| Autor: |
Jessica Santangelo, Rosebud Elijah, Lisa Filippi, Behailu Mammo, Emily Mundorff, Kristin Weingartner |
| Jazyk: |
angličtina |
| Rok vydání: |
2022 |
| Předmět: |
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| Zdroj: |
Education Sciences, Vol 12, Iss 12, p 843 (2022) |
| Druh dokumentu: |
article |
| ISSN: |
2227-7102 |
| DOI: |
10.3390/educsci12120843 |
| Popis: |
The Integrated Achievement and Mentoring (iAM) Program responds to the challenge of STEM student retention. The iAM Program provides access to the hidden curriculum (the unwritten, implicit skills critical for academic success) and uses legitimate peripheral participation to structure resources. Three essential (integrated support services, mentoring, and responsive program structure) and two adaptable components (STEM writing and metacognition seminar, and scholarships) are intended as mechanisms of inclusivity that build community and promote belonging. Retention of iAM Scholars was 18.3% higher relative to peers who were eligible but did not join the program. The Scholars’ four-year graduation rate was 26% higher than that of their STEM peers. A cost/benefit analysis revealed a net revenue benefit and suggests less-quantifiable benefits to the institution such as increased reputation. While the essential components of an iAM-based program should be consistent across institutions, the adaptable components can be implemented in ways that address local challenges and opportunities across international contexts. |
| Databáze: |
Directory of Open Access Journals |
| Externí odkaz: |
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