Influential Interventions: Improving STEM Learning Outcomes for Underrepresented Students James Diedrick, Associate Dean of the College Drew Homa, Academic Assessment Coordinator 25th International Conference on The First-Year Experience Vancouver, B. C. • July 17, 2012
Agnes Scott College Atlanta, Georgia Student Body as of Fall 2011: 883 students, representing 41 states and territories and 29 countries 89% of traditional students live on campus 11% are international students More than 40% are students of color. About 40% will study abroad before they graduate Historically and presently, Agnes Scott students have earned academia’s most prestigious scholarships including the Marshall, Rhodes, Fulbright, Goldwater, the Students in the Generating Excellence in Math & Science Pickering Fellowship and the Gates Summer Scholars Program (GEMS), Summer 2011 Millennium Scholarship.
Our Commitment to STEM Education Majors: Biology, Biochemistry and Molecular Biology, Chemistry, Mathematics, Mathematics- Physics, Mathematics-Economics, Neuroscience, Public Health, Physics & Astronomy Dual degree programs in Engineering, Computer Science and Nursing with Emory University & Georgia Tech State-of-the art facilities in new science building, observatory on campus Emphasis on supporting & encouraging women in pursuit of STEM fields
Increasing Ethnic Diversity 1992-2011 1992 2011 2002 17.9% 32.5% 4.0% 40.4% 44.1% 3.9% 57.9% 4.5% 74.2% 5.2% 10.8% 4.7% White Non-resident International White
Increasing Ethnic Diversity 1992-2011 100% 100% Diversity on Campus: Diversity on Campus: Total Total 90% 90% Undergraduate First-Year 80% 80% Population Population 70% 70% 60% 60% American Indian/Alaska Native American Indian/Alaska Native Unknown Unknown 50% 50% Hispanic Hispanic 40% 40% Two or more races Two or more races 30% 30% Asian/Pacific Islander Asian/Pacific Islander Non-resident International Non-resident International 20% 20% African American African American 10% 10% White White 0% 0% 1992 2002 2011 1992 2002 2011
Achievement Gap for URM STEM Students Analysis of performance in introductory STEM courses clearly demonstrated a trend that faculty had long noticed (data from 2004-2009) Achievement gap persists even for students who choose to major in a STEM discipline Percentage of STEM Majors Having a GPA ≥3.33 (2010)
GEMS Program GEMS Summer Scholars on field trip to Georgia Aquarium, 2011 Generating Excellence in Math & Science Began 2007 Year-round program aimed at supporting the success of students pursuing majors in mathematics and/or the natural and physical sciences GEMS Summer Scholar Program, 2009-2011 Activities include bi-monthly meetings, excursions, service projects and collaboration with ASC faculty Students encouraged to take advantage of academic support centers. Living-Learning component initiated for 2012-13 year.
Factors influencing success & persistence in STEM Potential for peer-led Supplemental Instruction in gateway math & science Family courses to have a positive Background influence Skills & Classroom Climate Abilities Stereotype Threat Prior Feedback on Learning Schooling Re-evaluate Inquiry-Based Learning Academic commitments Integration & goals Exposure to Real- World Applications & Social Careers Integration Decision to enroll in STEM class/major Decision to Extracurricular persist or Activities depart from University of Michigan Center STEM Peer Group Interactions for Research and Learning
Teagle Foundation Support for Interventions to Promote STEM Student Success Two-year grant received in collaboration with Davidson College to develop academic support initiatives that particularly benefit first generation and URM students Initiative runs from August 2011-May 2013 Goal includes use of student learning outcome data to continue the levels of academic support beyond the funding period Initiative includes joint meetings of two institutions, workshops on campus climate issues, stereotype threat, STEM pedagogy
Project Objectives Increase student success and persistence in STEM disciplines by adding peer-led supplemental instruction (SI) sessions to gateway math and science courses All students are encouraged to attend SI sessions Specific impact to URM and first generation students determined through assessment SI has been associated with more dramatic gains among URM students than among their peers* Addressing/improving campus/classroom climate issues (Diverse Learning Environments Survey (DLE) administered Spring 2012, comparative data to be released September 2012) * Rath, Kenneth, et. al. “Supplemental Instruction in Introductory Biology I: Enhancing the Performance and Retention of URM Students” (CBE – Life Science Education 6 [2007]:203-216).
