Barriers and opportunities for 2-year and 4-year STEM degrees: systemic change to support diverse student pathways
Gespeichert in:
| Körperschaft: | |
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| Weitere Verfasser: | , |
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Washington, D.C.
National Academies Press
[2016]
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| Schlagworte: | |
| Beschreibung: | Online resource; title from PDF title page (National Academies Press, viewed May 23, 2016) |
| Beschreibung: | 1 online resource (xvii, 194 pages) color charts |
| ISBN: | 9780309373586 0309373581 |
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| 110 | 2 | |a National Academies of Sciences, Engineering, and Medicine (U.S.) |b Committee on Barriers and Opportunities in Completing 2-Year and 4-Year STEM Degrees |e Verfasser |4 aut | |
| 245 | 1 | 0 | |a Barriers and opportunities for 2-year and 4-year STEM degrees |b systemic change to support diverse student pathways |c Committee on Barriers and Opportunities in Completing 2-Year and 4-Year STEM Degrees ; Shirley Malcom and Michael Feder, editors ; Board on Science Education, Division of Behavioral and Social Sciences and Education ; Board on Higher Education and the Workforce, Division of Policy and Global Affairs ; National Academy of Engineering ; National Academies of Sciences, Engineering, and Medicine |
| 264 | 1 | |a Washington, D.C. |b National Academies Press |c [2016] | |
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| 505 | 8 | |a Introduction -- Multiple STEM pathways -- The culture of undergraduate STEM education -- Instructional practices, departmental leadership, and co-curricular supports -- Institutional, state, and national policies -- Leading and sustaining change -- Concludions and recommendations -- Appendix A: Instructional resources, online curriculum repositories, and situational barriers to change -- Appendix B.: Biographical sketches of committee members and staff | |
| 505 | 8 | |a "Nearly 40 percent of the students entering 2- and 4-year postsecondary institutions indicated their intention to major in science, technology, engineering, and mathematics (STEM) in 2012. But the barriers to students realizing their ambitions are reflected in the fact that about half of those with the intention to earn a STEM bachelor's degree and more than two-thirds intending to earn a STEM associate's degree fail to earn these degrees 4 to 6 years after their initial enrollment. Many of those who do obtain a degree take longer than the advertised length of the programs, thus raising the cost of their education. Are the STEM educational pathways any less efficient than for other fields of study? How might the losses be 'stemmed' and greater efficiencies realized? These questions and others are at the heart of this study. | |
| 505 | 8 | |a Barriers and Opportunities for 2-Year and 4-Year STEM Degrees reviews research on the roles that people, processes, and institutions play in 2-and 4-year STEM degree production. This study pays special attention to the factors that influence students’ decisions to enter, stay in, or leave STEM majors—quality of instruction, grading policies, course sequences, undergraduate learning environments, student supports, co-curricular activities, students’ general academic preparedness and competence in science, family background, and governmental and institutional policies that affect STEM educational pathways. Because many students do not take the traditional 4-year path to a STEM undergraduate degree, Barriers and Opportunities describes several other common pathways and also reviews what happens to those who do not complete the journey to a degree. | |
| 505 | 8 | |a This book describes the major changes in student demographics; how students, view, value, and utilize programs of higher education; and how institutions can adapt to support successful student outcomes. In doing so, Barriers and Opportunities questions whether definitions and characteristics of what constitutes success in STEM should change. As this book explores these issues, it identifies where further research is needed to build a system that works for all students who aspire to STEM degrees. The conclusions of this report lay out the steps that faculty, STEM departments, colleges and universities, professional societies, and others can take to improve STEM education for all students interested in a STEM degree"--Publisher's description | |
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| author_facet | Malcom, Shirley M. Feder, Michael A. 1977- National Academies of Sciences, Engineering, and Medicine (U.S.) Committee on Barriers and Opportunities in Completing 2-Year and 4-Year STEM Degrees |
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| contents | Introduction -- Multiple STEM pathways -- The culture of undergraduate STEM education -- Instructional practices, departmental leadership, and co-curricular supports -- Institutional, state, and national policies -- Leading and sustaining change -- Concludions and recommendations -- Appendix A: Instructional resources, online curriculum repositories, and situational barriers to change -- Appendix B.: Biographical sketches of committee members and staff "Nearly 40 percent of the students entering 2- and 4-year postsecondary institutions indicated their intention to major in science, technology, engineering, and mathematics (STEM) in 2012. But the barriers to students realizing their ambitions are reflected in the fact that about half of those with the intention to earn a STEM bachelor's degree and more than two-thirds intending to earn a STEM associate's degree fail to earn these degrees 4 to 6 years after their initial enrollment. Many of those who do obtain a degree take longer than the advertised length of the programs, thus raising the cost of their education. Are the STEM educational pathways any less efficient than for other fields of study? How might the losses be 'stemmed' and greater efficiencies realized? These questions and others are at the heart of this study. Barriers and Opportunities for 2-Year and 4-Year STEM Degrees reviews research on the roles that people, processes, and institutions play in 2-and 4-year STEM degree production. This study