An Unconventional Collaboration at the College Level To Improve STEM Student Success

Authors

Amy N. Scott, University of the PacificFollow
Eileen Kogl Camfield, University of the PacificFollow
Alex Miller, University of the Pacific
Kirkwood M. Land, University of the PacificFollow

ORCID

Kirkwood M. Land: 0000-0001-5951-9630

Document Type

Article

Publication Title

The School Psychologist

Department

Biological Sciences

ISSN

2578-4218

Volume

72

Issue

2

First Page

58

Last Page

65

Publication Date

1-1-2018

Abstract

The purpose of this article is to illustrate the work that has resulted from a collaboration between a biology professor, a school psychology professor, a researcher in higher education access, and the writing programs director. The essential school psychologist role, as classroom observer and data analyzer, is discussed through an example of work done as part of a larger project focusing on student success and retention for at-risk populations in introductory college biology courses. Best practices for consulting at the college level are discussed and include: collaborate to cultivate the willing, collect and analyze data to sustain instructor involvement, and communicate and advocate. We hope that the model exemplified here might inspire future interdisciplinary collaborations that draw on school psychology expertise to design and conduct research.

Recommended Citation

Scott, A. N., Kogl Camfield, E., Miller, A., & Land, K. M. (2018). An Unconventional Collaboration at the College Level To Improve STEM Student Success. The School Psychologist, 72(2), 58–65.
https://scholarlycommons.pacific.edu/cop-facarticles/793