Keywords

retention, sense of community, STEM, learning community, residence halls, mathematics on-track, higher education, first-year

Abstract

This investigation looks at the relationship between a STEM learning community's co-curricular activities and students' perceived sense of community (SOC)to determine which activities most influence SOC and, in turn, retention. This investigation shows that SOC can be impacted by a multitude of factors found within the college environment. The most influential of these factors are open acceptance, student academic support services, and residential experiences. Most importantly there were significant differences for African American students participating in the STEM learning community on the measures of SOC, retention, and being on-track in mathematics. Additional data suggested higher levels of being on-track in mathematics for male students and differences in retention and being on-track for Hispanic students participating in a STEM learning community.

Notes

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Graduation Date

2009

Advisor

Cintron, Rosa

Degree

Doctor of Education (Ed.D.)

College

College of Education

Department

Educational Research, Technology and Leadership

Degree Program

Educational Leadership

Format

application/pdf

Identifier

CFE0002841

URL

http://purl.fcla.edu/fcla/etd/CFE0002841

Language

English

Release Date

February 2010

Length of Campus-only Access

None

Access Status

Doctoral Dissertation (Open Access)

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