Understanding the Impact of Learning Community Support for STEM Students with Low Mathematics Placement

Autor/inn/en	Sweeder, Ryan D.; Kursav, Merve N.; Cass, Samantha M. F.; Matz, Rebecca L.
Titel	Understanding the Impact of Learning Community Support for STEM Students with Low Mathematics Placement
Quelle	In: Learning Communities: Research & Practice, 7 (2019) 2, Artikel 2 (32 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2375-804X
Schlagwörter	STEM Education; Communities of Practice; College Mathematics; Student Placement; At Risk Students; Graduation Rate; Transitional Programs; College Readiness; Program Effectiveness; Student Attitudes; Academic Persistence; Algebra; Low Achievement; Mathematics Achievement; Student Adjustment; Interpersonal Competence; Study Skills; Self Esteem; Student Development; High School Students; Michigan + Suchen Sie Ihr Suchwort? STEM; Community; Schülerpraktikum; Schülerverhalten; Unterdurchschnittliche Leistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Interpersonale Kompetenz; Studientechnik; Self-esteem; Selbstaufmerksamkeit; High school; High schools; Oberschule
Abstract	As a residential college within Michigan State University that focuses on STEM fields, Lyman Briggs College developed a STEM learning community to support students with low mathematics placement test scores, the Instilling Quantitative and Integrative Reasoning program (INQUIRE). INQUIRE serves some of those students considered historically at-risk based on STEM retention and graduation rates. INQUIRE was developed as learning community using curricular design, cohort-building activities, and academic resources to assist students' transition to college. Participating students were surveyed to understand the student experience of INQUIRE. Students' responses indicated that the program helped them adjust to college, prepare for introductory STEM courses, collaborate with other students and faculty, and experience academic and personal growth. A few students (4%) stated that the program put them behind their peers. Quantitatively, four-year STEM retention showed an increase from 43 to 56% for students starting in college-level algebra but remained statistically unchanged for those beginning in pre-college algebra (moving from 31 to 37%). The six-year graduation rates for both groups remained unchanged. These results indicate the difficulty in improving the graduation rates of students with low mathematics placement but indicate that INQUIRE made a positive and meaningful impact on students' experience. (As Provided).
Anmerkungen	Evergreen State College's Washington Center, the National Resource for Learning Communities. 2700 Evergreen Parkway NW, SEM II E2115, Olympia, WA 98505. Tel: 360-864-6606; Fax: 360-867-6662; e-mail: washcenter@evergreen.edu; Web site: https://washingtoncenter.evergreen.edu/lcrpjournal/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01