An Integrated Achievement and Mentoring (iAM) Model to Promote STEM Student Retention and Success

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. Thr...
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Autor*in:	Jessica Santangelo [verfasserIn] Rosebud Elijah [verfasserIn] Lisa Filippi [verfasserIn] Behailu Mammo [verfasserIn] Emily Mundorff [verfasserIn] Kristin Weingartner [verfasserIn]

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2022

Schlagwörter:	retention STEM iAM Program diverse legitimate peripheral participation inclusivity

Übergeordnetes Werk:	In: Education Sciences - MDPI AG, 2012, 12(2022), 12, p 843
Übergeordnetes Werk:	volume:12 ; year:2022 ; number:12, p 843

Links:	Link aufrufen Link aufrufen Link aufrufen Journal toc

DOI / URN:	10.3390/educsci12120843

Katalog-ID:	DOAJ083189386

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allfieldsSound	10.3390/educsci12120843 doi (DE-627)DOAJ083189386 (DE-599)DOAJ1a23f81ef8f04e5c8460ce729aac6c96 DE-627 ger DE-627 rakwb eng Jessica Santangelo verfasserin aut An Integrated Achievement and Mentoring (iAM) Model to Promote STEM Student Retention and Success 2022 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier 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. retention STEM iAM Program diverse legitimate peripheral participation inclusivity Education L Rosebud Elijah verfasserin aut Lisa Filippi verfasserin aut Behailu Mammo verfasserin aut Emily Mundorff verfasserin aut Kristin Weingartner verfasserin aut In Education Sciences MDPI AG, 2012 12(2022), 12, p 843 (DE-627)737287543 (DE-600)2704213-3 22277102 nnns volume:12 year:2022 number:12, p 843 https://doi.org/10.3390/educsci12120843 kostenfrei https://doaj.org/article/1a23f81ef8f04e5c8460ce729aac6c96 kostenfrei https://www.mdpi.com/2227-7102/12/12/843 kostenfrei https://doaj.org/toc/2227-7102 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_2025 GBV_ILN_2031 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 12 2022 12, p 843
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author	Jessica Santangelo
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title	An Integrated Achievement and Mentoring (iAM) Model to Promote STEM Student Retention and Success
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title_auth	An Integrated Achievement and Mentoring (iAM) Model to Promote STEM Student Retention and Success
abstract	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.
abstractGer	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.
abstract_unstemmed	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.
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title_short	An Integrated Achievement and Mentoring (iAM) Model to Promote STEM Student Retention and Success
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