Promoting Equity and Success in STEM: Addressing Second-Year Challenges in College

Promoting Equity and Success
in STEM:
Addressing the Second Year
Grinnell College:
Jim Swartz, Dack Professor of Chemistry
Leslie Gregg-Jolly, Project Director
Joyce Stern, Student Success & Academic Advising
Carleton College:
Ellen Iverson, Science Education Resource Center
Institutional Context
:
What Is GSP?
A pre-orientation program for students interested in
the sciences
Curricular change in the sciences – new kinds of
pedagogy
Early exposure to research – in and out of class
A 
community
 of students, faculty, and student life staff
Evidence of Success—Statistical
 
Increased number of students of color
 
Dramatic increases in areas with most
severe underrepresentation (Phys, CS,
Math)
 
Improved Science GPA for target group
 
Significant increase in participation in
student life leadership by students of color
Web of Mentoring
… but in 200-level Science and
Math Classes …
1
st
 generation 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
National Research on 2
nd
-yr Students
“Sophomore slump”  (Freedman, 1956)
Developmental Factors in the Second Year:
Second year is a time of development confusion (Lemons &
Richmond, 1987; Schaller, 2005)
Sophomores are “between” in every aspect (Boivin, Fountain, &
Baylis, 2000); the “middle child” (Gahagan & Hunter, 2006)
Institutional/Environmental Factors:
Services provided for first-years are no longer available
Need assistance but find little outreach (Kramer, 2000)
Redefine the “slump” – not characterize it as a pathology, but as a unique
set of issues, circumstances, changes, challenges, and opportunities in the
second year
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(Gansemer-Topf, A. M., Stern, J. & Benjamin, M. 2007)
 
Findings
from
Grinnell
Study of
Sophomores
Citations
Boivin, M., Fountain, G.A., & Baylis, B. (2000).  Meeting the challenge of the sophomore
year. In J. Pattengale & L. A. Schreiner (Eds.).
Visible solutions for invisible students:
Helping sophomores succeed
 (pp. 1-18). (National Resource Center for the Freshmen
Year Experience and Students in Transition Monograph No. 31). Columbia, SC:
University of South Carolina.
Freedman, M. B. (1956).  The passage through college.  
Journal of Social Issues, 12
, 13-27.
Gahagan, J. & Hunter, M.S. (2006).  The second-year experience:  Turning attention to the
academy’s middle child.  
About Campus, 11
(3), 17-22.
Gansemer-Topf, A. M., Stern, J., & Benjamin, M. (2007). 
Examining the Experiences of
Second-Year Students at a Private Liberal Arts College.  In B. F. Tobolowsky and B. E.
Cox (Eds.) 
Shedding light on sophomores: An exploration of the second college year
(Monograph No. 47, pp. 31-48). 
Columbia, SC:  University of South Carolina, National
Resource Center for the First-Year Experience and Students in Transition.
Kramer, G. L. (2000).  Advising students at different educational levels. In V. N. Gordon,
W. R. Habley, & Associates (Eds.) 
Academic Advising:  A Comprehensive Handbook
(pp. 84 – 104). San Francisco:  Jossey-Bass.
Lemons, L. J. & Richmond, D. R. (1987).  A developmental perspective of sophomore
slump. 
NASPA Journal, 24(
3), 15-19.
Schaller, M. A. (2005).  Wandering and wondering: Traversing the uneven terrain of the
second college year.  
About Campus, 10(
3), 17-24.
Project Focusing on the 2
nd
 Year*
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.
Program logic model
2013-2014
Lessons from Grinnell Science Project
Transcript analysis
In situ observations
Research including Gansemer-Topf, Stern, and
Benjamin, 2007
Development of HHMI
supported program focused on
second year science students
August
January
May
Quantitative survey
2
nd
 year science student retreat
Posters with survey data posted
Focus groups
Follow up interviews
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
Lopatto, D. – Classroom Undergraduate Research Experience (CURE) Survey
developed from a creative collaboration of faculty from Grinnell College,
Hope College, Harvey Mudd College, and Wellesley College, funded by
HHMI.
Renninger, K. A., & Schofield, L. S. (April, 2012). Measuring interest: The
open-ended response in a large scale survey. Paper presented as part of the
symposium, The latest in interest measurement: New approaches and new
insights, at the Meetings of the American Educational Research Association,
Vancouver, BC, Canada.
Gross, Iverson, Willett, & Manduca (accepted). Broadening access to science
with support for the whole student in a residential liberal arts college
environment. Journal of College Science Teaching.
Survey Use
Inform the College about the lived experiences of our
students
Posters displayed at 2
nd
 year science retreat and
posted around science building
Inform focus groups and interviews to better
understand the local issues
What is your image of a scientist?
What skills do you possess that make you like a
scientist?
What value is there in having people who see things
in different ways working on the same scientific
problem?
To what extent do you consider yourself a mathematician or scientist?
Avg 3.7
StDev 1.00
Scale:1 = Not at all  5 = Very
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.
Ave: 5.3  StDev 1.52
1=Low  7=High
1=Low  7=High
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
Focus Groups and Interviews
8 focus groups in
February
47 second year
students
14 third/fourth
year students
14 phone interviews in
May
11 non-focus
group
3 focus group
participants
Results - Barriers
Liberal arts experience as science major
Courses viewed as “weeders”
Multi-cultural mentors, not as available
Range of 1
st
 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
“. . .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
.” 
“ 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.”
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
1
st
 year challenges but essential by 3
rd
 and 4
th
 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].”
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
Poster Campaign
Acknowledgments
Faculty, staff and students from Grinnell College
Howard Hughes Medical Institute Precollege and
Undergraduate Science Education Capstone
Award 2012 to Grinnell College
Science Education Resource Center at Carleton
College
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Promoting Equity and Success in STEM focuses on addressing second-year challenges in college for students interested in the sciences. The program implemented at Grinnell and Carleton College includes a pre-orientation program, curricular changes, early research exposure, and a supportive community. Evidence of success includes increased diversity in STEM fields, improved academic performance, and greater involvement in student leadership. However, challenges persist in 200-level science and math courses, particularly for first-generation and students of color. National research highlights the "sophomore slump," emphasizing the need to redefine this period as a unique phase with specific issues and opportunities.

