TY - GEN
T1 - Differences between Science and Engineering Undergraduate Students' Perceived Support
T2 - 49th IEEE Frontiers in Education Conference, FIE 2019
AU - Hall, Janice L.
AU - Verdin, DIna
AU - Lee, Walter C.
AU - Godwin, Allison
AU - Knight, David
N1 - Funding Information:
This work was supported through funding by the National Science Foundation under EAGER Grant No. (1704350). Any opinions, findings, conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.
Publisher Copyright:
© 2019 IEEE.
PY - 2019/10
Y1 - 2019/10
N2 - This work-in-progress research paper stems from a larger project where we are developing and gathering validity evidence for an instrument to measure undergraduate students' perceptions of support in science, technology, engineering, and mathematics (STEM). The refinement of our instrument functions to extend, operationalize, and empirically test the model of co-curricular support (MCCS). The MCCS is a conceptual framework of student support that explains how a student's interactions with the professional, academic and social systems within a college could influence their success more broadly in an undergraduate STEM degree program. Our goal is to create an instrument that functions diagnostically to help colleges effectively allocate resources for the various financial, physical, and human capital support provided to undergraduate students in STEM. While testing the validity of our newly developed instrument, an analysis of the data revealed differences in perceived support among College of Engineering (COE) and College of Science (COS) students. In this work-in-progress paper, we examine these differences at one institution using descriptive statistics and Welch's t-tests to identify trends and patterns of support among different student groups.
AB - This work-in-progress research paper stems from a larger project where we are developing and gathering validity evidence for an instrument to measure undergraduate students' perceptions of support in science, technology, engineering, and mathematics (STEM). The refinement of our instrument functions to extend, operationalize, and empirically test the model of co-curricular support (MCCS). The MCCS is a conceptual framework of student support that explains how a student's interactions with the professional, academic and social systems within a college could influence their success more broadly in an undergraduate STEM degree program. Our goal is to create an instrument that functions diagnostically to help colleges effectively allocate resources for the various financial, physical, and human capital support provided to undergraduate students in STEM. While testing the validity of our newly developed instrument, an analysis of the data revealed differences in perceived support among College of Engineering (COE) and College of Science (COS) students. In this work-in-progress paper, we examine these differences at one institution using descriptive statistics and Welch's t-tests to identify trends and patterns of support among different student groups.
KW - Model of Co-curricular Support
KW - disciplinary differences
KW - instrument development
KW - student support
UR - http://www.scopus.com/inward/record.url?scp=85082440417&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85082440417&partnerID=8YFLogxK
U2 - 10.1109/FIE43999.2019.9028454
DO - 10.1109/FIE43999.2019.9028454
M3 - Conference contribution
AN - SCOPUS:85082440417
T3 - Proceedings - Frontiers in Education Conference, FIE
BT - 2019 IEEE Frontiers in Education Conference, FIE 2019
PB - Institute of Electrical and Electronics Engineers Inc.
Y2 - 16 October 2019 through 19 October 2019
ER -