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Kathleen A. Marrs, Associate Dean† Jeffrey X. Watt, Associate Dean†
Andy Gavrin, Chair, Department of of Physics †Charlie Feldhaus, Associate Professor* Stephen Hundley, Associate Dean *Mariah Judd, Postdoctoral Fellow †
Howard Mzumara, Director of the IUPUI Testing Center
†Purdue School of Science, IUPUI *Purdue School of Engineering & Technology, IUPUI
Central Indiana STEM Talent Expansion Program (CI-STEP): Transforming Education
Us ing Min i -Grants to Inc rease Susta inab i l i t y, Facu l ty Buy- in and Insti tuti ona l i zati on
AGENDA AND TIMELINE:10:00 a.m. – History of Central Indiana STEM Talent Expansion (CI-STEP) Grant10:05 a.m. – Summary of CI-STEP Mini Grants10:20 a.m. – Outcomes of CI-STEP Mini-Grants10:30 a.m. – Role Play and Develop a Proposal10:50 a.m. – Critique Actual Mini-Grant Proposals11:20 a.m. – Brainstorm ideas on how to modify the RFP for other institutions
HistoryPresident McRobbie’s State of the
University address on September 28, 2010 stated that one of the highest priorities of the university is to retain and graduate a higher percent of its students on all of
the IU campuses.
IUIndiana
September 2011, state-wide priority set to improve college graduation rates.
“Changes are needed, especially when it comes to remediation” Complete College
America Senior VP Cheryl Orr
NationThe President’s Council of Advisors on Science and Technology (PCAST) found in 2012 that economic forecasts point to a
need for producing, over the next decade, approximately 1 million more college
graduates in STEM fields than expected under current assumptions.
Goals of CI-STEP is directly aligned with all of these
priorities.
IUPUI CI-STEPNational Science Foundation, awarded September 2010, $1.99 M
“STEP seeks to increase the number of students receiving associate or baccalaureate degrees in established or emerging fields within STEM.”
CI-STEP at IUPUI is creating a central Indiana pipeline to increase the number of students obtaining STEM degrees of all demographic groups who:
(1) pursue STEM academic and career pathways;(2) participate in STEM research, internships, and honors activities;(3) graduate with an undergraduate degree in STEM fields; and(4) transition into industry, graduate and professional programs.
“… STEP Type 1 activities should be aimed at adapting and implementing best practices that will lead to an increase in the number of students (U.S. citizens or permanent residents) obtaining STEM degrees.”
Our proposal aims to 'set the stage' for student success, removing barriers to learning and promoting a vision of a career in STEM. As a result, we are targeting for each year of the funding, a:
10% in the number of new and transfer students admitted to STEM majors, 10% in the number of minority students admitted to STEM majors10% in the DFW rates for MATH, CS, PHYS, TECH and other courses 15 additional students participating in internship and research experiences 50 graduating seniors participating in honors seminars
17 departments in the School of Science and School of Engineering & Technology
Overall: The program has set a target of increasing the number of STEM graduates at IUPUI by 10% per year -- an additional 782 STEM graduates by 2015, for a total of 3,067 STEM graduates by 2015.
IUPUI CI-STEP GOALS
THE TARGETED STEM DEPARTMENTS
STEM Program F08 Direct Admits
F08 Transfers
F08 Total Majors
F08 Minorities
08-09 Graduates
Sci – Biol, Chem, Geol, Phys 386 46 885 223, 25%* 123
Tech – EE, CM, CP, ME, CI, BM 55 108 967 230, 28%^ 184
Engr – EE, ME, CPE, BME, MS 102 91 808 285, 38%^ 110
Math – MA, CS 48 15 223 42, 19%* 40
Total 591 260 2,883 780, 29% 457
* Includes AA, Hisp/Latino, and Native American students, excludes Asians and females.^ Includes AA, Hisp/Latino, Native American and female students, excludes Asians.
Goal: 10% increase each year from 457 in baseline 782 STEM graduates
IUPUI SoS IUPUI SoET IUPUI Total IUBL
Hours employed 23.8 hr/wk 30.3 hr/wk 25.8 hr/wk 7.2 hr/wk
% of new students that are FT 83% 53% 69% 96%
% in top 10% of HS class 43.6% 28.8% 17.9% 31.2%
1-yr retention rate of FT/FT 79% 75% 68% 90%
6-yr graduation rate 45.9% 29% 32% 73%
Undergraduate degrees awarded to total number of undergrads in unit
163 / 1,108 (14.7%)
294 / 1,775 (16.6%)
3,356 / 21,423 (15.7%)
6,352 / 31,626 (20.0%)
In 2008, the IUPUI undergraduate student population was:46% FT/FT, 23% transfer, 12% returning adults, 9% non-degree, 7% inter-campus transfer, 2% FT/FT international, and 1% all other.
