Campus Visits: Impact of a College Outreach Strategy on Student STEM Aspirations

Autor/inn/en	Kitchen, Joseph Allen; Sonnert, Gerhard; Sadler, Philip
Titel	Campus Visits: Impact of a College Outreach Strategy on Student STEM Aspirations
Quelle	In: Journal of Student Affairs Research and Practice, 57 (2020) 3, S.266-281 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1949-6591
DOI	10.1080/19496591.2019.1653312
Schlagwörter	Outreach Programs; College Students; STEM Education; Occupational Aspiration; Program Effectiveness; College Faculty; Student Attitudes; Probability; High School Students; College Bound Students; Career Development; Middle School Students; Science Education; Mathematics Education; Student Experience; Student Characteristics; Family Characteristics; Family Influence + Suchen Sie Ihr Suchwort? Jobcoaching; Collegestudent; STEM; Berufsneigung; Berufsziel; Fakultät; Schülerverhalten; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Berufsentwicklung; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Naturwissenschaftliche Bildung; Mathematische Bildung; Studienerfahrung
Abstract	Campus visits are widely used outreach strategies, yet there are few empirical studies examining their impacts. This retrospective cohort study of 27 colleges and universities considers data from 15,847 college students to examine the effect of campus visits on STEM career aspirations. Results reveal that campus visits that included meetings with STEM professors significantly increased the odds of students expressing STEM career aspirations. Implications for policymakers, educators, and academic and student affairs are discussed. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01