Bridging STEM Professions for McNair Scholars through Faculty Mentoring and Academic Preparation

Autor/inn/en	Fifolt, Matthew; Engler, Jeffrey; Abbott, Gypsy
Titel	Bridging STEM Professions for McNair Scholars through Faculty Mentoring and Academic Preparation
Quelle	In: College and University, 89 (2014) 3, S.24-33 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0010-0889
Schlagwörter	STEM Education; Disproportionate Representation; Science Careers; Graduate Students; Mentors; Academic Achievement; Universities; Student Research; Program Evaluation; Longitudinal Studies; College Entrance Examinations; Qualitative Research; Statistical Analysis; Educational Objectives; Alabama; Graduate Record Examinations + Suchen Sie Ihr Suchwort? STEM; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Schulleistung; University; Universität; Studentenforschung; Programme evaluation; Programmevaluation; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Aufnahmeprüfung; Qualitative Forschung; Statistische Analyse; Educational objective; Bildungsziel; Erziehungsziel
Abstract	In 2007 and 2010, the National Research Council reported that the United States was not producing enough graduates in the STEM (Science, Technology, Engineering, and Mathematics) fields to meet the demands of an increasingly competitive global economy. Despite recent challenges to these findings, one thing remains clear: Underrepresented Minorities (URMs) continue to be the most underrepresented populations in the STEM disciplines. (The term "Underrepresented Minorities," or URMs, is used to describe racial/ethnic groups that are not represented in the pool of STEM professionals commensurate with their representation in the general U.S. Population--namely, African Americans, Hispanic Americans, and American Indians [Clewell et al. 2006]). Further, the lack of appropriate institutional supports may make it difficult for STEM disciplines to attract and retain a diverse pool of students. One program that has been identified in the research literature as effectively preparing URMs for doctoral studies is the Ronald E. McNair Post Baccalaureate Achievement Program. Programmatic features, including faculty mentoring and academic preparation, have been shown to mitigate many of the obstacles that URMs typically encounter. In this paper, we demonstrate the contributions of faculty mentoring and academic preparation in helping students transition from Baccalaureate to Graduate Programs in the STEM disciplines at one Research I university in the Southeastern United States. (As Provided).
Anmerkungen	American Association of Collegiate Registrars and Admissions Officers (AACRAO). One Dupont Circle NW Suite 520, Washington, DC 20036. Tel: 202-293-9161; Fax: 202-872-8857; e-mail: pubs@aacrao.org; Web site: http://www.aacrao.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10