Exploring Faculty Insights Into Why Undergraduate College Students Leave STEM Fields of Study - A Three-Part Organizational Self-Study

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dc.contributor.authorMartinez Ortiz, Araceli
dc.contributor.authorSriraman, Vedaraman
dc.creator.orcidhttps://orcid.org/0000-0002-3375-1519en_US
dc.date.accessioned2023-09-12T15:33:48Z
dc.date.available2023-09-12T15:33:48Z
dc.date.issued2015-06-01
dc.description.abstractAn institutional self-study at a Hispanic Serving Institution (HSI) explored factors thought to impact students’ decisions to persist in science, technology, engineering and mathematics (STEM) fields of study. This self-study is presented as a model first step for Institutions of Higher Education interested in launching efforts to improve STEM education and STEM student success and persistence. A methodology combining qualitative and quantitative analysis approaches was used to examine different aspects of the overarching research question, “Why do undergraduate students leave college STEM fields of study?” A quantitative review of institutional data was used to identify four particular gaps in student persistence and success in STEM fields of study at Texas State University. An online survey and a focus group guide were developed based on existing but more broadly focused instruments and used to collect faculty insights regarding faculty and student experiences and possible reasons for student attrition in STEM. A review of retention theories was undertaken to better inform the process of generating remedies to the STEM persistence issue. Data were collected and analyzed separately for each component to produce two sets of findings. Findings indicated that there were retention issues in regard to STEM majors in general and underrepresented student groups in particular. Underrepresented students do not pursue STEM degrees percentage wise in comparison to other degrees. The self-study and retention theories suggest the following remedial measures: supporting faculty to transform their teaching, providing supplemental instruction in math and science and including discipline specific introductory courses and early internship experiences.en_US
dc.description.departmentBiomedical Engineering and Chemical Engineeringen_US
dc.description.departmentInterdisciplinary Learning and Teaching
dc.description.departmentEngineering Education
dc.description.sponsorshipNational Science Foundationen_US
dc.identifier.citationMartinez Ortiz, A., & Sriraman, V. (2015). Exploring Faculty Insights Into Why Undergraduate College Students Leave STEM Fields of Study- A Three-Part Organizational Self-Study. American Journal of Engineering Education (AJEE), 6(1), 43–60. https://doi.org/10.19030/ajee.v6i1.9251en_US
dc.identifier.issn2157-9644
dc.identifier.otherhttps://doi.org/10.19030/ajee.v6i1.9251
dc.identifier.urihttps://hdl.handle.net/20.500.12588/2035
dc.language.isoen_USen_US
dc.publisherThe Clute Instituteen_US
dc.relation.ispartofseriesAmerican Journal of Engineering Education;Vol. 6 No. 1
dc.rightsAttribution 3.0 United States*
dc.rights.urihttp://creativecommons.org/licenses/by/3.0/us/*
dc.subjectpersistence of college studentsen_US
dc.subjectSTEMen_US
dc.subjectorganizational self-studyen_US
dc.subjectfaculty surveysen_US
dc.subjectengineering educationen_US
dc.titleExploring Faculty Insights Into Why Undergraduate College Students Leave STEM Fields of Study - A Three-Part Organizational Self-Studyen_US
dc.typeArticleen_US

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