TY - CONF
T1 - Toward a Measurement of Co-Curricular Support
T2 - 2019 Collaborative Network for Engineering and Computing Diversity, CoNECD 2019
AU - Hall, Janice Leshay
AU - Verdín, Dina
AU - Lee, Walter C.
AU - Knight, David B.
AU - Godwin, Allison
N1 - Funding Information:
The authors would like to thank the anonymous participants for their involvement in the research as well as their research teams at Virginia Tech, GUIDE Research Group and the DEEP Lab, and at Purdue University, STRIDE. This work is supported by the U.S. National Science Foundation award # 1704350. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.
Publisher Copyright:
© CoNECD 2019.All right reserved.
PY - 2019/4/14
Y1 - 2019/4/14
N2 - The purpose of this work-in-progress paper is to share insights from current efforts to develop and test the validity of an instrument to measure undergraduate students' perceived support in science, technology, engineering, and mathematics (STEM). The development and refinement of our survey instrument ultimately functions to extend, operationalize, and empirically test the Model of Co-curricular Support (MCCS). The MCCS is a conceptual framework of student support that demonstrates the breadth of assistance currently used to support undergraduate students in STEM, particularly those from underrepresented groups. We are currently gathering validity evidence for an instrument that evaluates the extent to which colleges of engineering and science offer supportive environments. To date, exploratory factor analysis and correlation for construct validity have helped us develop 14 constructs for student support in STEM. Future work will focus on modeling relationships between these constructs and student outcomes, providing the explanatory power needed to explain empirically how co-curricular supports contribute to different forms of student success in STEM. We hope that operationalizing the MCCS through this survey will shift how we conceptualize and offer student support, enabling college administrators and student support practitioners to evaluate their portfolio of student support efforts.
AB - The purpose of this work-in-progress paper is to share insights from current efforts to develop and test the validity of an instrument to measure undergraduate students' perceived support in science, technology, engineering, and mathematics (STEM). The development and refinement of our survey instrument ultimately functions to extend, operationalize, and empirically test the Model of Co-curricular Support (MCCS). The MCCS is a conceptual framework of student support that demonstrates the breadth of assistance currently used to support undergraduate students in STEM, particularly those from underrepresented groups. We are currently gathering validity evidence for an instrument that evaluates the extent to which colleges of engineering and science offer supportive environments. To date, exploratory factor analysis and correlation for construct validity have helped us develop 14 constructs for student support in STEM. Future work will focus on modeling relationships between these constructs and student outcomes, providing the explanatory power needed to explain empirically how co-curricular supports contribute to different forms of student success in STEM. We hope that operationalizing the MCCS through this survey will shift how we conceptualize and offer student support, enabling college administrators and student support practitioners to evaluate their portfolio of student support efforts.
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M3 - Paper
AN - SCOPUS:85082458088
Y2 - 14 April 2019 through 22 April 2019
ER -