Fighting increasing drop-out rates in the STEM field: The European readySTEMgo Project

Considerable progress has been recently made in increasing enrolment in Science, Technology, Engineering, and Mathematics (STEM) study programs. High dropout rates in STEM programs, however, tend to undermine the beneficial effects of all current attempts to increase student enrolment in these programs. The readySTEMgo project aims at reducing these dropout rates. Research has shown that social and academic

[1]  E. Seymour,et al.  Talking About Leaving: Why Undergraduates Leave The Sciences , 1997 .

[2]  Werner Georg,et al.  Individual and institutional factors in the tendency to drop out of higher education: a multilevel analysis using data from the Konstanz Student Survey , 2009 .

[3]  Paul Kauffmann,et al.  Are Math Readiness and Personality Predictive of First-Year Retention in Engineering? , 2011, The Journal of psychology.

[4]  Brett D. Jones,et al.  An Analysis of Motivation Constructs with First‐Year Engineering Students: Relationships Among Expectancies, Values, Achievement, and Career Plans , 2010 .

[5]  Kristy J. Lauver,et al.  Do psychosocial and study skill factors predict college outcomes? A meta-analysis. , 2004, Psychological bulletin.

[6]  Steven B. Robbins,et al.  The Role of Academic and Non-Academic Factors in Improving College Retention. ACT Policy Report. , 2004 .

[7]  C. Abraham,et al.  Psychological correlates of university students' academic performance: a systematic review and meta-analysis. , 2012, Psychological bulletin.

[8]  A. Hofman,et al.  The relationship between first‐year achievement and the pedagogical‐didactical fit between secondary school and university , 2011 .

[9]  Paul A. Westrick,et al.  Predicting student enrollment and persistence in college STEM fields using an expanded P-E fit framework: a large-scale multilevel study. , 2014, The Journal of applied psychology.

[10]  Leonhard E. Bernold,et al.  Understanding Our Students: A Longitudinal‐Study of Success and Failure in Engineering With Implications for Increased Retention , 2007 .

[11]  S. R. Ting,et al.  Predicting academic success of first-year engineering students from standardized test scores and psychosocial variables , 2001 .

[12]  Päivi Tynjälä,et al.  Factors related to study success in engineering education , 2005 .

[13]  Vincent Donche,et al.  Profiling First-Year Students in STEM Programs Based on Autonomous Motivation and Academic Self-Concept and Relationship with Academic Achievement , 2014, PloS one.

[14]  J. Burtner.  The Use of Discriminant Analysis to Investigate the Influence of Non‐Cognitive Factors on Engineering School Persistence , 2005 .

[15]  Moshe Hartman,et al.  Leaving Engineering: Lessons from Rowan University's College of Engineering , 2006 .

[16]  Kirsten McKenzie,et al.  Who Succeeds at University? Factors predicting academic performance in first year Australian university students , 2001 .

[17]  Richard Sawyer,et al.  Predicting Engineering Major Status From Mathematics Achievement and Interest Congruence , 2004 .

[18]  S. Schwartz,et al.  Leaving College: Rethinking the Causes and Cures of Student Attrition , 1987 .

[19]  Henriette Tolstrup Holmegaard,et al.  What do we know about explanations for drop out/opt out among young people from STM higher education programmes? , 2010 .

[20]  C. Baillie,et al.  Motivation and attrition in engineering students , 2000 .

[21]  B. French,et al.  An Examination of Indicators of Engineering Students' Success and Persistence , 2005 .

[22]  Alberto Salguero,et al.  Factors influencing university drop out rates , 2009, Comput. Educ..

[23]  E. Kokkelenberg,et al.  Who succeeds in STEM studies? An analysis of Binghamton University undergraduate students , 2010 .

[24]  Matthew W. Ohland,et al.  Identifying Factors Influencing Engineering Student Graduation: A Longitudinal and Cross‐Institutional Study , 2004 .

[25]  Cindy P. Veenstra,et al.  A Model for Freshman engineering r etention , 2009 .

[26]  Brandon I. Collier-Reed,et al.  Why students leave engineering and built environment programmes when they are academically eligible to continue , 2015 .

[27]  Correlates of Engineering Freshman Academic Performance , 1996 .

[28]  E. Alpay,et al.  Student enthusiasm for engineering: charting changes in student aspirations and motivation , 2008 .

[29]  Gary D. Herrin,et al.  Is Modeling of Freshman Engineering Success Different from Modeling of Non‐Engineering Success? , 2008 .

[30]  Rose M. Marra,et al.  Leaving Engineering: A Multi‐Year Single Institution Study , 2012 .

[31]  C. Vogt,et al.  Faculty as a Critical Juncture in Student Retention and Performance in Engineering Programs , 2008 .

[32]  Jennifer G. Cromley,et al.  The role of identity development, values, and costs in college STEM retention , 2014 .

[33]  Toni L. Doolen,et al.  Identification of retention levers using a survey of engineering freshman attitudes at Oregon State University , 2007 .

[34]  P. Zeegers,et al.  Student learning in higher education: a path analysis of academic achievement in science , 2004 .

[35]  Helen L. Chen,et al.  Outcomes of a Longitudinal Administration of the Persistence in Engineering Survey , 2010 .

[36]  Phillip L. Ackerman,et al.  Trait complex, cognitive ability, and domain knowledge predictors of baccalaureate success, STEM persistence, and gender differences. , 2013 .

[37]  W. Mau,et al.  Factors that Influence Persistence in Science and Engineering Career Aspirations. , 2003 .