PROFILE OF STUDENTS AND CHALLENGES FACING THE STEM
TALENT GAP AT IUPUI
4 major categories of initiatives:Student Centered PedagogiesCareer ServicesStudent SuccessArticulation with Ivy Tech
For each initiative:Major research and education activities.Major findings resulting from these activities.Opportunities for training, development and
mentoring.Opportunities for outreach activities.
CI-STEP INITIATIVES
Student-Centered Pedagogies
CareerServices
Articulation with 2 yr. Colleges
Student Success
STEM Faculty Courses
Transformation grants
Expansion of PLTL, JiTT, Peer Mentoring
New School of Science Career Development Services
New CI-STEP Internship Program
Students engaging in Peer Lead Team
Learning
Student working
Proud student presenters at the 2011 STEM Showcase
Revised Articulation with Department of Engineering and Technology
Math Professor
Jeffrey Watt giving math
students one on one attention
Honors Seminars
Collaboration with Bridges to the Baccalaureate
STEM Summer Bridge
STEM Summer Bridge 2011. IUPUI student mentors with their mentees
on new microscopy lab
STEM Mentoring Programs
New Mathematics Courses
2011-2012 Women in Science House (WISH) cohort
Mini-Grant RFP Purpose
• CI-STEP proposals are expected to help increase the numbers of students of all demographic groups who:
• pursue STEM academic and career pathways;• participate in STEM research, industry internships,
and honors activities;• graduate with an undergraduate degree in STEM
fields; and• transition into industry, graduate and professional
programs.
Mini-Grant RFP Characteristics
• The proposal must involve work that is above and beyond the normal requirements of the individual’s position(s); and
• Successful achievement of the objectives or outcomes will promote retention and persistence in STEM; and
• The proposal must clearly identify the methods to be used for assessing outcomes
Mini-Grant RFP Preferences
• Seeking awards ranging between $5,000 - $25,000 ($250K available to award)
• Involve collaborators; • Have immediate impact on a broad range
students. • Demonstrate Innovativeness, Effectiveness
and Inclusiveness
Mini-Grant RFP Eligibility
• Full or Part-time faculty at IUPUI, Ivy Tech and Butler University are all eligible
• Proposals may be implemented over a single semester, multiple semesters or summer
• Proposals must include project description, evidence of significance, timeline, expected outcomes, evaluation plan, dissemination plan and budget
Submission Process
• Dean and/or Department Chair reviews and approves proposal
• The CI-STEP Award Committee reviews and approves the proposal
• Receive notice of award and begin work according to approved timeline
Review Criteria
• Work is above and beyond the normal requirements of the applicant’s position
• Proposal promotes the goals and objectives of the CI-STEP initiative and promotion of retention, persistence and graduation are clear.
• Evaluation and Assessment of project outcomes are clear
Summary of CI-STEP Mini-GrantsTitle Investigators GoalStudent Video STEM Projects Andres Tovar and Randy
NewbroughBegin to develop video repository for students learning process to improve performance, retention and persistence to degree.
Summer Industrial Projects Program Robert Durkin Rekindle Soph/Jr. MET students' desire to become engineers, promote retention and persistence.
Develop a Rigorous Two-Year Mathematics Degree Janet Dalzell Have 5 students complete their degree by 2013.Engineering and Technology Alliance for Retention for Multicultural Students
Patrick Gee Raise GPAs. Increase minority retention and accelerate time to graduation.
Transfer Student Recruitment and Support Terri Talbert-Hatch Teach a learning community at IVYTech. 20 students in June for 1.5 day orientation to increase retention.
Using the Inductive Learning Methodology to Reduce Student Failure Rates in MET
Paul Yearling Reduce DFW rates in the course Intro to Thermodynamics and Heat Transfer.
From Studio to Student: e-Mentoring in Computer Graphics Technology
Jan Cowan and Dan Baldwin
Attract, retain new and existing students.
Exploring the Causes and Involving Faculty in Persistence
Barbara Christie Alter instructors behaviors and attitudes.
Improving the Retention of Freshman Engineering Students through Proactive Peer Mentoring.
