Measures of Student Success in STEM - Retention, Literacy, and Communication: A Message From the Guest Editor
Abstract
The President's Council of Advisors on Science and Technology (PCAST) released a report in February 2012, Engage to Excel, which called for graduating one million more science, technology, engineering, and mathematics (STEM) graduates by 2020 in order for the U.S. to maintain its historic dominance in the eld. The report brought to light a daunting statistic: Less than 40% of students who intend to major in STEM are able to do so, and the major factors are identified as "uninspiring introductory courses" and an "unwelcoming atmosphere from STEM faculty." However, a modest increase in STEM graduates, to 50%, is projected to meet at least 75% of the demand. The report highlights the need to address student retention, especially during the rst two years of college, when attrition is rampant. Included in the recommendations of this report are the adoption of validated teaching practices and partnerships across academic and business communities, which are relevant for the articles published in this issue of the Journal. A recent publication from the Association of American Colleges and Universities (AACU), Achieving Systemic Change (2014), identi es critical areas that can advance undergraduate STEM education, including faculty development, and curricular innovations that integrate workplace skills, all of which are echoed in this issue.
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