student completed this entire sequence with a grade of C or higher, the student was considered TSI complete and could then register for their college-level freshman math course required by their degree.This original two-semester sequence had a couple of advantages, which were primarily administrative. For example, both MATH 130A and 130B were standard 3-hour credit courses. Being a 3-hour credit course meant that scheduling was both straightforward and exible. These courses could follow the traditional Monday, Wednesday, and Friday or Tuesday and Thursday course layout. Another advantage for this two-semester format was that any student who was not TSI complete was required to take this remedial sequence their first semester at ASU. The sequence was not discipline specific, meaning any student regardless of major could take the same twocourse sequence. However, the topics and rigor of the sequence were designed to prepare the student for success in College Algebra (MATH 1314) whether students were on track for that course or not. ABOUT THE AUTHORSA s the state of Texas transitions its developmental programs to the corequisite model, the faculty at Angelo State University (ASU) are adjusting their corequisite model, which was implemented 5 years ago. This article traces the origin and development of the current model of corequisite learning at ASU, as well as illustrate best practices that are found in our university.

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Section: About the Authorssupporting

confidence: 88%

The Evolution of the T-Section: Angelo State University's Approach to the Corequisite Model

2020

J-CASP

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“…Such factors include inadequate academic advising, career counseling, and insttuton support; feelings of isolaton in STEM felds because too few peers pursue STEM degrees and too few role models and mentors are available (mainly pertnent to women and underrepresented minorites); distaste for the compettve climate in STEM departments (women especially); perceived discriminaton on the basis of sex and/or race/ethnicity in the STEM workforce; and atracton of lucratve careers such as health care and business (Betnger, 2010;Carrell, Page & West, 2010;Chang, Eagan, Lin & Hurtado, 2011;Daempfe, 2003;Eagan, Herrera, Garibay, Hurtado & Chang, 2011;Espinosa, 2011;Fouad et al, 2010;Gayles & Ampaw, 2014;Price, 2010;Shaw & Barbut, 2010). These contextual and climate factors are now considered as areas worthy of investgaton for explaining the departure of students (especially women and minorites) from STEM felds, although these data are rarely collected by natonal surveys.…”

Section: Literature Reviewmentioning

confidence: 99%

STEM attrition among high-performing college students: Scope and potential causes

Chen

2015

J. Technol. Sci. Educ.

160

163

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Postsecondary educaton plays a critcal role in building a strong workforce in Science, Technology, Engineering, and Mathematcs (STEM) felds. The U.S. postsecondary educaton system, however, frequently loses many potental STEM graduates through atriton. An increasing porton of STEM leavers are top performers who might have made valuable additons to the STEM workforce had they stayed in STEM felds. Using data from the 2004/09 Beginning Postsecondary Students Longitudinal Study (BPS:04/09), this study tracks a cohort of U.S. beginning bachelor's degree students over 6 years, providing a close look at STEM atriton among a group of high-performing college students. Capitalizing on the transcript data collected through BPS:04/09, this study also examines STEM coursetaking, detailing how partcipaton and performance in undergraduate STEM coursework are associated with students' departure from STEM felds. The study fnds that about a quarter of high-performing beginning bachelor's degree students entered STEM felds (i.e., declared a STEM major) during their enrollment between 2003 and 2009, and about a third of these entrants had lef STEM felds by spring 2009. The results of multnomial probit regression analysis indicate that students' intensity of STEM coursework in the frst year and their performance in STEM courses may have played an important role in their decisions to switch majors out of STEM felds.

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“…Much more evidently, locality of the institute impacts academic achievement of students (Raju, Chitttoor, & Pradesh, 2013). Off recent, academic website impression and its navigation by gender (Ramakrishnan, Prybutok, & Peak, 2014) has its aura on choice of institution by gender (Squire & Mobley, 2014) playing its major stroke of impact on college experiences and there on towards degree completion among four year institutions (Gayles & Ampaw, 2014). Lastly, Off-campus house too serve as signs of cultural texts on gender and sexuality (Weinzimmer & Twill, 2015) with gender, distance from home,and duration of stay at dormitory significantly impacting students attachment to place or institution(M. Xu, de Bakker, Strijker, & Wu, 2015) The study proposes the following research hypothesis: H0 :-Campus adaptations of academic, social, physical -psychological and institutional adaptations did not differ by gender among undergraduate students .…”

Section: Institutional Adaptationmentioning

confidence: 99%

Campus Adaptations of Engineering Undergraduates by Gender

Vijayalakshmi¹,

Sequeira²

2017

Mediterranean Journal of Social Sciences

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The Impact of College Experiences on Degree Completion in STEM Fields at Four-Year Institutions: Does Gender Matter?

Cited by 50 publications

References 34 publications

The Evolution of the T-Section: Angelo State University's Approach to the Corequisite Model

The Evolution of the T-Section: Angelo State University's Approach to the Corequisite Model

STEM attrition among high-performing college students: Scope and potential causes

Campus Adaptations of Engineering Undergraduates by Gender

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