Suggested Readings

Low-Income Students

The Executive Office of the President. (2014). Increasing college opportunity for low-income students: Promising models and a call to action. The White House, Washington, DC.  Increasing College Opportunity for Low-Income Students.pdf

S-STEM Project Insights

Pearson, Y.E., Crosby, K.E., Blevins, E.R., et al (2016). Challenges, Opportunities, and Impacts of S-STEM Projects: Insights for Institutional Capacity Building at Minority-Serving Institutions. Proceedings of the Annual Conference of the American Society for Engineering Education, New Orleans.

Available for free download from ASEE.

Diverse Student Pathways

National Academies of Sciences, Engineering, and Medicine. (2016). Barriers and opportunities for 2-year and 4-year STEM degrees: Systemic change to support diverse student pathways. Committee on Barriers and Opportunities in Completing 2-Year and 4-Year STEM Degrees. S. Malcom and M. Feder, Editors. Board on Science Education, Division of Behavioral and Social Sciences and Education. Board on Higher Education and the Workforce, Policy and Global Affairs. Washington, DC: The National Academies Press. doi: 10.17226/21739.

Available for free download from the National Academies Press.

Teamwork/Partnerships

Salas, E., Shuffler, M. L., Thayer, A. L., Bedwell, W. L. and Lazzara, E. H. (2015). Understanding and improving teamwork in organizations: A scientifically based practical guide. Human Resource Management, 54:599–622. doi:10.1002/hrm.21628.

STEM Student Success: Institutional Change

Association of American Colleges & Universities. (2015). Increasing student success in STEM: A guide to systemic institutional change – campus case studiesAvailable on AAC&U’s website.

 

Partial support for this work was provided by the National Science Foundation Scholarships in Science, Technology, Engineering, and Mathematics (S-STEM) program under award number 1708329.
Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.

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