| Owner: |
Jennifer McNeilly
|
| Owner Email: |
jrmcneil@illinois.edu
|
| Paper Title: |
Improving STEM Graduation Rates Through a Multifaceted Scholarship Program at an R1 Institution
|
| Session Title: |
Centering STEM in Student Assessment (Table 6)
|
| Paper Type: |
Roundtable Presentation
|
| Presentation Date: |
4/15/2023
|
| Presentation Location: |
Chicago, IL
|
| Descriptors: |
Diversity, Retention, Science Education
|
| Methodology: |
Mixed Method
|
| Author(s): |
Jennifer McNeilly, University of Illinois at Urbana-Champaign; Elise McCarren, University of Illinois at Urbana-Champaign; Gretchen Adams, Carroll University
|
| Unit: |
Division J - Postsecondary Education
|
| Abstract: |
Research shows that attrition in STEM majors is higher than other areas and is magnified for low-income and underrepresented students. Though high impact practices - including research, mentoring, professional development, and scholarships - may be effective in improving major retention, research overlooks the impact of combining these practices on student persistence in STEM majors. A study of 29 low-income biology, chemistry, and mathematics majors who participated in a scholarship program providing these high impact practices resulted in 22 (76%) graduating in their original major. This is greater than the comparison group graduation rate (52%), with larger gaps between rates for underrepresented populations. Mixed-methods results are presented along with implications for the structuring of similar programs at large, public, R1, PWIs.
|
| DOI: |
https://doi.org/10.3102/2000602
|