Science education. Increasing persistence of college students in STEM
By Mark J. Graham, J. Frederick, Angela Byars-Winston, A. Hunter, Jo Handelsman. Science, 2013
751 citations recorded by the source corpus.
An evidence-based framework offers a guide for efforts to increase student persistence in STEM majors. A 2012 report by the President's Council of Advisors on Science and Technology (PCAST) predicts that the U.S. workforce will suffer a deficit of one million college graduates in science, technology, engineering, and mathematics (STEM) over the next decade (1). The report calls for addressing the shortfall by increasing retention of college students in STEM. But many academic leaders have not responded aggressively to workforce needs by implementing measures that increase retention. Some of this nonaction is likely due to lack of knowledge about proven retention strategies.
Subfields: Education, Experimental and Cognitive Psychology, Safety Research
View Paper: https://www.semanticscholar.org/paper/f7b3d958bcc738fb6d96789dd69141f98b5aa81a
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In Education
In Experimental and Cognitive Psychology
In Safety Research
Citations in the corpus
- Improving Underrepresented Minority Student Persistence in STEM (2016, background): “For example, program interventions that support and develop students’ science efficacy, identity, motivation, and values have been found to promote persistence (Chang et al., 2011; Chemers et al., 2011; Syed et al., 2011; Hernandez et al., 2012; Graham et al., 2013).”
- Through the Eyes of Students (2017, background): “This article also draws upon Fishbein and Aizen (1975), Guiffrida (2006), Graham et al. (2013), and Zepke (2015).”