Engagement in High-Impact Practices and Its Influence on Community College Transfers' STEM Degree Attainment

Autor/inn/en	Dinh, Trang V.; Zhang, Yi Leaf
Titel	Engagement in High-Impact Practices and Its Influence on Community College Transfers' STEM Degree Attainment
Quelle	In: Community College Journal of Research and Practice, 45 (2021) 11, S.834-849 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-8926
DOI	10.1080/10668926.2020.1824133
Schlagwörter	Community Colleges; College Transfer Students; Student Characteristics; Student Participation; Correlation; Educational Attainment; Bachelors Degrees; STEM Education; Majors (Students); Service Learning; Mentors; Capstone Experiences; Internship Programs; Academic Aspiration; Gender Differences; Racial Differences; Socioeconomic Influences; Longitudinal Studies; Education Longitudinal Study of 2002 (NCES) + Suchen Sie Ihr Suchwort? Community college; Community College; Hochschulwechsel; Schulwechsel; Studienortwechsel; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Korrelation; Bildungsabschluss; Bildungsgut; 'Bachelor''s degrees'; Bachelor-Studiengang; STEM; Service-Learning; Berufspraktische Ausbildung; Geschlechterkonflikt; Rassenunterschied; Sozioökonomischer Faktor; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung
Abstract	Guided by the student engagement frameworks, this study sought to identify high-impact practices that show significant relationship with the baccalaureate degree attainment in STEM among vertical transfer students. Our study employed data drawn from the Educational Longitudinal Study of 2002 (or ELS, 2002). The sample includes 681 students who intended to study STEM and began post-secondary education at a two-year public institution before subsequently enrolling in a four-year institution. We first employed descriptive statistics to provide an overall portrait of the sample. Then, a logistic regression model was used to identify factors associated with students' completion of STEM credential at the bachelor's level or above. The study findings highlight the importance of some high-impact practices in affecting transfer students' successful attainment of STEM degree. Specifically, we found that participation in community-based project, mentoring and internship programs, and having culminating senior experience increased the odds that transfer students obtained a STEM degree at the baccalaureate level or above. Based on the results, this study offers meaningful implications for policy, practice, and future research to facilitate the success of transfer students in STEM disciplines. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01