pays special attention to the factors that influence students’ decisions to enter, stay in, or leave STEM majors—quality of instruction, grading policies, course sequences, undergraduate learning environments, student supports, co-curricular activities, students’ general academic preparedness and competence in science, family background, and governmental and institutional policies that affect STEM educational pathways. Because many students do not take the traditional 4-year path to a STEM undergraduate degree, Barriers and Opportunities describes several other common pathways and also reviews what happens to those who do not complete the journey to a degree. This book describes the major changes in student demographics; how students, view, value, and utilize programs of higher education; and how institutions can adapt to support successful student outcomes. In doing so, Barriers and Opportunities questions whether definitions and characteristics of what constitutes success in STEM should change. As this book explores these issues, it identifies where further research is needed to build a system that works for all students who aspire to STEM degrees. The conclusions of this report lay out the steps that faculty, STEM departments, colleges and universities, professional societies, and others can take to improve STEM education for all students interested in a STEM degree"--Publisher's description |
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| spelling | National Academies of Sciences, Engineering, and Medicine (U.S.) Committee on Barriers and Opportunities in Completing 2-Year and 4-Year STEM Degrees Verfasser aut Barriers and opportunities for 2-year and 4-year STEM degrees systemic change to support diverse student pathways Committee on Barriers and Opportunities in Completing 2-Year and 4-Year STEM Degrees ; Shirley Malcom and Michael Feder, editors ; Board on Science Education, Division of Behavioral and Social Sciences and Education ; Board on Higher Education and the Workforce, Division of Policy and Global Affairs ; National Academy of Engineering ; National Academies of Sciences, Engineering, and Medicine Washington, D.C. National Academies Press [2016] © 2016 1 online resource (xvii, 194 pages) color charts txt rdacontent c rdamedia cr rdacarrier Online resource; title from PDF title page (National Academies Press, viewed May 23, 2016) Introduction -- Multiple STEM pathways -- The culture of undergraduate STEM education -- Instructional practices, departmental leadership, and co-curricular supports -- Institutional, state, and national policies -- Leading and sustaining change -- Concludions and recommendations -- Appendix A: Instructional resources, online curriculum repositories, and situational barriers to change -- Appendix B.: Biographical sketches of committee members and staff "Nearly 40 percent of the students entering 2- and 4-year postsecondary institutions indicated their intention to major in science, technology, engineering, and mathematics (STEM) in 2012. But the barriers to students realizing their ambitions are reflected in the fact that about half of those with the intention to earn a STEM bachelor's degree and more than two-thirds intending to earn a STEM associate's degree fail to earn these degrees 4 to 6 years after their initial enrollment. Many of those who do obtain a degree take longer than the advertised length of the programs, thus raising the cost of their education. Are the STEM educational pathways any less efficient than for other fields of study? How might the losses be 'stemmed' and greater efficiencies realized? These questions and others are at the heart of this study. Barriers and Opportunities for 2-Year and 4-Year STEM Degrees reviews research on the roles that people, processes, and institutions play in 2-and 4-year STEM degree production. This study pays special attention to the factors that influence students’ decisions to enter, stay in, or leave STEM majors—quality of instruction, grading policies, course sequences, undergraduate learning environments, student supports, co-curricular activities, students’ general academic preparedness and competence in science, family background, and governmental and institutional policies that affect STEM educational pathways. Because many students do not take the traditional 4-year path to a STEM undergraduate degree, Barriers and Opportunities describes several other common pathways and also reviews what happens to those who do not complete the journey to a degree. This book describes the major changes in student demographics; how students, view, value, and utilize programs of higher education; and how institutions can adapt to support successful student outcomes. In doing so, Barriers and Opportunities questions whether definitions and characteristics of what constitutes success in STEM should change. As this book explores these issues, it identifies where further research is needed to build a system that works for all students who aspire to STEM degrees. The conclusions of this report lay out the steps that faculty, STEM departments, colleges and universities, professional societies, and others can take to improve STEM education for all students interested in a STEM degree"--Publisher's description Engineering / Study and teaching (Higher) fast Mathematics / Study and teaching (Higher) fast Science / Study and teaching (Higher) fast Technology / Study and teaching (Higher) fast SCIENCE / Study & Teaching bisacsh Ingenieurwissenschaften Mathematik Naturwissenschaft Science Study and teaching (Higher) United States Technology Study and teaching (Higher) United States Engineering Study and teaching (Higher) United States Mathematics Study and teaching (Higher) United States USA Malcom, Shirley M. edt Feder, Michael A. 1977- edt |
