Supporting STEM in Higher Education

Simeon  Slovacek; Vivian  Miu; Karibian  Soto; Hengchun  Ye

doi:10.18488/journal.61.2019.74.438.449

Authors

Simeon Slovacek California State University, Los Angeles; 5151 State University Drive, Los Angeles, California, USA https://orcid.org/0000-0002-4298-9318
Vivian Miu California State University, Los Angeles; 5151 State University Drive, Los Angeles, California, USA https://orcid.org/0000-0002-9677-1023
Karibian Soto California State University, Los Angeles; 5151 State University Drive, Los Angeles, California, USA https://orcid.org/0000-0001-7052-8386
Hengchun Ye California State University, Los Angeles; 5151 State University Drive, Los Angeles, California, USA https://orcid.org/0000-0001-9693-3734

DOI:

https://doi.org/10.18488/journal.61.2019.74.438.449

Abstract

Although there is much interest in pursuing a STEM career, many students choose not to or drop out prior to completing their STEM degrees for numerous reasons. In this research study, the focus is on supports that may increase overall STEM retention as well as underrepresented minority (URM) retention in STEM degrees consequently leading to a more robust and diverse pool of researchers and scientists within the US. The purpose of the current research was to assess the benefits of extra-curricular (outside traditional coursework) student workshops and other strategies provided by DIRECT-STEM, a university program emphasizing STEM-related career pursuits. Results indicate that program participation increased students’ interest level in graduate school and a career in STEM. Student confidence in succeeding and completing their current degrees also increased and students developed a sense of community through exposure to research culture within the university. Differences between funded, partially-funded, and non-participant groups are noted.