Creating a Unified Community of Support: Increasing Success for Underrepresented Students in STEM. A Final Report on the CSU STEM Collaboratives Project

Autor/inn/en	Kezar, Adrianna; Holcombe, Elizabeth
Institution	University of Southern California, Pullias Center for Higher Education
Titel	Creating a Unified Community of Support: Increasing Success for Underrepresented Students in STEM. A Final Report on the CSU STEM Collaboratives Project
Quelle	(2017), (67 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	STEM Education; Academic Achievement; Success; Disproportionate Representation; Low Income Students; First Generation College Students; State Universities; Summer Programs; First Year Seminars; Introductory Courses; Program Implementation; Academic Support Services; Student Personnel Services; Intervention; Minority Group Students; Barriers; Sense of Community; Educational Practices; Educational Benefits; Alignment (Education); Cooperation; California + Suchen Sie Ihr Suchwort? STEM; Schulleistung; Erfolg; Staatliche Universität; Sommerkurs; Einführungskurs; Bildungspraxis; Bildungsertrag; Co-operation; Kooperation; Kalifornien
Abstract	This report discusses the findings from a three-year study of the California State University STEM Collaboratives project, funded by the Helmsley Charitable Trust. The project selected eight CSU campuses to rethink the ways in which they support first-generation, low-income, and underrepresented minority students in science, technology, engineering and math as they transition to college and experience their first year. Each participating campus implemented three integrated high-impact practices, or HIPs, through collaboration among faculty and student affairs. The three HIPs were a summer experience, a first-year seminar or first-year experience, and redesigned introductory STEM courses. Some of the key takeaways from the mixed-methods case study that examined project implementation across all eight sites include: (1) Elements of underserved, STEM student success are locked into separate silos--academic affairs and student affairs--that almost never connect, which leads to the creation of interventions that almost always meet only half of the demands that underserved, low-income, and underrepresented minority students in STEM face; (2) Specific interventions matter less than the integration of multiple support programs; (3) The study and project identified the importance of a unified community of support that can break the typically negative climate that many first-generation, low-income, and URM students face in STEM; (4) Cohorting students into the same shared experiences and courses developed a strong sense of belonging for students; and (5) For all the value that the STEM Collaboratives program had for students, it also had a great value for faculty, staff, and the broader campus communities at the participating CSU campuses. Recommendations on how campuses, state higher education systems, policymakers, and funders can act on the study findings conclude the report. (ERIC).
Anmerkungen	Pullias Center for Higher Education. University of Southern California Rossier School of Education, Waite Phillips Hall Room 701, 3470 Trousdale Parkway, Los Angeles, CA 90089. Tel: 213-740-7218; Fax: 213-740-3889; e-mail: pullias@usc.edu; Web site: http://pullias.usc.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01