TY - JOUR
T1 - A longitudinal study of student persistence in science, technology, engineering, and mathematics (STEM) at a regional urban university
AU - Della-Piana, Connie Kubo
AU - Darnell, Ann
AU - Bader, Julia
AU - Romo, Lilly
AU - Rubio, Nohemi
AU - Flores, Benjamin
AU - Knaust, Helmut
AU - Brady, Thomas
AU - Swift, Andrew
PY - 2003
Y1 - 2003
N2 - In 1995 the National Science Foundation (NSF) funded six minority-serving institutions in an effort to develop models for undergraduate science, technology, engineering, and mathematics (STEM) education that would increase the persistence, graduation, and success of all undergraduate STEM students; improve the quality of undergraduate STEM programs; and increase the diversity in STEM professions and graduate programs. The University of Texas at El Paso (UTEP), one of the six funded institutions, is located in the southwest corner of Texas bordering Juarez, Mexico and New Mexico. It primarily serves the predominantly Hispanic population of the region. Developed for all entering students in the College of Science and College of Engineering, the Circles of Learning for Entering Students (CircLES) program is a comprehensive institutional effort starting with a weeklong STEM summer orientation. CircLES also provides students with discipline-specific student advising and requires students to participate in one to two semesters of science or engineering-oriented learning communities, based on their pre-college preparation in Mathematics and English. This paper describes the design and findings of a five-year longitudinal study of student persistence in STEM since implementation of the program. Findings from the study indicate that students who participate in the program have higher retention rates in STEM, as well as at the University, and increased persistence toward graduation when compared to 1997 baseline rates. Similar results are observed when findings are disaggregated by gender, ethnicity, and level of entering mathematics course.
AB - In 1995 the National Science Foundation (NSF) funded six minority-serving institutions in an effort to develop models for undergraduate science, technology, engineering, and mathematics (STEM) education that would increase the persistence, graduation, and success of all undergraduate STEM students; improve the quality of undergraduate STEM programs; and increase the diversity in STEM professions and graduate programs. The University of Texas at El Paso (UTEP), one of the six funded institutions, is located in the southwest corner of Texas bordering Juarez, Mexico and New Mexico. It primarily serves the predominantly Hispanic population of the region. Developed for all entering students in the College of Science and College of Engineering, the Circles of Learning for Entering Students (CircLES) program is a comprehensive institutional effort starting with a weeklong STEM summer orientation. CircLES also provides students with discipline-specific student advising and requires students to participate in one to two semesters of science or engineering-oriented learning communities, based on their pre-college preparation in Mathematics and English. This paper describes the design and findings of a five-year longitudinal study of student persistence in STEM since implementation of the program. Findings from the study indicate that students who participate in the program have higher retention rates in STEM, as well as at the University, and increased persistence toward graduation when compared to 1997 baseline rates. Similar results are observed when findings are disaggregated by gender, ethnicity, and level of entering mathematics course.
UR - http://www.scopus.com/inward/record.url?scp=8744272270&partnerID=8YFLogxK
M3 - Conference article
AN - SCOPUS:8744272270
SN - 0190-1052
SP - 13615
EP - 13632
JO - ASEE Annual Conference Proceedings
JF - ASEE Annual Conference Proceedings
T2 - 2003 ASEE Annual Conference and Exposition: Staying in Tune with Engineering Education
Y2 - 22 June 2003 through 25 June 2003
ER -