Literaturnachweis - Detailanzeige
| Autor/in | Lee-Paul, Shawna N. |
|---|---|
| Titel | Impact of a STEM Living Learning Community on First-Year Science and Technology Students' Success at a Historically Black College and University |
| Quelle | In: Journal of Learning Spaces, 12 (2023) 1, S.13-22 (10 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| Schlagwörter | STEM Education; Black Colleges; Communities of Practice; African American Students; Educational Environment; Living Learning Centers; Program Effectiveness; Academic Persistence; School Holding Power; Majors (Students); College Freshmen; Texas |
| Abstract | Student retention and lack of encouragement are post-secondary institutional barriers that play a critical part in why African Americans are represented in small numbers in science, technology, engineering, and math (STEM) (National Science Foundation, 2017). Historically Black Colleges and Universities (HBCUs) have always promoted a supportive learning atmosphere for African American students. Living learning communities (LLC) were created to improve academic outcomes and to encourage social engagement. The findings of this study suggest that an LLC at an HBCU plays an integral role in sustaining programmatic retention of STEM majors and improving the academic as well as in social outcomes of first-year science and technology students. (As Provided). |
| Anmerkungen | University Libraries, University of North Carolina at Greensboro. PO Box 26170, Greensboro, NC 27402. Tel: 336-334-5880; Fax: 336-334-5399; e-mail: erhelp@uncg.edu; Web site: http://libjournal.uncg.edu/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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