Two-Year Community: Cultivating the Stem Transfer Pathway and Capacity for Research: A Partnership Between a Community College and a 4-Year College

Hirst, Rachel A.; Bolduc, Gilles R.; Liotta, Louis J.; Packard, Becky Wai‐Ling

doi:10.2505/4/jcst14_043_04_12

Cited by 36 publications

(40 citation statements)

References 8 publications

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“…Historically, community and technical colleges are celebrated for their accessibility, affordability, and open admissions (Johnson et al, 2000; Cohen et al, 2014; Chavez, 2015). In recent years, emerging partnerships between four-year institutions and two-year colleges in supporting underrepresented students to pursue baccalaureate and/or graduate degrees in STEM fields provide realistic pathways for students who may not have otherwise considered transfer (Hirst et al, 2014). In particular, two-year colleges are increasingly recognized as entry points for women who plan to pursue degrees in STEM fields (Jackson et al, 2013).…”

Section: Background Of the Studymentioning

confidence: 99%

A Nuanced Look at Women in STEM Fields at Two-Year Colleges: Factors That Shape Female Students' Transfer Intent

et al. 2017

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In this study, we explored the relationship between the intent to transfer upward and a set of motivational, contextual, and socio-demographic background factors among 696 female students beginning in science, technology, engineering, and mathematics (STEM) programs or courses at two-year colleges in a Midwestern state. Drawing upon survey data and administrative records, our multinomial logistic regression analysis revealed that students' math and science self-efficacy beliefs, as well as transfer-oriented interaction, were significant and positive predictors for their intent to transfer into STEM fields as opposed to having no intent to transfer. In addition, the association between transfer intent and these key motivational and contextual factors was moderated by students' racial/ethnic backgrounds, marital status, and childcare obligations. For example, despite the positive relationship between transfer-oriented interaction and the intention to transfer into STEM fields, Black women were less likely to have intent to transfer into STEM fields than White students until Black students reported a moderate level of transfer-oriented interaction. Conversely, Hispanic students were more likely to report intent to transfer into STEM fields than their White peers, even when Hispanic students reported a relatively low level of engagement in transfer-oriented interaction. These and other reported findings bear important and nuanced implications as policymakers, educators, and researchers continue to discover ways to better support women's educational pathways and success in STEM fields at and through two-year colleges.

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Section: Background Of the Studymentioning

confidence: 99%

A Nuanced Look at Women in STEM Fields at Two-Year Colleges: Factors That Shape Female Students' Transfer Intent

et al. 2017

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“…However, access has been explored in relation to other high-impact educational practices (Kuh, 2008;Peters, Tisdale, & Swinton, 2019;Priest & Clegorne, 2015). For example, Hirst, Bolduc, Liotta, and Packard (2014) provide evidence that students at two-year institutions (i.e. those who typically have greater financial need and more diverse family structures than students at fouryear institutions) chose not to participate in facultymentored undergraduate research experiences because it would make more sense financially to work elsewhere.…”

Section: Introductionmentioning

confidence: 99%

“…those who typically have greater financial need and more diverse family structures than students at fouryear institutions) chose not to participate in facultymentored undergraduate research experiences because it would make more sense financially to work elsewhere. In this example, students with greater financial need miss out on potentially transformative learning experiences while those with less financial need are rewarded by having the time to invest in these co-curricular experiences (Hirst et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

ACCESS TO LEADERSHIP EFFICACY: Those Who Start Early Finish Ahead

Haddad¹,

Pierszalowski²,

Velez³

2020

Journal of Leadership Education

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An increasing number of studies point to student gains from participation in leadership development opportunities. However, very little research exists to explore who has access to these experiences. In this paper, we investigate whether a student's employment off-campus has an impact on their ability to participate in, and experience gains in leadership efficacy from leadership training opportunities. We employ a linear regression path analysis to identify potential relationships between pre-college leadership efficacy, off-campus employment, participation in leadership training opportunities, and leadership efficacy for undergraduate students at a university in the Pacific Northwest. Pre-college leadership efficacy was the strongest predictor of leadership efficacy for undergraduate students, with hours of employment and leadership training having small, but significant, mediating effects. This begs the question: How do students build their leadership efficacy prior to entering post-secondary education and what drives students to continue to pursue experiences that develop their leadership efficacy?

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“…While the literature speaks to the structure of TYC/FYU science partnerships in the service of providing early science research experiences and facilitating student transfer from a TYC to a FYU, little attention has been paid to TYC/FYU collaborations that focus on curricula and pedagogy improvement [7,8]. This study illustrates the development and evolution of a collaboration between TYC and FYU science faculty centered on innovative curricula and classroom practices.…”

Section: Introductionmentioning

confidence: 99%

Engaging in self-study to support collaboration between two-year colleges and universities

Cochran¹,

Duzor²,

Sabella³

et al. 2016

2016 Physics Education Research Conference Proceedings

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Physics faculty at three two-year colleges (TYCs) and a public, comprehensive four-year university (FYU) have been collaborating for over five years. The collaboration began with the implementation and refinement of novel instructional tools for use with diverse student populations and now includes a Learning Assistant program. To improve the collaboration, illuminate elements of TYC/FYU partnerships, and develop successful strategies for this type of collaboration, a qualitative self-study was conducted using a lens of structure and agency. The focus of this paper is the intersection between whether the partners are consumers or producers within the partnership and if the focus of the partnership is specific curricular products or the process of collaboration. The study has implications for methods of initiation and continued development of TYC/FYU partnerships.

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Two-Year Community: Cultivating the Stem Transfer Pathway and Capacity for Research: A Partnership Between a Community College and a 4-Year College

Cited by 36 publications

References 8 publications

A Nuanced Look at Women in STEM Fields at Two-Year Colleges: Factors That Shape Female Students' Transfer Intent

A Nuanced Look at Women in STEM Fields at Two-Year Colleges: Factors That Shape Female Students' Transfer Intent

ACCESS TO LEADERSHIP EFFICACY: Those Who Start Early Finish Ahead

Engaging in self-study to support collaboration between two-year colleges and universities

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