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An Investigation of STEM Graduate Student Perceptions of Institutional Practices

Graduate #87
Discipline: Science and Mathematics Education
Subcategory: Education

Shabnam Etemadi - Tennessee State University
Co-Author(s): Lesia Crumpton-Young, Tennessee State University, Nashville, TN



Researchers from the Center for Advancing Faculty Excellence (CAFE’), Tennessee State University (TSU), Florida A&M University, and Prairie View A&M University are working with STEM graduate students to perform a descriptive research investigation aimed at identifying best practices and lessons learned strategies that can be employed within STEM graduate programs to broaden participation while ensuring student success.

This team of research scholars is working with the LSAMP BD Program Sites to produce research findings that delineate which practices, procedures, and policies are most effective {i.e. best} in ensuring that students successfully complete their graduate degrees.

The institutions’ policies, procedures and practices are being explored through survey instruments, focus group discussions, document content review analysis, historical records, and other sources of information. A comprehensive multi-faceted Descriptive Research Approach has been utilized. Some examples of key areas being investigated are as follows:
Which factors of your program and institution are helping or have helped to ensure your success in your BD program?
Which factors are hindrances to you while in graduate school? Describe the program elements and program activities for BD scholars in your program.
What institutional level and program level practices, procedures, and policies are followed in your program?

Current significant findings from the pilot round of collected student surveys include high satisfaction of graduate student participants in BD programs. For example, 94% of students rated the quality of their respective program as either ‘excellent’, ‘very good,’ or ‘good.’ The largest ethnic groups surveyed were Hispanics with 49% and African Americans with 44% participation. Additional findings include 80% of surveyors’ report that the most beneficial factor at their current institution is faculty or student mentoring for graduate level women or underrepresented minority STEM students. 85% reported having a mentor in their respective programs. Similarly in regards to mentoring, student reports reveal that the top two factors that support success in the BD program are mentorship and financial support.

A blueprint for designing and implementing various practices, procedures, and policies proven to ensure the success of broadening participation in STEM graduate education programs will be created from this research and to guide future research.

Not Submitted

Funder Acknowledgement(s): National Science Foundation EHR HRD: LSAMP Bridge to the Doctorate Program

Faculty Advisor: Lesia Crumpton-Young, dryoung@tnstate.edu

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This material is based upon work supported by the National Science Foundation (NSF) under Grant No. DUE-1930047. Any opinions, findings, interpretations, conclusions or recommendations expressed in this material are those of its authors and do not represent the views of the AAAS Board of Directors, the Council of AAAS, AAAS’ membership or the National Science Foundation.

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