Utilizing Data to Support Second-Year STEM Students

Out of Classroom Support for Second Year STEM Students; Using Data to Assess Impact Jim Swartz, Dack Professor of Chemistry Grinnell College

Acknowledgments Leslie Gregg-Jolly, Professor of Biology Ellen Iverson, SERC Narren Brown, Associate Director Center for Teaching, Learning, and Assessment David Lopatto, Rosenthal Professor of Psychology, Director Center for Teaching, Learning, and Assessment

We have made significant progress in increasing the performance in first year courses of domestic students of color, first generation college students

but in 200-level Science and Math Classes 1stgeneration and students of color demonstrated less success in 200-level biology and chemistry courses In other 200-level science and math courses success rates for all groups of students were similar to each other

Percent of registered students completing 200-level courses with grades of C or higher 2007-2010 First Gen. All Other Students Students of Color Biology 251 75%a 73%b 88% Chemistry 221 All other 200-level courses 76%c 76%d 86% 76%e1 80%e1 87%e2 Note: a,b,c,d. Groups superscripted with similar letters were found to have significantly improved success rates in the post- intervention period. In this table, Students of Color and First Generation are not orthogonal groups. e1.f1. superscripted groups were found to have significantly lower rates of success in both the pre- and post-intervention periods compared to e2 and f2.

Project Focusing on the 2ndYear* Focused on intermediate-level students Builds on our widespread reform of all introductory-level science classes and our mature advanced research program External and internal studies describe the challenges facing second-year students Multifaceted approach (like GSP) *supported in part by a grant to Grinnell College from the Howard Hughes Medical Institute (HHMI) through the Precollege and Undergraduate Science Education Program.

(Gansemer-Topf, A. M., Stern, J. & Benjamin, M. 2007) Findings from Grinnell Study of Sophomores Academic Life - Increased demands/ challenge - Major declaration - Off Campus Study - Big decisions Purpose - Elevated/changing expectations - Leadership - Time demands - Friendships disperse - Relationships deepen/ change - Meet new people Extracurricular Activities Social Relationships

Quantitative Survey How much fun is math or science for you? How likely are you to do math or science problems that are not assigned? How likely are you to read about math or science in your spare time? How likely are you to talk about math or science outside of work you need to do for class? I feel comfortable in approaching faculty members when I need help.

Acknowledgment Survey Questions From Renninger, K. A. & Schofield, L. S. (2014, April). Assessing STEM Interest as a Developmental Motivational Variable. Poster presented as part of a structured poster session (K. A. Renninger & S. Hidi, Chairs), Current approaches to interest measurement. American Educational Research Association, Philadelphia, PA. Gross, D., Iverson, E., Willett, G., Manduca, C., (2015) Broadening Access to Science With Support for the Whole Student in a Residential Liberal Arts College Environment, Journal of College Science Teacher, 44, 99-107. Lopatto D, https://www.grinnell.edu/academics/areas/psychology/assessments/cure- survey.

Survey Use Inform the College about the lived experiences of our students Posters displayed at 2nd year science retreat and posted around science building Inform focus groups and interviews to better understand the local issues

Identity Community Attitude I can do well in math or science courses. To what extent do you consider yourself a mathematician or scientist? I have a sense of belonging 70% 40% 40% At Grinnell College In Science Departments 60% 50% 30% 30% 40% 20% 20% 30% 20% 10% 10% 10% 0% 0% 0% 1 2 3 4 1 2 3 4 5 1 2 3 4 5 6 7 1= Strongly disagree; 4 = Strongly agree 1=Low; 7=High 1 = Not at all; 5 = Very How likely are you to talk about math or science outside of work you need to do for class? Explaining science ideas or math ideas to others has helped me understand the ideas better. I have confidence in my ability to get involved with student study groups. 40% 40% 60% 50% 30% 30% 40% 20% 30% 20% 20% 10% 10% 10% 0% 0% 0% 1 2 3 4 1 2 3 4 5 6 7 1 2 3 4 5 1= Strongly disagree; 4 = Strongly agree 1 = Not a all; 5 = Very 1=Low; 7=High Figure 1. Sample survey results.