| spellingShingle | Barriers and opportunities for 2-year and 4-year STEM degrees systemic change to support diverse student pathways Introduction -- Multiple STEM pathways -- The culture of undergraduate STEM education -- Instructional practices, departmental leadership, and co-curricular supports -- Institutional, state, and national policies -- Leading and sustaining change -- Concludions and recommendations -- Appendix A: Instructional resources, online curriculum repositories, and situational barriers to change -- Appendix B.: Biographical sketches of committee members and staff "Nearly 40 percent of the students entering 2- and 4-year postsecondary institutions indicated their intention to major in science, technology, engineering, and mathematics (STEM) in 2012. But the barriers to students realizing their ambitions are reflected in the fact that about half of those with the intention to earn a STEM bachelor's degree and more than two-thirds intending to earn a STEM associate's degree fail to earn these degrees 4 to 6 years after their initial enrollment. Many of those who do obtain a degree take longer than the advertised length of the programs, thus raising the cost of their education. Are the STEM educational pathways any less efficient than for other fields of study? How might the losses be 'stemmed' and greater efficiencies realized? These questions and others are at the heart of this study. Barriers and Opportunities for 2-Year and 4-Year STEM Degrees reviews research on the roles that people, processes, and institutions play in 2-and 4-year STEM degree production. This study pays special attention to the factors that influence students’ decisions to enter, stay in, or leave STEM majors—quality of instruction, grading policies, course sequences, undergraduate learning environments, student supports, co-curricular activities, students’ general academic preparedness and competence in science, family background, and governmental and institutional policies that affect STEM educational pathways. Because many students do not take the traditional 4-year path to a STEM undergraduate degree, Barriers and Opportunities describes several other common pathways and also reviews what happens to those who do not complete the journey to a degree. This book describes the major changes in student demographics; how students, view, value, and utilize programs of higher education; and how institutions can adapt to support successful student outcomes. In doing so, Barriers and Opportunities questions whether definitions and characteristics of what constitutes success in STEM should change. As this book explores these issues, it identifies where further research is needed to build a system that works for all students who aspire to STEM degrees. The conclusions of this report lay out the steps that faculty, STEM departments, colleges and universities, professional societies, and others can take to improve STEM education for all students interested in a STEM degree"--Publisher's description Engineering / Study and teaching (Higher) fast Mathematics / Study and teaching (Higher) fast Science / Study and teaching (Higher) fast Technology / Study and teaching (Higher) fast SCIENCE / Study & Teaching bisacsh Ingenieurwissenschaften Mathematik Naturwissenschaft Science Study and teaching (Higher) United States Technology Study and teaching (Higher) United States Engineering Study and teaching (Higher) United States Mathematics Study and teaching (Higher) United States |
| title | Barriers and opportunities for 2-year and 4-year STEM degrees systemic change to support diverse student pathways |
| title_auth | Barriers and opportunities for 2-year and 4-year STEM degrees systemic change to support diverse student pathways |
| title_exact_search | Barriers and opportunities for 2-year and 4-year STEM degrees systemic change to support diverse student pathways |
| title_full | Barriers and opportunities for 2-year and 4-year STEM degrees systemic change to support diverse student pathways Committee on Barriers and Opportunities in Completing 2-Year and 4-Year STEM Degrees ; Shirley Malcom and Michael Feder, editors ; Board on Science Education, Division of Behavioral and Social Sciences and Education ; Board on Higher Education and the Workforce, Division of Policy and Global Affairs ; National Academy of Engineering ; National Academies of Sciences, Engineering, and Medicine |
| title_fullStr | Barriers and opportunities for 2-year and 4-year STEM degrees systemic change to support diverse student pathways Committee on Barriers and Opportunities in Completing 2-Year and 4-Year STEM Degrees ; Shirley Malcom and Michael Feder, editors ; Board on Science Education, Division of Behavioral and Social Sciences and Education ; Board on Higher Education and the Workforce, Division of Policy and Global Affairs ; National Academy of Engineering ; National Academies of Sciences, Engineering, and Medicine |
| title_full_unstemmed | Barriers and opportunities for 2-year and 4-year STEM degrees systemic change to support diverse student pathways Committee on Barriers and Opportunities in Completing 2-Year and 4-Year STEM Degrees ; Shirley Malcom and Michael Feder, editors ; Board on Science Education, Division of Behavioral and Social Sciences and Education ; Board on Higher Education and the Workforce, Division of Policy and Global Affairs ; National Academy of Engineering ; National Academies of Sciences, Engineering, and Medicine |
| title_short | Barriers and opportunities for 2-year and 4-year STEM degrees |
| title_sort | barriers and opportunities for 2 year and 4 year stem degrees systemic change to support diverse student pathways |
| title_sub | systemic change to support diverse student pathways |
| topic | Engineering / Study and teaching (Higher) fast Mathematics / Study and teaching (Higher) fast Science / Study and teaching (Higher) fast Technology / Study and teaching (Higher) fast SCIENCE / Study & Teaching bisacsh Ingenieurwissenschaften Mathematik Naturwissenschaft Science Study and teaching (Higher) United States Technology Study and teaching (Higher) United States Engineering Study and teaching (Higher) United States Mathematics Study and teaching (Higher) United States |
| topic_facet | Engineering / Study and teaching (Higher) Mathematics / Study and teaching (Higher) Science / Study and teaching (Higher) Technology / Study and teaching (Higher) SCIENCE / Study & Teaching Ingenieurwissenschaften Mathematik Naturwissenschaft Science Study and teaching (Higher) United States Technology Study and teaching (Higher) United States Engineering Study and teaching (Higher) United States Mathematics Study and teaching (Higher) United States USA |
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