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Improving Retention in Stem Degrees Through the Implementation of Informal Science Programs
| dc.contributor.advisor | Dykstra, Emily | en |
| dc.contributor.author | Neenan, Tyler Joseph | |
| dc.creator | Neenan, Tyler Joseph | en |
| dc.date.accessioned | 2015-10-05T22:19:20Z | en |
| dc.date.available | 2015-10-05T22:19:20Z | en |
| dc.date.issued | 2015 | en |
| dc.identifier.citation | Neenan, Tyler Joseph. (2015). Improving Retention in Stem Degrees Through the Implementation of Informal Science Programs (Bachelor's thesis, University of Arizona, Tucson, USA). | |
| dc.identifier.uri | http://hdl.handle.net/10150/579323 | en |
| dc.description.abstract | Students from the United States are consistently outperformed by their international counterparts on global assessments math and science skills. Furthermore, there is a lack of skilled workers in STEM fields in the United States. Participation in informal education has been shown to increase interest and participation in science courses during high school, which in turn is linked to increased interest and improved performance in STEM degree programs. In addition, informal science programs have been specifically shown to increase minority interest and participation in STEM fields, which is of particular importance given the large underrepresentation of those groups in STEM professions. This paper details the pertinent research outlining the efficacy of informal science education in increasing minority participation and performance in STEM studies and careers and establishes a framework for designing and implementing an informal science education program. | |
| dc.language.iso | en_US | en |
| dc.publisher | The University of Arizona. | en |
| dc.rights | Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. | en |
| dc.rights.uri | http://rightsstatements.org/vocab/InC/1.0/ | |
| dc.title | Improving Retention in Stem Degrees Through the Implementation of Informal Science Programs | en_US |
| dc.type | text | en |
| dc.type | Electronic Thesis | en |
| thesis.degree.grantor | University of Arizona | en |
| thesis.degree.level | bachelors | en |
| thesis.degree.discipline | Honors College | en |
| thesis.degree.discipline | Molecular and Cellular Biology | en |
| thesis.degree.name | B.S. | en |
| refterms.dateFOA | 2018-04-26T11:20:43Z | |
| html.description.abstract | Students from the United States are consistently outperformed by their international counterparts on global assessments math and science skills. Furthermore, there is a lack of skilled workers in STEM fields in the United States. Participation in informal education has been shown to increase interest and participation in science courses during high school, which in turn is linked to increased interest and improved performance in STEM degree programs. In addition, informal science programs have been specifically shown to increase minority interest and participation in STEM fields, which is of particular importance given the large underrepresentation of those groups in STEM professions. This paper details the pertinent research outlining the efficacy of informal science education in increasing minority participation and performance in STEM studies and careers and establishes a framework for designing and implementing an informal science education program. |
