SUCCEEDING IN INTRODUCTORY STEM COURSES AT COMMUNITY COLLEGES: STEM INSTRUCTORS’ PERCEPTIONS OF ESSENTIAL SKILLS AND BARRIERS TO SUCCESS

Abstract

Community colleges play a key role in providing non-traditional and underrepresented minority students with access to careers in Science, Technology, Education and Math (STEM) fields, which are critical for the economic success of the United States. However, national studies reveal that student persistence in STEM majors is alarmingly low, particularly at community colleges. Therefore, it is important to conduct more studies that contribute to the understanding of STEM course success in college. To that end, this study gathered the following data: 1) instructors’ perceptions of essential skills required to succeed in introductory STEM courses at community colleges; 2) instructors’ perceptions of existing skills students have prior to STEM course instruction at community colleges; and 3) instructors’ perceptions of barriers that may prevent community college students from being successful in introductory STEM courses. This pragmatic, qualitative inquiry included interviews with STEM course instructors at a community college and employed a constant, comparative analysis approach. The study also juxtaposed findings against the literature to determine if there was congruence, in terms of critical STEM skills and knowledge for STEM occupations. Findings showed a significant overlap between essential skills required to succeed in STEM courses and important skills for STEM occupations and that essential skill development is critical but lacking. Keywords: STEM skills, essential STEM course skills, STEM persistence in community colleges, barriers to STEM course success