Introduction
The purpose of my Action Research is to incorporate the use of online advising technologies into Bourns College of Engineering Student Affairs activities. Through social media and other online tools I will provide presentations regarding Science Technology Engineering and Math (STEM) Majors, provide mentoring, direct students toward available resources, create awareness and excitement of the rewards STEM careers provide, and most importantly increase the flow of Hispanic and low-income transfer students (as required by the
Hispanic Serving Institutions grant I work for) into the STEM fields at UCR BCOE. Through reviewing transcripts and conducting academic advising online I will lower costs for travel and time, increasing the number of potential transfer students that are armed with the information they need to know in order to make the leap from Community College into UC Riverside BCOE. By doing this, the UCR STEM Pathway Project (SPP) will contribute to enhancing the number
of Hispanic and low-income students graduating in the STEM fields in California.
Hispanic Serving Institutions grant I work for) into the STEM fields at UCR BCOE. Through reviewing transcripts and conducting academic advising online I will lower costs for travel and time, increasing the number of potential transfer students that are armed with the information they need to know in order to make the leap from Community College into UC Riverside BCOE. By doing this, the UCR STEM Pathway Project (SPP) will contribute to enhancing the number
of Hispanic and low-income students graduating in the STEM fields in California.
The problem is...
that an overwhelming majority of low-income students begin and end their college experiences in community college. For every 100 low-income first time college students in California, 75 matriculate to a community college. Though half of these students express a desire to transfer to a four year university, few ever do, only seven out of a hundred will transfer to a four year institution, and only one of them will find their way into the University of California system (California Postsecondary Education Commission, 2008).
The community college students who manage to gain acceptance at a four-year
university, find that transferring is very challenging, especially in the STEM fields. In 2006, 16%
(155/969) of the transfer students accepted entered into STEM fields at UCR. Thirty-six percent
(56) of these STEM transfer students were from low-income backgrounds.
Some students are just not interested in STEM careers, but many students never consider
STEM an option because they have not interacted with anyone working or studying in the STEM
disciplines, or they lack the confidence to succeed in a STEM major. Others believe they can
succeed but don’t get accurate academic advising. They end up enrolling in community college
courses that don’t really prepare them to transfer into a STEM field. Many don’t even consider
transferring an option. Students tend to lack basic information about transfer procedures,
financial aid opportunities, and transfer guarantee agreements that exist at four-year universities.
Low income students work longer hours, often have to contend with external family
issues losing flexibility because meetings and class times are scheduled around work hours.
(Castellanos and Jones, 2003). When speaking to students about time conflicts and other
limitations it makes sense to offer our services at a greater rate of flexibility. One way to
accomplish this is to conduct online academic advising and meetings.
The community college students who manage to gain acceptance at a four-year
university, find that transferring is very challenging, especially in the STEM fields. In 2006, 16%
(155/969) of the transfer students accepted entered into STEM fields at UCR. Thirty-six percent
(56) of these STEM transfer students were from low-income backgrounds.
Some students are just not interested in STEM careers, but many students never consider
STEM an option because they have not interacted with anyone working or studying in the STEM
disciplines, or they lack the confidence to succeed in a STEM major. Others believe they can
succeed but don’t get accurate academic advising. They end up enrolling in community college
courses that don’t really prepare them to transfer into a STEM field. Many don’t even consider
transferring an option. Students tend to lack basic information about transfer procedures,
financial aid opportunities, and transfer guarantee agreements that exist at four-year universities.
Low income students work longer hours, often have to contend with external family
issues losing flexibility because meetings and class times are scheduled around work hours.
(Castellanos and Jones, 2003). When speaking to students about time conflicts and other
limitations it makes sense to offer our services at a greater rate of flexibility. One way to
accomplish this is to conduct online academic advising and meetings.