The first-year experience: Students’ encounter with science and engineering programmes
Research output: Chapter in Book/Report/Conference proceeding › Book chapter › Research › peer-review
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The first-year experience : Students’ encounter with science and engineering programmes. / Ulriksen, Lars; Madsen, Lene Møller; Holmegaard, Henriette Tolstrup.
Understanding Student Participation and Choice in Science and Technology Education. Springer Netherlands, 2015. p. 241-257.Research output: Chapter in Book/Report/Conference proceeding › Book chapter › Research › peer-review
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TY - CHAP
T1 - The first-year experience
T2 - Students’ encounter with science and engineering programmes
AU - Ulriksen, Lars
AU - Madsen, Lene Møller
AU - Holmegaard, Henriette Tolstrup
PY - 2015/1/1
Y1 - 2015/1/1
N2 - To increase the number of graduates in science, technology, engineering and mathematics (STEM), it is not sufficient to attract more students to the programmes. It is equally important to ensure that the students complete their studies. This chapter presents a qualitative analysis of the experiences of 20 students who entered a science or engineering programme at a Danish university. In this longitudinal study, narrative interviews were carried out with the students during their first year. The chapter explores how the students were striving to bridge the gap between what they had expected the programme to be like, and what they experienced when entering. Drawing on Tinto’s model of student departure, the academic and social integration is discussed. The analysis suggests that the curriculum of the STEM programmes makes it difficult for students to become academically integrated. This is primarily because of the sequencing (when do students meet which content?), the pace, and the teaching and learning activities.
AB - To increase the number of graduates in science, technology, engineering and mathematics (STEM), it is not sufficient to attract more students to the programmes. It is equally important to ensure that the students complete their studies. This chapter presents a qualitative analysis of the experiences of 20 students who entered a science or engineering programme at a Danish university. In this longitudinal study, narrative interviews were carried out with the students during their first year. The chapter explores how the students were striving to bridge the gap between what they had expected the programme to be like, and what they experienced when entering. Drawing on Tinto’s model of student departure, the academic and social integration is discussed. The analysis suggests that the curriculum of the STEM programmes makes it difficult for students to become academically integrated. This is primarily because of the sequencing (when do students meet which content?), the pace, and the teaching and learning activities.
UR - http://www.scopus.com/inward/record.url?scp=84943143661&partnerID=8YFLogxK
U2 - 10.1007/978-94-007-7793-4_15
DO - 10.1007/978-94-007-7793-4_15
M3 - Book chapter
AN - SCOPUS:84943143661
SN - 9789400777927
SP - 241
EP - 257
BT - Understanding Student Participation and Choice in Science and Technology Education
PB - Springer Netherlands
ER -
ID: 227058431