Assessing the Social and Academic Supports in a STEM Living Learning Community Public Deposited

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Last Modified
  • February 26, 2019
Creator
  • Rodgers, Grayson
    • Affiliation: College of Arts and Sciences, Department of Psychology and Neuroscience
Abstract
  • This study focuses on a living learning community called the Chancellor’s Science Scholars (CSS) Program. The program is committed to bringing in underrepresented students into the science, technology, engineering, and mathematics (STEM) field. Scholars are offered academic supports as well as social supports. Students provide assessments of their experiences at the end of each year in the program. This study examines how community, science identity, and science self-efficacy relate to students’ perceived benefit of and satisfaction in the program. Results show that scholars’ science-self efficacy did not improve over time and that scholars’ sense of community decreased over time. Sense of community and science identity are significant predictors of community involvement. Excerpts from student end-of-year interviews are included in discussions for future research. These findings may serve to improve the CSS program, as well as STEM learning communities in development.
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Rights statement
  • In Copyright
Note
  • Funding: None
Advisor
  • Panter, Abigail
Degree
  • Bachelor of Science
Academic concentration
  • Psychology
Honors level
  • Honors
Degree granting institution
  • University of North Carolina at Chapel Hill
Graduation year
  • 2017
Language
  • English
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