المؤلفون: Ransom, Tafaya, Gebhardt, Zachary, Knepler, Erin, Selfa, Lance A., Council of Independent Colleges, NORC at the University of Chicago

المصدر: Council of Independent Colleges. 2019.

تمت مراجعته من قبل الزملاء: N

Page Count: 78

الواصفات: Small Colleges, Private Colleges, STEM Education, Disproportionate Representation, Undergraduate Students, Academic Persistence, Teacher Student Relationship, College Faculty, Time to Degree, Student Satisfaction, Females, African American Students, Hispanic American Students, Doctoral Degrees, College Graduates, Bachelors Degrees, Graduate Study, Employment

مستخلص: The 2014 Council of Independent Colleges (CIC) report, "Strengthening the STEM Pipeline: The Contributions of Small and Mid-Sized Independent Colleges," demonstrated the critical role this sector of higher education institutions plays in preparing its students for success in obtaining undergraduate and graduate degrees in science, technology, engineering, and mathematics (STEM) fields. This report takes the research one step further to explore the role of small and mid-sized institutions in preparing individuals historically underrepresented in STEM fields--specifically, women, blacks or African Americans, and Latino/Latina graduates--for further study and research. To address the research questions, bachelor's degree recipients from four major types of institutions--public nondoctoral, public doctoral, private nonprofit nondoctoral, and private nonprofit doctoral--were compared on several postsecondary education outcome indicators: persistence in undergraduate STEM programs, time-to-degree, post-baccalaureate employment and education outcomes, and earning a doctoral degree in a STEM field. The analysis was conducted using National Center for Education Statistics and National Science Foundation datasets that are nationally representative. Private nonprofit nondoctoral colleges--the ones most closely representative of CIC--show the highest persistence rates among women, blacks, and Latinos/Latinas in STEM fields within five years of first baccalaureate enrollment when compared to similar students at other types of institutions. Almost eight of 10 women who obtain STEM bachelor's degrees from private nonprofit nondoctoral institutions graduate within four years, a rate that exceeds all other groups of students at all other types of institutions. The data show highly positive assessments of interactions with faculty at private nonprofit nondoctoral institutions among historically underrepresented groups. And graduates from these institutions express levels of satisfaction with their undergraduate educations second only to bachelor's degree recipients from private doctoral institutions. Around 41 percent of graduates from private nonprofit nondoctoral institutions obtained graduate degrees, a higher rate of graduate degree attainment than from public institutions. Similar proportions of underrepresented minority STEM bachelor's recipients from private nondoctoral and public doctoral institutions held a graduate degree. In the realm of post-baccalaureate employment, approximately seven of 10 STEM bachelor's degree recipients from private nonprofit nondoctoral institutions were working in STEM or STEM-related occupations in 2015 (the most recent year for which data were available). This number is very similar to the 67 percent of STEM bachelor's holders from other types of institutions who were working in STEM or STEM-related fields. Finally, the analysis explored the role of private nonprofit nondoctoral institutions in preparing their graduates to obtain research doctorate degrees in STEM fields. The analysis demonstrates the critical importance of the private nonprofit nondoctoral sector in preparing its graduates for STEM doctoral study, especially for women STEM graduates in chemistry, biology, life sciences, and physical sciences), fields in which the private nondoctoral sector excels as the training ground for future STEM doctorates granted to women. [For the 2014 report, see ED561080.]

Abstractor: As Provided

المؤلفون: Ransom, Tafaya, Knepler, Erin, Zapata-Gietl, Claudia, Council for Higher Education Accreditation (CHEA) International Quality Group (CIQG)

المصدر: Council for Higher Education Accreditation. 2018.

تمت مراجعته من قبل الزملاء: N

Page Count: 32

الواصفات: Educational Quality, Higher Education, Quality Assurance, Accreditation (Institutions), Standards, Models, Accountability, Profiles, Employment Potential, Job Skills

مستخلص: The purpose of this report is to profile a selection of emerging approaches to judging quality in higher education that represent a range of stakeholder interests and perspectives. This report is divided into three sections. "Quality Assurance at a Crossroads" highlights perceived challenges for the U.S. accreditation system in a shifting higher education landscape and why this topic is of critical importance. "New Models for Judging Quality in Higher Education" features new approaches that have emerged as potential complements to or replacements for the existing system of accreditation. First models that are currently in practice or that include detailed proposals for implementation are described, and then other noteworthy proposals under development are summarized. Lastly, "Comparative Data Sets and National Rankings as Forms of Quality Review" addresses the potential for comparative data sets to serve as a form of quality review. [This report was produced with NORC at the University of Chicago.]

Abstractor: ERIC

المؤلفون: Knepler, Erin Denise

مصطلحات موضوعية: FOS: Economics and business, State policy, Higher education, Econometrics, STEM, Undergraduate degree production, Panel data

الوصف: The United States is not producing enough college graduates in science, technology, engineering, and mathematics (STEM) fields (Kuenzi, Matthews, & Mangan, 2006; Chen & Weko, 2009). By 2025, there will be over three million STEM jobs to be filled in the United States and more than two million may remain unoccupied (Giffi et al., 2018). This study explores how undergraduate STEM degree production is influenced by state higher education STEM policies, and uses a microeconomic conceptual model rooted in two theories derived from economics and political science: principal agent theory and production function theory. Panel data over a 17-year time period from all 50 states were analyzed to address two questions: 1) How is undergraduate STEM degree production within a state related to state economic and higher education finance variables? 2) Controlling for state economic and higher education finance variables, how are states’ undergraduate STEM degree production influenced by state higher education STEM policies? The study found that state undergraduate enrollment per full-time equivalent (FTE) and state expenditures for need-based aid per undergraduate FTE influence state STEM degree production. Different time lag models were used to analyze the effect of state STEM policies. Two variables representing state STEM policies, incentives for STEM and articulation agreements in STEM influence STEM bachelor’s degree production in a state when no time lag is applied. Three variables representing state STEM policies (i.e., incentives, articulation agreements, and scholarships), however, influence STEM degree production in a state when lagged by five years. Results from this study contribute to both literature and policy. The conceptual model combines two theories to higher education literature providing a useful framework for analyzing the effects of various state actions on STEM degree production. Potential policy implications also emerged: 1) policy-focused research can inform stakeholders and the public of what are the influencers of STEM degree production and the impact of policy on STEM degree production; 2) data can be used to drive policy development focused on meeting state completion objectives and economic goals; and 3) understanding what drives policy adoption is useful context for states looking to affect STEM policy development.

الوصول الحر: https://explore.openaire.eu/search/publication?articleId=doi_________::cd87bc3f4c9ea3dbc4e6316a833cc32aTest

المؤلفون: Knepler, Erin Denise

المصدر: Master's Theses (1922-2009) Access restricted to Marquette Campus

مصطلحات موضوعية: Education, Jesuits -- Education, Teaching -- Religious aspects -- Christianity, Church and education, Teaching, Religious aspects, Education -- Theses

وصف الملف: application/pdf

العلاقة: https://epublications.marquette.edu/theses/1099Test; https://epublications.marquette.edu/context/theses/article/2098/viewcontent/knepl_e_2005.pdfTest

الإتاحة: https://epublications.marquette.edu/theses/1099Test
https://epublications.marquette.edu/context/theses/article/2098/viewcontent/knepl_e_2005.pdfTest