Qualitative assessment of high-impact practices in a post-secondary STEM training program in the Southwest United States
Bibliographic Data
| ID | 22229029 |
|---|---|
| Authors | Maryanne Long (0000-0002-7189-6460, New Mexico State University, corresponding author), Rachel Boren (New Mexico State University), Graciela A Unguez (New Mexico State University), Graciela Unguez |
| Year | 2024 |
| Volume | 4 |
| Issue | 5 |
| Publication date | 2024-04-18 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | SN Social Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2662-9283 • E-ISSN: 2662-9283 |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1007/s43545-024-00888-8 |
| PMID | 40726497 |
| OpenAlex | W4394931470 |
| Language | EN |
| References cited | 18 |
Economic shortage · Institution · Medical education · Political science · Qualitative research · Sociology · Education, Achievement, and Giftedness · Higher Education Research Studies · Medicine · Perfectionism, Procrastination, Anxiety Studies · Psychology
Prevalence, Predictors, and Treatment of Impostor Syndrome
The link between high-impact practices and student learning
Broadening participation in STEM through equity-minded high-impact practices
Baseline Characteristics of the 2015-2019 First Year Student Cohorts of the NIH Building Infrastructure Leading to Diversity (Build ) Program
Naturalistic inquiry
| Highly cited | No |
|---|