  • Equity
  • STEM
  • Second-Year Challenges
  • College Success
  • Academic Support

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  1. Promoting Equity and Success in STEM: Addressing the Second Year Grinnell College: Jim Swartz, Dack Professor of Chemistry Leslie Gregg-Jolly, Project Director Joyce Stern, Student Success & Academic Advising Carleton College: Ellen Iverson, Science Education Resource Center

  2. Institutional Context: What Is GSP? A pre-orientation program for students interested in the sciences Curricular change in the sciences new kinds of pedagogy Early exposure to research in and out of class A community of students, faculty, and student life staff

  3. Evidence of SuccessStatistical Increased number of students of color Dramatic increases in areas with most severe underrepresentation (Phys, CS, Math) Improved Science GPA for target group Significant increase in participation in student life leadership by students of color

  4. Web of Mentoring

  5. 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

  6. National Research on 2nd-yr Students Sophomore slump (Freedman, 1956) Developmental Factors in the Second Year: Second year is a time of development confusion (Lemons & Richmond, 1987; Schaller, 2005) Sophomores are between in every aspect (Boivin, Fountain, & Baylis, 2000); the middle child (Gahagan & Hunter, 2006) Institutional/Environmental Factors: Services provided for first-years are no longer available Need assistance but find little outreach (Kramer, 2000) Redefine the slump not characterize it as a pathology, but as a unique set of issues, circumstances, changes, challenges, and opportunities in the second year

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

  8. Citations Boivin, M., Fountain, G.A., & Baylis, B. (2000). Meeting the challenge of the sophomore year. In J. Pattengale & L. A. Schreiner (Eds.).Visible solutions for invisible students: Helping sophomores succeed (pp. 1-18). (National Resource Center for the Freshmen Year Experience and Students in Transition Monograph No. 31). Columbia, SC: University of South Carolina. Freedman, M. B. (1956). The passage through college. Journal of Social Issues, 12, 13-27. Gahagan, J. & Hunter, M.S. (2006). The second-year experience: Turning attention to the academy s middle child. About Campus, 11(3), 17-22. Gansemer-Topf, A. M., Stern, J., & Benjamin, M. (2007). Examining the Experiences of Second-Year Students at a Private Liberal Arts College. In B. F. Tobolowsky and B. E. Cox (Eds.) Shedding light on sophomores: An exploration of the second college year (Monograph No. 47, pp. 31-48). Columbia, SC: University of South Carolina, National Resource Center for the First-Year Experience and Students in Transition. Kramer, G. L. (2000). Advising students at different educational levels. In V. N. Gordon, W. R. Habley, & Associates (Eds.) Academic Advising: A Comprehensive Handbook (pp. 84 104). San Francisco: Jossey-Bass. Lemons, L. J. & Richmond, D. R. (1987). A developmental perspective of sophomore slump. NASPA Journal, 24(3), 15-19. Schaller, M. A. (2005). Wandering and wondering: Traversing the uneven terrain of the second college year. About Campus, 10(3), 17-24.

  9. Project Focusing on the 2nd Year* 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.

  10. Program logic model

  11. 2nd year science student retreat Posters with survey data posted Quantitative survey Lessons from Grinnell Science Project Transcript analysis Follow up interviews In situ observations Focus groups Research including Gansemer-Topf, Stern, and Benjamin, 2007 Development of HHMI supported program focused on second year science students 2013-2014 August January May

  12. 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.

  13. Acknowledgment Survey Questions From Lopatto, D. Classroom Undergraduate Research Experience (CURE) Survey developed from a creative collaboration of faculty from Grinnell College, Hope College, Harvey Mudd College, and Wellesley College, funded by HHMI. Renninger, K. A., & Schofield, L. S. (April, 2012). Measuring interest: The open-ended response in a large scale survey. Paper presented as part of the symposium, The latest in interest measurement: New approaches and new insights, at the Meetings of the American Educational Research Association, Vancouver, BC, Canada. Gross, Iverson, Willett, & Manduca (accepted). Broadening access to science with support for the whole student in a residential liberal arts college environment. Journal of College Science Teaching.

  14. 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

  15. To what extent do you consider yourself a mathematician or scientist? Scale:1 = Not at all 5 = Very Avg 3.7 StDev 1.00 What is your image of a scientist? What skills do you possess that make you like a scientist? What value is there in having people who see things in different ways working on the same scientific problem?

  16. 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.

  17. 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

  18. 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

  19. Focus Groups and Interviews 8 focus groups in February 47 second year students 14 third/fourth year students 14 phone interviews in May 11 non-focus group 3 focus group participants

  20. 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

  21. 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.

  22. 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

  23. 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].

  24. 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

  25. Poster Campaign

  26. Acknowledgments Faculty, staff and students from Grinnell College Howard Hughes Medical Institute Precollege and Undergraduate Science Education Capstone Award 2012 to Grinnell College Science Education Resource Center at Carleton College

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