New forms of academic support Coordinator for Resource Center for Math & Science (RCMS) Assisting in facilitating the implementation and assessment of the SI program Supporting & coordinating the work of all LA’s and peer tutors (individual peer tutors have been in place for two decades) Increasing the level & variety of academic support available to our students in math and the sciences Peer Learning Assistants (LA’s) Juniors or seniors selected by faculty Training: 2-day session in August, ½ day session in January, and on-going training at regular meetings throughout each semester Responsibilities: attending course lectures, leading SI sessions, developing workshop content (to varying extents), holding 1:1 tutoring hours & attending regular staff meetings Grant support allowed for hiring students not eligible for traditional work-study
Math & Science Learning Center Coordinator Dr. Molly Smith, Math & Science Learning Center Coordinator Ph.D. in Chemical Engineering from University of Michigan 6 years experience working in a university environment as a graduate student, including voluntary service roles in coordination, leadership and planning of education programs and events 5 years corporate experience managing projects and programs involving team members in multiple locations and partners at other companies and universities; included teaching intensive mini-courses on biology and chemistry fundamentals for employees Dr. Molly Smith
Ethnic & Racial Diversity of LA’s 2011-12 2012-13 9% 17% 8% 50% 36% 55% 25% White White Total of 11 LA’s for 2011-12 and 12 LA’s for 2012-13
SI Implementation: Overview Implemented SI in 6 gateway math & science courses (13 total sections, 194 individual students) during 2011-2012 FALL 2011 SPRING 2012 Biology 191: Cell and Animal Biology 192: Molecular Biology Biology and Genetics Chemistry 101: Fundamental Chemistry 102: Periodicity and Concepts of Matter and Chemical Reactions Reactions Math 118: Calculus I Math 118: Calculus I Math 119: Calculus II
SI Implementation: Overview Some aspects of implementation were common across courses, while others varied by course/professor COMMON All students encouraged to VARIED Method of encouraging attend SI attendance SI sessions offered weekly, in the Number of sessions per week evenings SI sessions led by peer Learning Level of guidance professors Assistants (LA’s) provided LA’s for SI content LA’s attend course lectures as often as possible
Supplemental Instruction Rubric Session Date & Day of Week: __________________ SI Leader: ______________ Course: ____________________ Course Instructor: _______________________ Objective: What are the two most difficult concepts the students need to work on today? _________________________________________________________________ _________________________________________________________________ Beginning reminders: Arrange seats in a circle Hand out Participation Log Set agenda with group Remember to relax and be flexible!
Supplemental Instruction Rubric - continued Content to cover Processes to use* Possible Processes: Informal Quiz, Matrix, Reciprocal Questioning, Paired Problem-Solving, Turn to Use Your Partner, Note Processing, Problem-Solving Rubric, Formal Definition (or ID’s), Text Review (Divide and Conquer), Pictorial Representations, Sequencing Closure options: Predict next lecture, summarize session, informal quiz, 1-minute writing --Rubric adapted from Deanna, Martin C. and David R. Arendale, Supplemental Instruction: Improving First-Year Student Success in High-Risk Courses . (National Resource Center for the Freshman Year Experience, University of South Carolina, 1992).
SI Implementation: Details Fall 2011 # Sections & Attendance Guidance Profs to LAs* Course Enrolled LA’s SI/week Incentive 3 sections BIO 191 95 4 4 Encourage mid 3 profs 3 sections CHEM 101 76 2 4 Require high 2 profs Exam Bonus 1 section Points Math 118 29 2 2 high 1 prof (starting½ way) Definitions for level of guidance provided to LA’s Low: LA’s develop nearly all content, based on their observations during lecture & recollections from when they took the course Mid: Profs & LA’s meet weekly to discuss possible SI topics and profs provide some guidance on specific exercises/problems to do High: Profs provide detailed worksheets and meet regularly with LA’s
Recommend
More recommend
