The Influence of a Freshman iSTEAM Academy on Student Engagement and Educational Attitudes

Authors

  • David J. Shernoff Rutgers University
  • Denise M. Bressler East Carolina University
  • Isabella Massaro Rutgers University
  • Suparna Sinha Rutgers University

DOI:

https://doi.org/10.33423/jhetp.v20i7.3150

Keywords:

Higher Education, Theory and Practice, STEAM, student engagement, high school, educational attitudes, university partnership

Abstract

In this study, we attempted to combat the escalating problems of student disengagement and dropout at a partnering high school by piloting and evaluating a teacher professional development program to create a freshman “iSTEAM Academy” designed to radically transform the freshman experience. We found that students participating in the iSTEAM Academy were significantly more engaged, demonstrated more positive attitudes, and had greater aspirations to continue in STEM subjects than those in a more traditionally taught, comparison academy. Implications of the study for future practice included the importance of forums for transdisciplinary collaboration, a supportive administrative, and continued teacher professional development

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Published

2020-10-25

How to Cite

Shernoff, D. J., Bressler, D. M., Massaro, I., & Sinha, S. (2020). The Influence of a Freshman iSTEAM Academy on Student Engagement and Educational Attitudes. Journal of Higher Education Theory and Practice, 20(7). https://doi.org/10.33423/jhetp.v20i7.3150

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Section

Articles