Barriers and Opportunities for 2-Year and 4-Year STEM Degrees
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A01=and Medicine
A01=Board on Higher Education and Workforce
A01=Board on Science Education
A01=Committee on Barriers and Opportunities in Completing 2-Year and 4-Year STEM Degrees
A01=Division of Behavioral and Social Sciences and Education
A01=Engineering
A01=National Academies of Sciences
A01=National Academy of Engineering
A01=Policy and Global Affairs
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and Medicine
Author_and Medicine
Author_Board on Higher Education and Workforce
Author_Board on Science Education
Author_Committee on Barriers and Opportunities in Completing 2-Year and 4-Year STEM Degrees
Author_Division of Behavioral and Social Sciences and Education
Author_Engineering
Author_National Academies of Sciences
Author_National Academy of Engineering
Author_Policy and Global Affairs
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B01=Michael Feder
B01=Shirley Malcom
Category1=Non-Fiction
Category=JNM
COP=United States
Delivery_Delivery within 10-20 working days
Engineering
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eq_isMigrated=0
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eq_non-fiction
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Language_English
PA=Available
Price_€50 to €100
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Product details
- ISBN 9780309373579
- Dimensions: 152 x 229mm
- Publication Date: 18 May 2016
- Publisher: National Academies Press
- Publication City/Country: US
- Product Form: Paperback
- Language: English
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Nearly 40 percent of the students entering 2- and 4-year postsecondary institutions indicated their intention to major in science, technology, engineering, and mathematics (STEM) in 2012. But the barriers to students realizing their ambitions are reflected in the fact that about half of those with the intention to earn a STEM bachelora (TM)s degree and more than two-thirds intending to earn a STEM associatea (TM)s degree fail to earn these degrees 4 to 6 years after their initial enrollment. Many of those who do obtain a degree take longer than the advertised length of the programs, thus raising the cost of their education. Are the STEM educational pathways any less efficient than for other fields of study? How might the losses be a /stemmeda and greater efficiencies realized? These questions and others are at the heart of this study. Barriers and Opportunities for 2-Year and 4-Year STEM Degrees reviews research on the roles that people, processes, and institutions play in 2-and 4-year STEM degree production.
This study pays special attention to the factors that influence studentsa (TM) decisions to enter, stay in, or leave STEM majorsa "quality of instruction, grading policies, course sequences, undergraduate learning environments, student supports, co-curricular activities, studentsa (TM) general academic preparedness and competence in science, family background, and governmental and institutional policies that affect STEM educational pathways. Because many students do not take the traditional 4-year path to a STEM undergraduate degree, Barriers and Opportunities describes several other common pathways and also reviews what happens to those who do not complete the journey to a degree. This book describes the major changes in student demographics; how students, view, value, and utilize programs of higher education; and how institutions can adapt to support successful student outcomes. In doing so, Barriers and Opportunities questions whether definitions and characteristics of what constitutes success in STEM should change. As this book explores these issues, it identifies where further research is needed to build a system that works for all students who aspire to STEM degrees.
The conclusions of this report lay out the steps that faculty, STEM departments, colleges and universities, professional societies, and others can take to improve STEM education for all students interested in a STEM degree.
