STRATEGIES FOR FOSTERING THE ACADEMIC GROWTH AND PERSONAL DEVELOPMENT OF PRE-ENGINEERING AND PRE-APPLIED SCIENCE MAJORS

摘要

The purpose of this research is to explore the impact of advising interventions on the academic success of engineering and applied science pre-majors at a large, multicultural, top-tier research university. There is a growing body of literature addressing the impact of specific academic initiatives with respect to how higher education students are taught math, science, and engineering subjects, though there is less focus on the value of intensive psycho-social support on the retention and advancement of students pursuing the science, technology, engineering and math (STEM) disciplines. This paper seeks to address that issue and illustrate how early advising interventions can improve retention and graduation rates. Kitzrow notes that colleges and universities in the United States have seen enormous changes in their student populations over the past decades, and that the role and practice of college counselors has evolved in response to these changes, which include shifting social, economic and political realities and increased diversity among college student populations. She also relates a shift among student presenting concerns from more "...benign developmental and informational needs to more severe psychological problems (Kitzrow, 2003 p.168)9;" these "more severe psychological problems" include substance abuse, eating disorders, depression, anxiety, and suicidality, and as a result, Levine and Cureton note that 69% of four-year school student affairs officers report that undergraduates "...are using psychological counseling services in record numbers and for longer periods of time than in the past (p.95)." In addition, students face increased anxiety as a result of uncertain economic circumstances, and greater exposure to violent incidents on campus and off, such as interpersonal and family dysfunction, sexual and physical assault, domestic and international terrorism, and disasters, natural or otherwise. "The bottom line..." relate Levine and Cureton in their exploration of the pressures and anxieties undergraduate students contend with, "...is that students are coming to college overwhelmed and more damaged than those of previous years (Levine and Cureton 1998, p.95)." In response to such conditions, Robotham and Julian contend that "A key role for universities...is the provision of appropriate resources to enable individuals to deal with stress," (2006, p.114)13. This research underscores the need for professionals with mental health training in advising roles, and demonstrates the value of psycho-social interventions as part of larger academic advising strategies.