影响大学生在渔业和野生动物项目中坚持的因素:新生1

Bjørn H. K. Wolter, Kelly F. Millenbah, Robert A. Montgomery, James W. Schneider
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引用次数: 0

摘要

许多渔业、野生动物和其他与自然资源相关的学科正面临着一个令人不安的招生趋势。尽管自20世纪70年代以来,进入科学、技术、工程和数学(STEM)领域的学生人数一直在稳步增长,但选择攻读自然资源学位的学生却越来越少。第一年的经历对学生的坚持至关重要,因此我们进行了一项试点研究,以更好地理解为什么大一进入渔业和野生动物项目的学生会坚持学习该专业。具体的发现包括小班授课的重要性,富有同情心的教师,以及融入项目的社会(即,创造一种强烈的社区意识)。学生们欣赏那些让他们参与动手学习活动的课程和经历,在那里他们可以将理论知识应用于实际情况,进一步培养他们的个人和专业相关性。虽然许多学生对必修课程及其严谨性或缺乏相关性表示不满,但这并不是流失的原因。虽然自然资源专业的毕业生缺乏全职、长期的就业机会,这被认为是一个挑战,但学生们了解这一动态,并认识到他们可能需要在获得一份长期工作之前获得多个临时职位。这种认可似乎是出于对户外活动的热情,而不是为了发展事业。这项研究有可能为自然资源项目提供吸引、留住和教育本科生的技术。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Factors Affecting Persistence of Undergraduate Students in a Fisheries and Wildlife Program: Freshmen1

A disturbing trend in student enrollment is facing many fisheries, wildlife, and other natural resources–related disciplines. Although there has been a steady increase in the number of students entering science, technology, engineering, and mathematics (STEM) fields since the 1970s, fewer students are opting to pursue natural resources degrees. The first-year experience is critical to student persistence, so we conducted a pilot study to better understand why students entering a fisheries and wildlife program as freshmen persisted in the major. Specific findings include the importance of small class sizes, empathetic instructors, and being socially integrated into the program (i.e., creating a strong sense of community). Students appreciated courses and experiences that engaged them in hands-on learning activities where they could apply theoretical knowledge in practical situations, further allowing them to develop personal and professional relevancy. While many students expressed discontent with pre-requisite courses and their rigor or perceived lack of relevancy, this was not identified as a source of attrition. While the lack of full-time, permanent employment available to natural resource graduates was perceived as a challenge, students understood this dynamic and recognized that they would likely need to secure multiple temporary positions before obtaining a permanent job. This recognition appears to be borne of a passion for the outdoors rather than a desire to develop a career. This study has the potential to inform natural resource programs on techniques to attract, retain, and educate undergraduate students.

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