Increasing Persistence of College Students in STEM

• Published in: Science (American Association for the Advancement of Science) Vol. 341; no. 6153; pp. 1455 - 1456
• Main Authors: Graham, Mark J., Frederick, Jennifer, Byars-Winston, Angela, Hunter, Anne-Barrie, Handelsman, Jo
• Format: Journal Article
• Language: English
• Published: Washington American Association for the Advancement of Science 27.09.2013; The American Association for the Advancement of Science
• Subjects: Academic communities; Active learning; College students; Colleges; EDUCATION FORUM; Educational research; Engineering; Graduates; Labor force; Learning; Mathematical analysis; Mathematics; Nursing students; Retention; Science; Science learning; STEM education; Strategy; Students; Technical education; Technology; Vigilance
• ISSN: 0036-8075; 1095-9203
• DOI: 10.1126/science.1240487

An evidence-based framework offers a guide for efforts to increase student persistence in STEM majors. A 2012 report by the President's Council of Advisors on Science and Technology (PCAST) predicts that the U.S. workforce will suffer a deficit of one million college graduates in science, technology, engineering, and mathematics (STEM) over the next decade ( 1 ). The report calls for addressing the shortfall by increasing retention of college students in STEM. But many academic leaders have not responded aggressively to workforce needs by implementing measures that increase retention. Some of this nonaction is likely due to lack of knowledge about proven retention strategies.