Abstract: Students at risk of dropping out of Science, Technology, Engineering, and Mathematics (STEM) programs often display signs that indicate they are at risk. A need exists to identify at risk STEM students early and to develop and implement effective intervention strategies that utilize the Total Quality Management (TQM) approach. Most of all, a database system is needed to track this early intervention process, if retention rates are to be improved. To address this need at a small community college in North Carolina, a system was developed and underwent a pilot study in Fall 2009 and Spring 2010. The two pilot groups were compared to the two control groups to identify differences in retention, course credit completion rates, and grade point averages (GPA). The first pilot group displayed no significant differences, while the second pilot group displayed significant differences in most of the areas analyzed in the study, indicating a database system can be used to improve STEM student retention. While the second of the two pilot groups displayed promising results, managerial and logistical issues, such as less than optimal instructor involvement, impeded success were identified. This paper will describe the design, implementation, and the preliminary results of this study and outlines the need for further research that confirms these preliminary findings.
How to cite this paper
APA: Khoury, S., Jenab, K., Staub, D & Rajai, M. (2002). Using database technology to improve STEM student retention: A total quality management approach to early alert and intervention. Management Science Letters, 2(2), 647-654.
Chicago/Turabian: Khoury, S., Jenab, K., Staub, D & Rajai, M. 2002. "Using database technology to improve STEM student retention: A total quality management approach to early alert and intervention." Management Science Letters 2, no. 2 (2002): 647-654.
AMA: Khoury, S., Jenab, K., Staub, D & Rajai, M. Using database technology to improve STEM student retention: A total quality management approach to early alert and intervention. Management Science Letters. 2002;2(2):647-654.
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EA Report FA09 (2010). Early Alert Final Report Fall 2009. Carteret Community College Title III Grant. Retrieved on September 2, 2011 from http://ccctitle3.wordpress.com/early-alert-task-force/the-pilot-project/end-of-fa09-report-how-did-we-do/.
EA Report SP10 (2010). Early Alert Final Report Spring 2010. Carteret Community College Title III Grant. Retrieved on September 2, 2011 from http://ccctitle3.wordpress.com/early-alert-task-force/the-pilot-project/ea-pilot-final-report-sp10/.
GAO (2005). Government Accounting Office Report. Federal science, technology, engineering, and mathematics programs and related trends. Retrieved on Aug 20, 2011 from http://www.gao.gov/new.items/d06114.pdf .
Mahoney, M. P. (2010). Students & apos; attitudes toward STEM: Development of an instrument for high school STEM-Bases Programs. Journal of Technology Studies, 36 (1), 24-34.
Phalke, A. & Lysecky S. (2010). Adapting the eBlock platform for middle school STEM projects: Initial platform usability testing. IEEE Transactions on Learning Technologies, 3(2), 152-164.
Subotnik, R. F., Tai, R. H., Rickoff, R., & Almarode, J. (2010). Specialized public high schools of science, mathematics, and technology and the STEM pipeline: What do we know now and what will we know in 5 years? Roeper Review, 32(1), 7-16.
van Schalkwyk, S. (2010). Early assessment: Using a university-wide student support initiative to effect real change, Teaching in Higher Education, 15(3), 299-310.
Yorke, M. (2001). Formative assessment and its relevance to retention. Higher Education Research & Development, 20(2), 115-126.
Zepke, N. & Leach, L. (2007). Educational quality, institutional accountability and the retention discourse. Quality in Higher Education, 13(3), 237-248.