Ave: 5.3 StDev 1.52 1=Low 7=High 1=Low 7=High Is starting to work in a new group hard for you? It is challenging for most people. Look for ideas today to help you feel more comfortable with this process.

Summary of Survey Responses

Results - Barriers Liberal arts experience as science major Courses viewed as weeders Multi-cultural mentors, not as available Range of 1st year skills I didn t come in with any AP credits. And then I didn t have a lot of focus, like I wasn t sure what I was doing when I first got here. I have to work on time management and have to develop more relationships. Everything together creates a lot of pressure. . . .organic chemistry. I mean, I hated it. . . But the fact that I like survived it and actually could do well on it sort of like gave me the confidence to still continue to be a science major

Results Key Supports Peer mentors Approachable faculty Specific courses Sophomore retreat I've had really good experiences talking to computer science faculty, because they're so available. Like there's talks every Thursday about various computer science topics, and they're there. And before the talks, we all hang out, and they like provide cookies and stuff. And on Fridays, we all eat lunch together and discuss articles. . . .mentor sessions just provide a more laidback atmosphere to talk about your classes and how you can do well in them. . .it s also a really good bonding experience. It helps to formulate community within the sciences.

Results Emerging Supports Noyce Science Center I think Noyce is extremely excellent for supporting collaboration and openness, because there s just like tables, and you just like walk by, and you see someone at a table, and you chat about the homework. So I think the communal spaces here really do a lot to help that. I can just go to the computer science lounge and see other people and chill with them. Having more spaces where people can have that interaction that tends to make people feel like they belong. Informal science social events A bio and chem professor host lunch in the dining hall, and students can just come and talk to them about anything. . . I thought it was a nice way to get to know your professors or people that you wouldn't otherwise come in contact with

Results - Group work 1st year challenges but essential by 3rd and 4th year . . . It's an issue with people who just are unable to, they're just not able to produce as quality work in a specific scenario.. . . .the further I've gotten into the coursework for certain majors, it seems group work is a lot easier to, you know, really do well and enjoy, because most of the students kind of share your aptitude and enjoy the course work. It's [group work] also important because if you go into a career in the sciences, you're going to like collaborate on papers and things Promotes community when done well I really enjoy the sense of community that we have, especially within the second year science students and we have formed a family where we work together through our problems [in group work].

Poster Campaign

Faculty Development Workshops Implicit Bias Cooperative Learning Metacognition Active Learning

Other Elements Coordination and collaboration on: Organic Chemistry Molecules, Cells, and Organisms Second year, Fall courses taken together by students interested in biology, biochemistry, health professions, and some chemistry students. Lunches of biology and chemistry faculty members in dining hall Added recent graduate to Science Learning Center to support 2nd year biology and chemistry students

Second Year Retreat Help students identify and meet challenges faced by second-year science students Navigate curriculum Manage workload Prepare for research Explore majors and career options One day, facilitated by faculty, staff, upper-level students, and alumni Community building

Second Year Retreat Survey 97% would encourage others to attend 90% helped them feel better prepared for academic challenges ~90% enhanced their sense of belonging in the sciences ~95% helped them better understand opportunities and resources Informal time with faculty was highly valued

Percent of registered students completing 200-level courses with grades of C or higher 2007-2010 2012-2015 First Gen. All Other Students Students of Color First Gen. All Other Students Students of Color Biology 251 75%a 73%b 88% 89%a 87%b 88% Chemistry 221 All other 200-level courses 76%c 76%d 86% 84%c 83%d 87% 76% e1 80% e1 87% e2 78% f1 78% f1 88% f2 Note: a,b,c,d. Groups superscripted with similar letters were found to have significantly improved success rates in the post- intervention period. In this table, Students of Color and First Generation are not orthogonal groups. e1.f1. superscripted groups were found to have significantly lower rates of success in both the pre- and post-intervention periods compared to e2 and f2.

Conclusions Students generally feel supported by various efforts Survey results help students that many of the challenges they face are common Most activities are low cost Faculty development provides for both awareness and some knowledge of ways to assist students.

So what? Value of making the obvious explicit Cheap and easy efforts can have a big impact: Survey & Posters Mythbuster posters One day retreat Comprehensive change in how we do business: Harder to implement and assess, but possible Hopefully long lasting impact