Indicators for Monitoring Undergraduate STEM Education (2018) / Chapter Skim
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5 Goal 3: Ensure Adequate Numbers of STEM Professionals
5 Goal 3: Ensure Adequate Numbers of STEM Professionals
Pages 111-126
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From page 111... ...
. Progress toward Goals 1 and 2 will increase the numbers of students entering and persisting in STEM fields and ultimately earning STEM credentials.
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From page 112... ...
Depending on incoming students' high school preparation and the type of degree or certificate they seek, this foundational knowledge may be acquired through a complex array of developmental coursework, along with introductory college-level coursework. This foundational preparation supports science literacy and STEM credential completion by developing introductory college-level proficiencies in mathematics, English language and communication, and digital fluency and computational thinking.
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From page 113... ...
Together with growing numbers of international students, as well as some native English speakers, they will need to successfully complete developmental English before enrolling in introductory college-level STEM courses. English proficiency is an important foundational skill for success in undergraduate STEM.
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found that international students' limited English language and social skills posed a barrier to instructors' ability to engage them in evidence-based collaborative learning experiences. Digital Fluency and Computational Thinking Competence in using computers to solve problems is essential for everyone in an increasingly digital world and is increasingly recognized as a key proficiency for undergraduate success (e.g., Vaz, 2004)
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Proposed Indicator Indicator 3.1.1: Completion of Foundational Courses, Including Developmental Education Courses, to Ensure STEM Program Readiness This indicator is designed to illuminate the extent to which students are making progress through and completing foundational coursework. This foundational coursework will prepare students for success in STEM programs of study or develop general STEM knowledge and skills (sometimes referred to as STEM literacy -- see Chapter 1)
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. OBJECTIVE 3.2: SUCCESSFUL NAVIGATION INTO AND THROUGH STEM PROGRAMS OF STUDY Importance of the Objective Students take a variety of paths to completing a STEM program, often transferring between institutions, stopping for a period, and switching into or out of STEM majors (National Academies of Sciences, Engineering, and Medicine, 2016)
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found that negative experiences early in introductory chemistry courses were a critical factor in minority students' waning interest in premedical studies. In another example, the introductory calculus sequence that is generally required for a 4-year STEM degree can be a barrier to completing the degree.
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as a critical step toward increasing the numbers of students who earn STEM credentials. Helping more students successfully navigate into and through STEM programs also requires establishing articulation programs to smooth transfer pathways between 2-year and 4-year STEM programs (National Academies of Sciences, Engineering, and Medicine, 2016)
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Proposed Indicators Indicator 3.2.1: Retention in STEM Degree or Certificate Programs, Course to Course and Year to Year To measure progress toward successful navigation into and through STEM programs, this proposed indicator would measure the extent to which students are making timely progress toward completing STEM credentials. This indicator is designed to follow the progression of traditional and nontraditional students through the many pathways they can take to pursue STEM credentials at 2-year and 4-year institutions, including transferring across institutions and taking courses from multiple institutions at the same time.
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who enter 4-year degree programs in STEM fields in comparison with the percentage of all transfer students (disaggregated by institution type) who enter 4-year degree programs, across all fields of study.
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Simone (2014) found that transfer students who entered private nonprofit institutions transferred 21 percent fewer credits than those who entered public institutions, and those who entered private for-profit institutions transferred 52 percent fewer credits.
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. Rethinking developmental education in community college.
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New York: Columbia University, Teachers College, Community College Research Center. Logue, A.W., Watanabe-Rose, M., and Douglas, D
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. Comparing the educational attainment of community college transfer students and four-year college rising juniors using propensity score matching methods.
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. Percentage of First-Year Undergraduate Students Who Reported Taking Remedial Education Courses, by Selected Student and Institution Char acteristics: 2003–04, 2007–08, and 2011–12 [Data file]
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