The Value of Support: STEM Intervention Programs Impact Student Persistence and Belonging

Shortlidge, Erin E.; Gray, MacKenzie J.; Estes, Suzanne; Goodwin, Emma C.

doi:10.1187/cbe.23-04-0059

LSE

2024

DOI: 10.1187/cbe.23-04-0059

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The Value of Support: STEM Intervention Programs Impact Student Persistence and Belonging

Erin E. Shortlidge,

MacKenzie J. Gray,

Suzanne Estes

et al.

Abstract: STEM Intervention Programs (SIPs) can influence student persistence in science. A survey measured multiple persistence factors among STEM students at one non-traditional university and focus groups triangulated nuances of the student experience. Overall, students in SIPs are more likely to persist and experience belonging.

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2024

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Cited by 3 publications

References 77 publications

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Classroom Interactions Facilitate a Sense of Belonging in Remote STEM Classes: Lessons from a Large-Scale Quantitative Study

Narla,

Edwards,

Bullard

et al. 2024

Journal for STEM Educ Res

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During the global COVID-19 pandemic, instructors strove to facilitate student learning, engagement, and community in an unfamiliar environment, while students adapted to a college experience that differed from their expectations. This context provided the opportunity to identify factors that increased undergraduates’ sense of belonging in remote STEM classrooms. We analyzed responses from 1589 students in 26 undergraduate STEM courses at a large R1 research university in Likert-style surveys to assess how the remote modality affected their sense of belonging in their STEM course. Likewise, we analyzed data from 22 instructors about their pedagogical mindset and implementation of classroom activities. K-means clustering of student survey responses sorted classes into four significantly distinct clusters. Student responses in cluster 1 revealed an increased sense of belonging in the post-survey, whereas students in cluster 4 reported a decreased sense of belonging. Further, we observed that a higher frequency of active learning activities (student–student and student-instructor interactions) and instructor type (teaching faculty) correlated with an increased sense of belonging. Many studies have investigated alterations in students’ sense of belonging; our study contributes by identifying activities that enhance a sense of belonging in remote STEM classrooms. Moreover, our findings from a quantitative study allow us to propose ways instructors can modify their courses to increase student sense of belonging and insulate students from the isolation of remote classrooms.

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Classroom Interactions Facilitate a Sense of Belonging in Remote STEM Classes: Lessons from a Large-Scale Quantitative Study

Narla,

Edwards,

Bullard

et al. 2024

Journal for STEM Educ Res

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Addressing the need to facilitate undergraduate research experiences for community college transfer students in science

Goodwin,

Cooper,

Gin

et al. 2024

J Microbiol Biol Educ.

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Community college transfer students face numerous challenges, including gaining access to undergraduate research experiences. In this Perspectives piece, we articulate the benefits of undergraduate research experiences for community college transfer students, some of the common barriers for engaging transfer students in undergraduate research, and how 4-year institutions can address these problems through the development of transfer-specific programs. We specifically discuss the LEAP Scholars program, which we designed for low-income community college transfer students. The LEAP Scholars program helped students learn about undergraduate research through their participation in a science education course-based undergraduate research experience and facilitated student access to undergraduate research experiences in science faculty member research labs.

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Predicting women’s career decisiveness in the ICT sector: A serial multiple mediation model among MIS students

Akar,

Yörük,

Tosun

2024

PLoS ONE

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This study explores the factors that influence women’s career decisions in the Information and Communication Technologies (ICT) sector, as perceived by women Management Information Systems (MIS) students. It examines how career optimism (CO) and perceived employability (PE) affect the link between irrational beliefs about employment (IB) and career decisiveness (CD). The study involved 232 female students from ICT-related programs in Turkey. Data were collected using four different scales and analyzed for accuracy and connections between factors. To prevent the effects of common method bias, Harman’s single-factor test was used, followed by an analysis of mediation effects. Results showed that women students’ IB about employment negatively impacted their CD. CO helped mediate this effect. Moreover, both CO and PE together had a mediating role in how IB affected CD. These findings offer valuable insights into the individual and contextual factors shaping women’s career decisions. They also support initiatives to boost women’s career stability, which aligns with the United Nations (UN) Sustainable Development Goals (SDGs) 5 and 8. Encouraging career optimism and employability may reduce the negative effects of IB and contribute to a fairer job market where women can pursue ambitious careers.

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The Value of Support: STEM Intervention Programs Impact Student Persistence and Belonging

Cited by 3 publications

References 77 publications

Classroom Interactions Facilitate a Sense of Belonging in Remote STEM Classes: Lessons from a Large-Scale Quantitative Study

Classroom Interactions Facilitate a Sense of Belonging in Remote STEM Classes: Lessons from a Large-Scale Quantitative Study

Addressing the need to facilitate undergraduate research experiences for community college transfer students in science

Predicting women’s career decisiveness in the ICT sector: A serial multiple mediation model among MIS students

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