Before Proposing to Change the Equation, We should Know All the

Variables

Adam V. Maltese

March 14, 2012

Outline

• Introduction

• Degree production in US

• Analysis of longitudinal data

• Student interest data

• Graphical literacy

• Participation in U-grad Research Experiences

• Summary

Introduction• Focus of recent National policy initiatives

(e.g., Educate to Innovate):– Increasing performance in STEM– Increasing size of STEM workforce

• Ratio of STEM degrees to Total degrees in decline over last 40 yrs

•Bureau of Labor predicts by 2018 there will be 2 Million job openings in STEM fields as result of baby-boomer retirement & new jobs

Bachelor’s Degrees (1966-2006)

0

250,000

500,000

750,000

1,000,000

1,250,000

1,500,000

1966

1970

1974

1978

1982

1986

1990

1994

1998

2003

Total Degrees

Total STEM

STEM (No CS)

Vietnam War

End of Cold War

Human Genome mapped

Dot Com"bubble"

bursts

(Source: NSF, 2008)

Deg

rees

Aw

arde

d

Changes in degrees over time

You can access these visualizations to create your own here.

Changes in degrees over time[BS in Biology 1966-2010]

Changes in degrees over time[Chemistry1966-2010]

Changes in degrees over time[Bio/Math/CompSci/Engnr: 1966-2010]

Changes in degrees over time

1966

2010

Biology Math/Stats Computer Science Engineering

Analysis of Longitudinal Data

Previous Findings (based on NELS data)

• Indicators of “interest” in STEM (e.g., Career aspirations, Science will be useful in my future, Planned major) positively associated with STEM degree

• High School Experiences:• Emphasis on learning facts/rules (-)• Emphasis on understanding through use of hands-

on materials in math (+)• Emphasis on further study in science (+)• Frequent use of books to do experiments (-)• Frequent use of computers in math (-)• Frequent teacher lectures in science (-)

Percentage of Students Enrolled in High School

Mathematics Classes by Major Classification (n=4,700)

Non-STEM STEM

Grade 9Algebra 65.53 65.26

Geometry 14.23 27.59Trig/Algebra II <1 1.12

PreCalculus <1 <1Calculus <1 <1

Grade 10Algebra 39.24 40.12

Geometry 50.42 48.43Trig/Algebra II 3.00 7.01

PreCalculus <1 <1Calculus <1 1.05

Grade 11Algebra 44.34 39.21

Geometry 20.85 12.88Trig/Algebra II 14.61 23.97

PreCalculus 11.44 24.18Calculus 1.63 4.52

Grade 12Algebra 17.39 10.18

Geometry 6.75 4.10Trig/Algebra II 13.12 17.21

PreCalculus 16.70 17.96Calculus 14.05 35.13

Note. Proportions do not add to 100 due to students enrolled in multple

classes. All proportions are significantly different (p<.05), unless italicized.

Percentage of Students Enrolled in High School ScienceClasses by Major Classification (n=4,690)

Non-STEM STEM

Grade 9Biology 29.33 34.93

Chemistry <1 <1Physics <1 <1

Earth Science 13.82 11.11

Grade 10Biology 66.20 60.12

Chemistry 18.73 27.89Physics 1.52 2.31

Earth Science 2.07 1.49

Grade 11Biology 8.22 13.69

Chemistry 55.10 62.17Physics 11.18 17.56

Earth Science 1.91 <1

Grade 12Biology 9.11 13.86

Chemistry 10.87 19.80Physics 25.61 45.10

Earth Science 2.08 <1Note. Proportions do not add to 100 due to students enrolled in multple

classes. All proportions are significantly different (p<.05), unless italicized.

Samples

• NELS = 4,700 with HS transcripts, completed 20+ college classes & 4-yr Inst.

