Community Values: Exploring What Undergraduate Engineering Students Value in Their Community College Experience

Autor/inn/en	Maitra, Debalina; Coley, Brooke; Greene, Clarreese
Titel	Community Values: Exploring What Undergraduate Engineering Students Value in Their Community College Experience
Quelle	In: New Directions for Community Colleges, (2023) 203, S.155-163 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0194-3081
Schlagwörter	STEM Education; Engineering Education; Community Colleges; Community College Students; Disproportionate Representation; Student Attitudes; Program Effectiveness; Values; Class Size; College Faculty; Teacher Role; Tutors; Financial Support; Networks; Experiential Learning; College Environment; Student Experience + Suchen Sie Ihr Suchwort? STEM; Ingenieurausbildung; Community college; Community College; Community colleges; College students; Collegestudent; Schülerverhalten; Wertbegriff; Klassengröße; Fakultät; Lehrerrolle; Förderlehrer; Lehrender; Tutor; Finanzielle Förderung; Experiental learning; Erfahrungsorientiertes Lernen; Hochschulumwelt; Studienerfahrung
Abstract	Previous research exploring the lived experiences of marginalized groups of students in STEM at community college settings is limited, despite the fact that community colleges have the potential to create pathways to 4-year engineering degrees and diversify the STEM workforce. This study explored what underrepresented students in STEM valued most as they navigated community college. We conducted nineteen semi-structured narrative interviews. Our findings suggested that the students found some of the values implicit compared to other explicit values mentioned by the participants. For example, they valued intimate class size, invested faculty, available tutors, and financial support as explicit values. They appreciated the low-pressure environment, directional support, networking opportunities, and hands-on learning as implicit values associated with their college experience. Our research has a direct implication on how such experiences influence students' chosen pathways toward engineering careers, and institutions can learn directly to establish programs with an understanding of what they value. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01