The following list describes license reuses offered by the National Academies Press (NAP) through Rightslink: To request permission through Rightslink you are required to create an account by filling out a simple online form. The complete terms and conditions of your reuse license can be found in the license agreement that will be made available to you during the online order process. Rightslink allows you to instantly obtain permission, pay related fees, and print a license directly from the NAP website. Through Rightslink, you may request permission to reprint NAP content in another publication, course pack, secure website, or other media. The National Academies Press (NAP) has partnered with Copyright Clearance Center's Rightslink service to offer you a variety of options for reusing NAP content. The conclusions of this report lay out the steps that faculty, STEM departments, colleges and universities, professional societies, and others can take to improve STEM education for all students interested in a STEM degree. As this book explores these issues, it identifies where further research is needed to build a system that works for all students who aspire to STEM degrees. In doing so, Barriers and Opportunities questions whether definitions and characteristics of what constitutes success in STEM should change. This book describes the major changes in student demographics how students, view, value, and utilize programs of higher education and how institutions can adapt to support successful student outcomes. This study pays special attention to the factors that influence students' decisions to enter, stay in, or leave STEM majors-quality of instruction, grading policies, course sequences, undergraduate learning environments, student supports, co-curricular activities, students' general academic preparedness and competence in science, family background, and governmental and institutional policies that affect STEM educational pathways.īecause many students do not take the traditional 4-year path to a STEM undergraduate degree, Barriers and Opportunities describes several other common pathways and also reviews what happens to those who do not complete the journey to a degree. Are the STEM educational pathways any less efficient than for other fields of study? How might the losses be "stemmed" and greater efficiencies realized? These questions and others are at the heart of this study.īarriers and Opportunities for 2-Year and 4-Year STEM Degrees reviews research on the roles that people, processes, and institutions play in 2-and 4-year STEM degree production. Many of those who do obtain a degree take longer than the advertised length of the programs, thus raising the cost of their education. But the barriers to students realizing their ambitions are reflected in the fact that about half of those with the intention to earn a STEM bachelor's degree and more than two-thirds intending to earn a STEM associate's degree fail to earn these degrees 4 to 6 years after their initial enrollment. Nearly 40 percent of the students entering 2- and 4-year postsecondary institutions indicated their intention to major in science, technology, engineering, and mathematics (STEM) in 2012. Division on Engineering and Physical Sciences.Division of Behavioral and Social Sciences and Education.Help Ordering Information New Releases Browse by Division Browse by Topic
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