A 10-week summer program designed to prepare rising sophomores and transfer students for enrollment in General Chemistry I, Calculus I, and Physics I in Fall 2019 (Grew, 2016 AU32: The in-text citation "Grew, 2016" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. ).
Published in Chapter:
Using Hybrid Gamification to Build Community and Self-Efficacy Among Diverse University STEM Students
Karen J. Cotter (New Jersey City University, USA)
Copyright: © 2023
|Pages: 19
DOI: 10.4018/978-1-6684-6092-4.ch011
Abstract
Technology is all around us and has become ubiquitous in everyday life. Today's Generation Z college students are the first coeds who have never lived without technology. It is incorporated throughout their day and in a plethora of ways in college campuses. Many professional STEM jobs go unfilled annually, especially by diverse individuals. Many underserved, first-generation, African American, Latinx, and female students arrive on campus with disadvantages that create barriers to success. Increasing the number of STEM graduates to fill these jobs requires innovative ways to support and retain these underserved students. STEM Bridge programs across the country use various strategies to engage, retain, and graduate STEM majors. This chapter presents research on the unique use of hybrid gamification as an educational technology strategy, in a Bridge STEM program, to foster a sense of community and self-efficacy to support STEM majors as they persist to a STEM degree.