Arvin Farid
Biographic Data
| ID | 1502380 |
|---|---|
| NAME | Arvin Farid |
| GIVEN NAMES | Arvin |
| FAMILY NAME | Farid |
| SIGNATURE | FARID A |
| AFFILIATIONS | Boise State University |
| ORCID | 0000-0002-2832-3819 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 1 |
A Systematic Multiple Studies Review of Low-Income, First-Generation, and Underrepresented, STEM-Degree Support Programs: Emerging Evidence-Based Models and Recommendations
The dramatic lack of diversity within science, technology, engineering, and mathematics (STEM) higher-education graduates is a serious issue facing the future of the STEM workforce. Colleges and universities are attempting to fix this disparity through targeted intervention programs aimed at increasing the persistence and retention of low-income, first-generation, and underrepresented (UR) students in STEM. A comprehensive synthesis of adopted st…
Data and analysis toolbox for modeling the nexus of food, energy, and water
Am I a STEM professional? Documenting STEM student professional identity development
Post-secondary education is expected to substantially contribute to the cognitive growth and professional achievement of students studying science, technology, engineering, and mathematics (STEM). Yet, there is limited understanding of how students studying STEM develop a professional identity. We used the lens of self-authorship to develop a model for STEM student professional identity development. We applied the model to frame our assessment of…
Am I a STEM professional? Documenting STEM student professional identity development
Post-secondary education is expected to substantially contribute to the cognitive growth and professional achievement of students studying science, technology, engineering, and mathematics (STEM). Yet, there is limited understanding of how students studying STEM develop a professional identity. We used the lens of self-authorship to develop a model for STEM student professional identity development. We applied the model to frame our assessment of…
Am I a STEM professional? Documenting STEM student professional identity development
Post-secondary education is expected to substantially contribute to the cognitive growth and professional achievement of students studying science, technology, engineering, and mathematics (STEM). Yet, there is limited understanding of how students studying STEM develop a professional identity. We used the lens of self-authorship to develop a model for STEM student professional identity development. We applied the model to frame our assessment of…
Data and analysis toolbox for modeling the nexus of food, energy, and water
A Systematic Multiple Studies Review of Low-Income, First-Generation, and Underrepresented, STEM-Degree Support Programs: Emerging Evidence-Based Models and Recommendations
The dramatic lack of diversity within science, technology, engineering, and mathematics (STEM) higher-education graduates is a serious issue facing the future of the STEM workforce. Colleges and universities are attempting to fix this disparity through targeted intervention programs aimed at increasing the persistence and retention of low-income, first-generation, and underrepresented (UR) students in STEM. A comprehensive synthesis of adopted st…
Economics (2 works) · Medical education (2 works) · Medicine (2 works) · Political science (2 works) · Psychology (2 works) · Agriculture (1 works) · Business (1 works) · Career Development and Diversity (1 works) · Computer Science (1 works) · Disability Education and Employment (1 works)