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Autor/in | Calvert, Craig A. |
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Titel | Are Dual-Degree STEM Programs Effective? An Intramajor, Comparative Study of the Success of Students in a Dual-Degree Engineering and Business Program |
Quelle | In: Journal of STEM Education: Innovations and Research, 23 (2022) 1, S.25-34 (10 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1557-5284 |
Schlagwörter | STEM Education; Engineering Education; Business Administration Education; Majors (Students); Grades (Scholastic); Program Effectiveness; Success; College Students; Connecticut |
Abstract | A critical evaluation was performed comparing final course grades earned by dual-degree STEM students with their peers in the corresponding single-degree programs. The goal was to understand if students in a dual-degree STEM program can obtain grades comparable to their single program peers. There is no published analysis on how the final course grades of these dual-degree STEM students compare with those of the single-program students in their respective courses. A set of success factors was developed and showed that the dual-degree STEM students achieved comparable success on all three factors when compared to their single-degree peers. The results also showed that there was no evidence of a senior slump in their final spring semester. The results of this research can be used to further understand the relationship between dual-degree and single-degree program success along with engineering and business student success. Recruiting staff at universities can use these results to convey to hiring agents that dual-degree STEM students are capable in both component programs. University administrators, who are considering creating a dual-degree STEM program, can use these results to understand that students in dual-degree programs can be as successful as the component programs. (As Provided). |
Anmerkungen | Institute for STEM Education and Research. P.O. Box 4001, Auburn, AL 36831. Tel: 334-844-3360; Web site: http://www.jstem.org |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |