From Root to STEM: Examining the Influence of a Utilitarian Scientific Literacy Curriculum
Location
STEM Retention and Persistence - Preston 2
Proposal Track
Research Project
Session Format
Presentation
Abstract
It is increasingly important that U.S. post-secondary institutions retain and graduate minority students, specifically in STEM, if we intend to compete in the global economy. Utilitarian Scientific Literacy (USL) may be a necessary component of STEM retention and persistence, particularly among traditionally marginalized learners. USL is a practical application of scientific literacy to support students’ understanding of what it takes to be successful in STEM. This evaluation intends to provide a rich description of a USL program and the experiences of pre-freshman and first-semester freshmen at-risk of not persisting in STEM at a southeastern college. The USL course was designed to introduce students to foundational science principles, simulation case studies, STEM careers, and mentorship. In our analysis, we will reference retrospective pre-post assessments and course artifacts to further elaborate on the influence of USL on pre-freshman and first-semester freshmen. A comparison of these participants to those who were not enrolled in the program will be conducted. Preliminary results suggest, the USL program is useful for facilitating students’ success in STEM. The practical implications of this work may explain the impact of a USL program on traditionally marginalized students and broadly address the challenges of persistence and retention in STEM.
Keywords
Utilitarian scientific literacy, STEM, college students, freshman, STEM retention
Professional Bio
Kaela S. Jackson is an undergraduate student researcher at the HBCU STEM-US Center with an interest in Marriage and Family Dynamics among Minoritized People. Brittany Chambers is a graduate student researcher at the HBCU STEM-US Center with an interest in Black College Student Identity in Majority Spaces. Mi'Kayla Newell is a graduate student researcher at the HBCU STEM-US center with an interest in social and contextual factors associated with success in STEM.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Jackson, Kaela; Chambers, Brittany; and Newell, Mi'Kayla, "From Root to STEM: Examining the Influence of a Utilitarian Scientific Literacy Curriculum" (2019). Georgia Educational Research Association Conference. 14.
https://digitalcommons.georgiasouthern.edu/gera/2019/2019/14
From Root to STEM: Examining the Influence of a Utilitarian Scientific Literacy Curriculum
STEM Retention and Persistence - Preston 2
It is increasingly important that U.S. post-secondary institutions retain and graduate minority students, specifically in STEM, if we intend to compete in the global economy. Utilitarian Scientific Literacy (USL) may be a necessary component of STEM retention and persistence, particularly among traditionally marginalized learners. USL is a practical application of scientific literacy to support students’ understanding of what it takes to be successful in STEM. This evaluation intends to provide a rich description of a USL program and the experiences of pre-freshman and first-semester freshmen at-risk of not persisting in STEM at a southeastern college. The USL course was designed to introduce students to foundational science principles, simulation case studies, STEM careers, and mentorship. In our analysis, we will reference retrospective pre-post assessments and course artifacts to further elaborate on the influence of USL on pre-freshman and first-semester freshmen. A comparison of these participants to those who were not enrolled in the program will be conducted. Preliminary results suggest, the USL program is useful for facilitating students’ success in STEM. The practical implications of this work may explain the impact of a USL program on traditionally marginalized students and broadly address the challenges of persistence and retention in STEM.
