In 2012, the President’s Council of Advisors on Science and Technology issued a dire warning that if the United States did not boost programming to produce one million more graduates in science, technology, engineering, and math (STEM), the nation would lose it’s status as the leader in those fields. Since then, several national science organizations, including the National Research Council, the National Academies of Sciences, and the National Academy of Engineering have called on community colleges to lead the charge in STEM education in order to keep up with demand.
High on the list of priorities is preparing students early for STEM studies. Experts agree that children should be exposed to STEM career pathways in elementary school, and should have continued exposure through their middle school and high school years. Classroom experiences are important, but George Boggs, the CEO Emeritus of the American Association of Community Colleges, posits that visits to college campuses, involvement in research opportunities, advanced STEM studies in high school, science fairs, and summer camps are also necessary in order to get schoolchildren excited about careers in STEM.
According to Boggs, another critical component in devising successful STEM programs is developing curriculum articulation between high schools and community colleges to reduce the number of students who have to take remedial courses once they get to college. In math especially, community college students demonstrate a lack of preparedness that serve as a barrier to many of them pursuing careers in a STEM-related field. Additionally, Boggs points out that . . . read more
Each year students and colleges in the United States spend about $3 billion on remediation. Remedial courses, or college prep courses as they are known at some institutions, are required for students who do not meet pre-determined performance standards for admittance into a college-level course. Most often, community college students who require remediation need it in English or math, or both.
The most recent statistics on the matter are sobering: About half of all community college students are placed in remedial courses, which 40 percent of students never complete. Nearly 70 percent of these students never make it to a college-level math class either. Further compounding the problem is that adjunct faculty members, who typically have the least experience teaching needy populations and often suffer from a general lack of institutional support, teach approximately 75 percent of remedial courses offered at community colleges.
This is a problem seen nationwide. Over 46 percent of college-bound students in Maryland need some form of remediation. In California, the need for remediation lengthens the time students need to attain an associate’s degree by one full year and adds 20 credits to their coursework. In Virginia, 77 percent of students in the state’s community college system that are referred to remedial math courses do not complete them within three years. All this added coursework causes budgetary concerns for colleges that have to add more and more sections of non-credit courses, and worries employers who are concerned . . . read more