• ELS = 6,040 with HS transcripts and indication of declared major

• HSTS = 37,500 with HS transcripts collected

Most Common HS PathwaysNELS ELS HSTS

Rank (1988-1992) (2000-2004) (2005-2009)1 PS-B-C-No PS-B-C-No PS-B-C-No

2 PS-B-C-P PS-B-C-P PS-B-C-B

3 PS-B-C-B B-C-P-No B-C-P-No

4 PS-B-No-No PS-B-C-B PS-B-C-P

5 ES-B-C-P B-C-P-B B-C-P-B

6 No-B-C-P B-C-B-P ES-B-C-No

7 B-C-P-No ES-B-C-P PS-B-B-No

8 ES-B-C-No PS-B-C-M B-PS-C-No

9 PS-B-C-M No-B-C-P B-C-B-No

10 No-B-C-No ES-B-C-No PS-B-C-M

18%

ELS NELSPct of STEM Majors Pct of STEM Degrees

B-C-M-M B-C-M-P

PS-B-PS-B PS-B-M-M

B-PS-C-M PS-B-M-P

B-C-B-M B-C-P-M

PS-B-M-B B-C-C-P

PS-B-M-M B-C-B-M

B-C-C-M PS-B-M-B

B-M-B-No No-B-C-M

No-No-No-No B-No-C-P

B-C-M-P B-C-M-No

B-C-M-B PS-B-C-M

~1%

~3%

Analysis of “Switchers”

• 60% of ss who indicated interest in STEM career in 8th grade ended up with major outside of STEM fields

• 20% of ss who indicated interest in Non-STEM career ended up with STEM degree– This group accounted for roughly 80% of total

number of STEM degrees

• What caused these students to switch??

MS student interest in science

(Maltese & Tai, 2011)

0

5

10

15

20

25

30

35

6.25 6.75 7.25 7.75 8.25 8.75

% in

Sci

ence

or M

edic

ine

Interest in STEM jobs

Black

Hispanic

Multi

White

0

5

10

15

20

25

30

35

40

6.25 6.75 7.25 7.75 8.25 8.75

% in

Scie

nce

or M

edici

ne

Grade Timing

Interest in STEM jobs

Female

Male

Student interest in STEM jobs

Women Medicine

Men Science

Impact of standardized testing(Maltese & Hochbein, 2012)

• Used three cohorts of HS students in IN who participated in state testing and completed the ACT exams (N~ 4500/yr)

• Tied ACT performance to school performance on state tests in English/Math during each student’s Freshman-Junior year

• HLM results showed no positive association between school status and student scores

Graphical literacy

(Harsh & Maltese, 2012)

Study Methods• Streams of data collected to investigate how

students and scientists interpret and construct graphs

Stream 1: Graph Interpretation• Web-based survey in which participants were asked to read and

analyze graphical representations of data

Stream 2: Assessment of cognitive processes • Eye movement measurements/tracking and think aloud recordings

Stream 3: Graph Construction• Transformation of provided data into graphical representations

Impact of REUs/UREs

(Harsh, Maltese & Tai, 2011)(Harsh, Maltese & Tai, Forthcoming)

What are the indicated benefits of

participation in UREs?

Total Population

(n=3014)

Item %

 

Exposure to genuine scientific research 49

Built confidence to conduct research 16

Development of basic lab techniques 15

Maintained interest in science 5

Influenced my decision to explore other areas 4

Application of principles learned in class 4

Exposure to graduate students 4

Exposure to research group/meetings discussions 2

Development of presentation skills 1

Exposure to literature 1

Gender Differences in Chemistry and Physics UREs

• Male and female participation rates have made equivocal percentage-wise gains since the 1940s – During this period, women in chemistry and physics were more likely

to participate in these programs than their male counterparts.

• Similar benefits reported across genders– Female participants were more likely to select gains associated with self-

efficacy and maintenance of interest.

• Female participants reported that URE participation often played a formative role in the pursuit of advanced chemistry and physics degrees at a significantly higher rate than male participants.

• Multi-site assessment of URE program variables that influence short- and long-term outcomes for students

• Observational studies on the activities and practices of URE participants in the research setting

• Design and implementation of a performance based measure as a means to assess the development of students’ skills through URE participation

Planned URE Research

Synthesis• Flat growth in STEM degrees (some decline)• Engaging students early appears to be important,

seems that many students lose interest in science during early teen years

• Focus on standardized testing may not be strengthening skills of college bound students

• College students lack graphical literacy skills expected by science faculty

• UREs seem to have positive impact, but definition of gains unclear