Retaining Student Interest in STEM through Graduation: Faculty and Institutional Strategies

Satu Riutta (Institutional Research) & Ann Massey (School of Nursing)

I Abstract

Oxford College is a specialized division of Emory university offering a liberal arts intensive curriculum for the first two years of the Emory baccalaureate degree. Students entering Oxford College who express initial interest in STEM majors continue on to graduate in STEM disciplines at higher rates than students nation-wide. In particular, Latino and African-American student persistence rates in STEM fields are noticeably elevated when compared to national averages. The purpose of this poster is to document these data and provide examples of pedagogical approaches and institutional strategies utilized at Oxford College that support effective science education and promote student persistence in STEM disciplines. Underrepresented minority (URM) student success in specific STEM disciplines, including nursing, is measured as retention and graduation rates. Possible links between pedagogical approaches, institutional support, and student success/persistence in STEM are explored..

III High Graduation Rates in STEM

IV Student Success in the Nursing School

II High Initial Level of Interest in STEM

Note: Oxford data refer to students among the 2003-05 entering cohorts indicating interest in STEM (“Probable Major” question on the CIRP Freshman Survey; N = White, 140, Asian Am., 107, Latino, 11, and Black, 46), while the national data come from the same question on the 2004 CIRP Freshman Survey (See "Degrees of Success: Bachelor's Degree Completion Rates among Initial STEM Majors," HERI Research Brief, Jan. 2010, Figure 2).

V Faculty Strategies (Cont.)USING VISUAL GRAPHS- “Every time they have a Physics problem, they have to draw a picture” (a Physics professor; sample problems attached) “The picture tells me how they got to a point (equation) in their attempt to solve the problem”- The solution must depict a concept (e.g., conservation of energy)

HELPING STUDENTS UNDERSTAND THE PROCESS, APPROACH- The commonality in Physics problems is important

ASKING STUDENTS TO TEACH OTHERSHelping out Classmates:- Stronger students teaching weaker ones e.g., Supplemental Instruction (students know that assistance is available)- When someone asks the teacher a question, and later another student asks the same question, the teacher sends the second student to the first one (students can teach each other using their own language; Phys)

Using Teaching Others as a Pedagogy:- “The point is to understand a concept well enough so that you can explain it to others. When you are able to do that, you really own it” (a Math professor)- Sample assignment, Math 107, Intro to Probability & Statistics (with a service-learning component): In groups of four, write a book to elementary school kids explaining probability, statistics, and accounting; then use the book to actually teach kids.

GROUP WORK (also above and below)- This brings unity into the class- Sample assignment, Math 207, Probability & Statistics: With the whole class working together, produce a report statistically assessing the college’s Writing Center.- Think-pair-share- Students designing labs/experiments in groups (Chem)

WORKING THROUGH PROBLEMS IN CLASS- e.g., Chemistry, doing this every day. Teacher does NOT work the problem on the board (otherwise the weaker students would just mimic her).- Rather, she introduces the problem, asking students to work individually and with a partner to solve it. Helps students think about the problem, understand the steps, and how to proceed. Trying to minimize memorization and increase understanding. Finally everyone discusses the solution.

KNOWING STUDENTS INDIVIDUALLY (ability and potential), CHECKING ON PROGRESS, ASSESSING FREQUENTLY MORE FEEDBACK, BEING AVAILABLE= facilitated by small class size

V Faculty StrategiesAn interview of three STEM faculty members about what they do to help all students (including those who are less prepared) to succeed yielded the following insights:

CALLING FORTH CREATIVITY-” Students remember mathematical concepts better when they can be creative” (a Math professor)- Giving assignments that open up new possibilities for students Gives them confidence - Sample assignments: Math 111, Calc I: Put together a booklet/poster that teaches elementary

school kids what a function is (student work attached) Math 112, Calc II: (a) Put together a booklet with a minimum of 5 pictures each of which

utilizes at least 15 functions (student work attached) (b) By writing a murder mystery, explain how Newton’s Differential Equation can be a solution to the mystery (student work attached). helps students see the uses for differential equations helps students think outside the box

VI Institutional StrategiesSMALL CLASS SIZE = critical- Typically max. 24 students in both recitation and lab sessions

INSTRUCTOR TEACHES LABS AS WELL (true of most labs at Oxford)- Instructors spend a lot of time with students in labFaculty know and work with, each student individually (unique to have this in introductory level classes)

LIGHTER COURSE LOAD/FEWER STUDENTS- At Oxford, science faculty teach max. 48 students per semester (compared to 50-90 in other disciplines)

HIGHLY EFFECTIVE TEACHING IS VALUED MORE THAN SCHOLARSHIP AND THE COLLEGE ESPECIALLY VALUES THE SCHOLARSHIP OF TEACHING AND LEARNING Faculty are able to focus on students, teaching

CAMPUS-WIDE GEN. ED. REQUIREMENT OF “INQUIRY” COURSES- Teaching of science courses, too, has become more intentionally inquiry-driven

ADEQUATE ADMINISTRATIVE SUPPORT- Eight faculty in Biology, Chemistry, and Physics are supported by five professional assistants

Applicants to the Nell Hodgson Woodruff School of Nursing must submit scores from the Test of Essential Academic Skills (TEAS; ATI, Inc. Stillwell, KS) as part of their application packet. Additionally, students complete the TEAS Critical Thinking: Entrance Assessment at the beginning of their nursing studies.

STUDENT PERFORMANCE AT SCHOOL OF NURSING ADMISSION:TEAS Subject and Critical Thinking Assessments, Students Coming from Oxford College Compared to Students Matriculating from Schools Outside the Emory University System, Mean Scores, 2009-13:

There is virtually no difference between the two groups.

*Students who self-identified themselves as black, hispanic, or mixed.

Among underrepresented minority students, Oxford students appear to perform better than others, especially in science.