Bridging the Gap: Transitional Programs and Informational Sessions for GED Student Success in STEM
Location
SU-217
Start Date
2-5-2025 9:00 AM
Department
Other
Abstract
According to the National Science Foundation, STEM occupations are expected to increase by 6.9% by 2032, yet there is a shortage of professionals in STEM disciplines which require at least a bachelor's degree. Only a small percentage of non-traditional students pursue STEM-related fields in higher education, which could help close this gap. A non-traditional student is someone who takes an alternative pathway to higher education, rather than directly from high school. In this study, a non-traditional student is limited to someone who obtains their high school diploma equivalency- General Education Development (GED). GED students are not given the resources to direct themselves to succeed in STEM fields. Even if GED earners master their math assessment, they will still need an additional one to four semesters prior to reaching Calculus. Therefore, without having the preparation or resources, non-traditional students are less likely to pursue a STEM degree. This study hypothesizes that implementing a preparatory bridge/transitional program for GED, integrating STEM courses into the GED framework, will enhance math readiness and increase non-traditional student enrollment in STEM majors. To test our hypothesis, we will implement STEM career informational workshops and implement a transitional bridge program. So far, we met with the Adult Education Director to discuss co-creating the transitional program. To support this transition, GED students would first take the TABE (Test of Adult Basic Education) for GED placement, followed by the option to take ALEKS (higher education math placement) to assess math readiness. Based on their scores, students would be directed toward pathways which would introduce them to Pre-Calculus topics, while taking the GED requirement courses. At the end of the transition program, students will retake ALEKS to measure score changes. Students will also complete a pre and post-survey to assess their STEM interest before and after the informational workshops. As a result, we expect this transitional program enables GED students to increase STEM course preparation and begin at a proficient level, avoiding additional years of study. This is with hopes to enhance their math readiness skills, prepare them for STEM courses, and encourage more non-traditional students to pursue STEM careers overall.
Faculty Sponsor
Doris Espiritu
Bridging the Gap: Transitional Programs and Informational Sessions for GED Student Success in STEM
SU-217
According to the National Science Foundation, STEM occupations are expected to increase by 6.9% by 2032, yet there is a shortage of professionals in STEM disciplines which require at least a bachelor's degree. Only a small percentage of non-traditional students pursue STEM-related fields in higher education, which could help close this gap. A non-traditional student is someone who takes an alternative pathway to higher education, rather than directly from high school. In this study, a non-traditional student is limited to someone who obtains their high school diploma equivalency- General Education Development (GED). GED students are not given the resources to direct themselves to succeed in STEM fields. Even if GED earners master their math assessment, they will still need an additional one to four semesters prior to reaching Calculus. Therefore, without having the preparation or resources, non-traditional students are less likely to pursue a STEM degree. This study hypothesizes that implementing a preparatory bridge/transitional program for GED, integrating STEM courses into the GED framework, will enhance math readiness and increase non-traditional student enrollment in STEM majors. To test our hypothesis, we will implement STEM career informational workshops and implement a transitional bridge program. So far, we met with the Adult Education Director to discuss co-creating the transitional program. To support this transition, GED students would first take the TABE (Test of Adult Basic Education) for GED placement, followed by the option to take ALEKS (higher education math placement) to assess math readiness. Based on their scores, students would be directed toward pathways which would introduce them to Pre-Calculus topics, while taking the GED requirement courses. At the end of the transition program, students will retake ALEKS to measure score changes. Students will also complete a pre and post-survey to assess their STEM interest before and after the informational workshops. As a result, we expect this transitional program enables GED students to increase STEM course preparation and begin at a proficient level, avoiding additional years of study. This is with hopes to enhance their math readiness skills, prepare them for STEM courses, and encourage more non-traditional students to pursue STEM careers overall.