Abstract

Preparing undergraduate students for careers in science, technology, engineering, and mathematics (STEM) fields continues to be a national priority. This project analyzed the effects of virtual metacognitive academic coaching between graduate student coaches and undergraduate STEM majors with Executive Function disorders at a large, four-year university. The project team analyzed the persistence of the undergraduate students in their major, as well as the graduate students’ abilities to transfer the coaching experiences to K-12 settings. A mixed-methods design evaluated qualitative (i.e. student/coaches’ surveys and interviews) outcomes for undergraduate STEM majors and for graduate students. The goal of this project is to develop iteratively a model of scalable supports that can be utilized to support undergraduates with disabilities in STEM majors’ at large universities such as UCF. Graduate student coaches paired with undergraduate STEM majors with Executive Function disorders (n=26) worked collaboratively throughout one semester to developed strategies that supported the success of the undergraduate students’ coursework. Both coaches and students provided examples of positive effects of the academic coaching process that supported student course work and created experiences that the graduate students could use in a K-12 setting.

Thesis Completion

2017

Semester

Spring

Thesis Chair/Advisor

Marino, Matthew

Degree

Bachelor of Science (B.S.)

College

College of Education and Human Performance

Degree Program

Science Education; Chemistry

Location

Orlando (Main) Campus

Language

English

Access Status

Open Access

Release Date

5-1-2017

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