Improving Retention in Stem Degrees Through the Implementation of Informal Science Programs

Persistent Link:
http://hdl.handle.net/10150/579323
Title:
Improving Retention in Stem Degrees Through the Implementation of Informal Science Programs
Author:
Neenan, Tyler Joseph
Issue Date:
2015
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
Students from the United States are consistently outperformed by their international counterparts on global assessments math and science skills. Furthermore, there is a lack of skilled workers in STEM fields in the United States. Participation in informal education has been shown to increase interest and participation in science courses during high school, which in turn is linked to increased interest and improved performance in STEM degree programs. In addition, informal science programs have been specifically shown to increase minority interest and participation in STEM fields, which is of particular importance given the large underrepresentation of those groups in STEM professions. This paper details the pertinent research outlining the efficacy of informal science education in increasing minority participation and performance in STEM studies and careers and establishes a framework for designing and implementing an informal science education program.
Type:
text; Electronic Thesis
Degree Name:
B.S.
Degree Level:
bachelors
Degree Program:
Honors College; Molecular and Cellular Biology
Degree Grantor:
University of Arizona
Advisor:
Dykstra, Emily

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.titleImproving Retention in Stem Degrees Through the Implementation of Informal Science Programsen_US
dc.creatorNeenan, Tyler Josephen
dc.contributor.authorNeenan, Tyler Josephen
dc.date.issued2015en
dc.publisherThe University of Arizona.en
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en
dc.description.abstractStudents from the United States are consistently outperformed by their international counterparts on global assessments math and science skills. Furthermore, there is a lack of skilled workers in STEM fields in the United States. Participation in informal education has been shown to increase interest and participation in science courses during high school, which in turn is linked to increased interest and improved performance in STEM degree programs. In addition, informal science programs have been specifically shown to increase minority interest and participation in STEM fields, which is of particular importance given the large underrepresentation of those groups in STEM professions. This paper details the pertinent research outlining the efficacy of informal science education in increasing minority participation and performance in STEM studies and careers and establishes a framework for designing and implementing an informal science education program.en
dc.typetexten
dc.typeElectronic Thesisen
thesis.degree.nameB.S.en
thesis.degree.levelbachelorsen
thesis.degree.disciplineHonors Collegeen
thesis.degree.disciplineMolecular and Cellular Biologyen
thesis.degree.grantorUniversity of Arizonaen
dc.contributor.advisorDykstra, Emilyen
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