Hiring New PLFs!

We have exciting news for any one interested in working at the STEM Gateway, we are hiring PLFs for all subjects for the fall 2014 semester. So, anyone who wants to help students learn in subjects like Math, Chemistry, Physics should apply here!

Working as a PLF presents an exciting, fun, and challenging environment where you can tutor students, help them understand new concepts, and improve the STEM community on campus. While the work may seem foreboding at first, the students always appreciate your help, and your fellow PLFs and teachers will help you along the way!

To become a PLF you must have at least a 2.5 GPA, completed a similar course to the class you want to PLF or its equivalent (for example, Math 121 if you want to PLF for Math classes), and a letter of recommendation from a faculty member in a STEM focused field. For a complete list of the requirements, please refer to the job posting in the link above or below!

If you are still not convinced, then consider working as a PLF an opportunity to improve your own skills in a field you enjoy. While many of the PLFs study in STEM fields, we do not require you to be a STEM person yourself. Thus, as long as you want to help your fellow students and have an interest in STEM courses, studies, or education, you are an excellent PLF candidate!

Here is the link again for the job posting: Be a PLF!

STEM Study in Journal of College Student Development

By Patrick Coulombe

A recent study published in the Journal of College Student Development looked at contextual variables that were predictors of the fourth-year GPA of Hispanic students enrolled in a STEM major. The authors found that, after controlling for demographic variables such as gender and parents’ education, Hispanic students who frequently received support and encouragement from faculty members reported a higher GPA. 

Not surprisingly, students who spent more time on studying and homework also reported a higher GPA.

Interestingly, Hispanic students who were enrolled in culturally-relevant activities (such as an ethnic studies course or an ethnic student organization) reported lower GPAs. The authors propose that this may be due to students having less time to invest towards their studies. However, another explanation might be that Hispanic students who take part in culturally-relevant activities do so specifically because they do not feel comfortable or welcome into their academic program, and seek social support among peers through these extra-curricular activities.

Overall, almost a quarter of the differences in GPA among Hispanic STEM students that could be captured by the study were due to differences not in demographic variables (like gender and parents’ education) but in contextual variables. Therefore, it appears that the academic success of Hispanic students evolving in a STEM major in college is affected by the environment in which they study.

In a future study, instead of focusing on GPA, it would be interesting to use these same variables to predict whether Hispanic students in STEM majors go on to actually graduate with their STEM degree, or instead drop out or switch to a non-STEM major before completing their degree.

The study is available here: http://www.otl.wayne.edu/pdf/wider/Cole_Espinoza_Latinostudentsinscience.pdf

Reference:

Cole, D., & Espinoza, A. (2010). Examining the academic success of Latino students in Science, Technology, Engineering, and Mathematics (STEM) majors. Journal of College Student Development, 49, 285-300.

Students for STEM Success (S3) and STEM Gateway Imposter Syndrome Workshop!

IMPOSTER SYNDROME: Learning that you do belong in STEM

 

As a STEM Student,

• Do you ever think that your classmates are smarter or have more skills than you do?
• Do you worry about whether you are able to succeed in your STEM degree program?
• Learn how to see yourself as a competent, capable STEM student!

 

MONDAY MARCH 10^th from 10 – 11 am

Zimmerman Room 345

Join the event on Facebook!