Stanley Chien Increase freshman engineering retention by at least 12%
Promoting STEM Course via Introductory Videos Sohel Anwar Recruit students.Enhancing Student Comprehension and Success in Genetics through Recitation
Mariah Judd and Brittiney Reese
Retain students.Reduce DFW rates in Intro course
Organic Chemistry Workshop Series Rob Minto, Ryan Denton and Sarah Wilson
Improve learning outcomes/reduce attrition/peak student curiosity
Creating a Physics Learning Space Andy Gavrin Improve learning outcomes/reduce attrition
Mini-Grant Outcomes
Seamless transitions for AS/BS degrees (2-year to 4-year STEM programs)
Improved course grades -- Decrease in failure (%DFW) rates for targeted courses
Increased number of students who enroll and successfully complete STEM courses
Increased support of new or transfer students enrolled in STEM majors
Increased number of minorities enrolled in STEM majors
Improved rates of retention, persistence, and success of students in STEM majors
Improved satisfaction among students taking STEM courses
Mini-Grant Outcomes c onti nued
Increased student participation, completion, and success rates in STEM Bridge / Residential Programs
Increased number of students using peer-mentoring or tutoring services
Increased number of students participating in internships or research experiences
Increased number of STEM students using Career Development Services (CDS)
Sustained increase in number of students completing STEM degrees within the duration of the STEP grant period
19
OVERALL PROJECT ASSESSMENT
Assessing Processes Assessing Outcomes (Impact)
• Qualitative Data Sources • STEM-related Retention & Persistence Rates
• Questionnaires • STEM Degree Completion Rates; Bachelor’s Degree Awarded per Year (by disciplines)
• Interviews • Academic Performance (Scores, Grades, GPAs)
• Focus Groups • Self-reported Learning Outcomes
• Participation & Completion Rates
• Student Satisfaction
• Student Surveys • Faculty/Mentor Satisfaction
• Faculty/Mentor Surveys • Student Engagement
• Course Evaluations • Student Internships /Research Experiences
• Event Tracking • STEM-related Graduate Studies Pursued
• Attendance / User Sign-up Sheets
• Career Placements in STEM disciplines
Two-Phase Project Assessment Framework
20
Types of Evaluation Measures Solicited
Direct Measures:
• Course-embedded assessments- Exams/Tests, Papers, Assignments, Oral
Presentations, Group Work, etc.
• Standardized Achievement Tests
• Exit Exams/Common Final Exam
• Project Documents (e.g., mini-grant project proposals, progress/annual reports, etc.)
• Student ePortfolio Assessments
Indirect Measures:
• Pre-Post Knowledge Surveys (Questionnaires)
• Participant Satisfaction Surveys
• Interviews / Focus Groups with project participants
• Faculty/Mentor/Protégé Surveys
• Event Tracking/Usage Data Records
• Course/Event/Session Evaluations
• Extant Data (e.g., enrollment, participation, completion, retention, demographic data, grades, GPAs, %DFW rates, and related data)
• Participant Testimonials/Reflections
Best Practi ces for Mini -Grant Data Col lecti on
Build on proven strategies and activities to meet STEP goals
Mini-grant recipients and evaluator should collaborate early during the planning, development, implementation, and reporting phases of project assessment/evaluation activities
Whenever possible, encourage mini-grant recipients to adopt “methodological pluralism” with regards to collection and analysis of evaluation data.
Formally request mini-grant recipients to provide progress reports and/or final reports to help document achievements, challenges, and plans for long-term program sustainability (e.g., for annual reports to NSF and for broad dissemination of findings)
Development/presentation of mini-grant posters is useful…!
How to Connect Project Results to NSF Reporti ng Requirements
Use sound metrics and establish a baseline from which to measure impact of project strategies and activities.
Where possible, collect appropriate measures needed to disaggregate data for purposes of evaluating the efficacy and impact of respective project strategies or activities.
Collaborate with mini-grant recipients in articulating specific components of their project outcomes that contribute directly to students’ retention and graduation in STEM fields.
Encourage mini-grant recipients to share empirical evidence, examples of proven strategies, or use of high-impact educational practices that enhance STEP project goals.
Challenges / Lessons Learned
Coordination and alignment of mini-grant project goals to obtain direct measures of project impact can be challenging
Limitations encountered in data collection/analysis included: inconsistency in data collection; missing or incomplete data; inadequate baseline data; inherent problem of self-selection of participants; and low participation rates for some projects.
Develop and share appropriate resources (e.g., Logic Model for CI-STEP Project, examples of assessment/evaluation tools, report templates, etc.) to facilitate collection/reporting of evaluation data.
Early and sustained communication between evaluator and project coordinators is crucial to success of mini-grant strategy.
Develop a ProposalGroups will be formed and RFP’s will be distributed
Groups will begin the process of brainstorming ideas for a Mini-Grant proposal
Groups will discuss and address questions in the RFP in the areas of 1) project description; 2) significance/rationale/evidence; 3) anticipated difficulties; 4) timeline; 5) outcomes; 6) evaluation; 7) dissemination and 8) projected budget
Critique Mini-Grants
Groups will be formed and Mini-Grant proposals will be provided
Groups will read the proposals, use the criteria from the RFP and decide on whether the proposal should be funded or not
CI-STEP team will share whether the proposals provided to groups were funded and the rationale for the decision
Brainstorm Ideas on How to Improve/Modify Mini-Grant RFP ’s
Are we helping our students reach graduation?
Are you (and your colleagues) doing all you can to help IUPUI meet their mission of increasing graduation rates and reducing attrition?
What efforts can you make to help contribute to the call for 1 million additional graduates? Do you have an idea that CI-STEP could help with?
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