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Expanding and Diversifying STEM Degree Recipients: What We Know From Students' Experiences NIH Interventions Meeting Sylvia Hurtado, UCLA Higher Education.

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Presentation on theme: "Expanding and Diversifying STEM Degree Recipients: What We Know From Students' Experiences NIH Interventions Meeting Sylvia Hurtado, UCLA Higher Education."— Presentation transcript:

1 Expanding and Diversifying STEM Degree Recipients: What We Know From Students' Experiences NIH Interventions Meeting Sylvia Hurtado, UCLA Higher Education Research Institute

2 Collected six-year degree data from the National Student Clearinghouse Conducted focus groups with students enrolled in introductory STEM courses at eight campuses Interviewed faculty who teach introductory STEM courses at eight campuses Launched the 2011 Post-Baccalaureate Survey to more than 50,000 participants across more than 400 undergraduate “home” institutions Analyzed existing data and disseminated findings Key Activities

3 Project Map

4 Longitudinal Surveys Data Points 2004 Freshman Survey –420,000 students, 720 institutions 2005 Your First College Year Survey –5,100 longitudinal student respondents, 160 institutions 2008 College Senior Survey –6,224 longitudinal (TFS) student respondents, 240 institutions 2008 Faculty Survey –6,800 STEM faculty respondents, 206 institutions 2011 Post-Baccalaureate Survey –Currently 10,600 longitudinal (TFS) student respondents, 498 institutions Key Findings Importance of UG research programs on graduate enrollment intentions Structure of opportunity in predicting students’ participation in UG research and STEM completion Predictive power of science identity and negative racial experiences on 1 st -year science major persistence Role of student achievement and feelings of intimidation on receipt of faculty mentorship

5 Graduate Student Focus Groups Conducted focus groups on six campuses with 150 graduate students –Predominantly in STEM programs –Recruited from programs such as AGEP Key Themes: –Multiple career pathways – faculty’s willingness to expose them to alternative careers and support them in non-research careers –Intersections of identity – how students’ science identity appears in conflict with identities of gender, race, religion, sexual orientation, nationality, and socioeconomic status –Perceptions of institutional support – the role of institutional agents in supporting STEM graduate students

6 ARRA Project Map

7 ARRA Data Collection and Findings Data Pre/post student surveys –3,205 longitudinal responses across 77 classrooms in 15 institutions Faculty survey –77 respondents across 15 institutions Student focus groups –241 participants across 8 institutions Faculty interviews –41 participants across 8 institutions Key Findings Grades do not correlate with gains students make in scientific dispositions Resourcefulness positively predicts students’ level of engagement in introductory STEM courses Students respond more positively to Q&A sessions and group work than they do to lectures

8 Planned Data Collection and Studies Data Collection –Summer 2011: Post-Baccalaureate Survey –Fall 2011: Follow-up survey of introductory STEM classrooms Studies –BBS/STEM degree completion with institutional Best Practices data –Graduate school enrollment –Alternative ways of learning in introductory STEM courses –Culminating book for the project

9 Challenges & Lessons Learned Challenges –Response rates –Mountains of data Lessons learned/action taken –Increased incentives for classroom survey in spring of 2010 –Maintained contact with longitudinal study participants –Strong team of graduate students, postdocs, and PIs to make sense of all of the data

10 Academic Papers and Reports: Gasiewski, J.A., Eagan, M.K., Garcia, G.A., Hurtado, S., & Chang, M.J. (under review). From gatekeeping to engagement: A multicontextual, mixed method study of student academic engagement in introductory STEM courses? Research in Higher Education. Chang, M.J., Eagan, M.K., Lin, M.L., & Hurtado, S. (in press). First-Year persistence of racial minorities in the biological and behavioral sciences: Implications for stereotype threat. Journal of Higher Education. Hurtado, S., Eagan, M.K., Tran, M., Newman, C., Chang, M.,J & Velasco, P. (in press).“We do science here”: Underrepresented students’ interactions with faculty in different college contexts. Journal of Social Issues, 67(3). Eagan, M.K., Sharkness, J.A., Hurtado, S., Mosqueda, C., & Chang, M.J. (2011). Engaging undergraduates in science research: Not just about faculty willingness. Research in Higher Education, 52(2), Espinosa, L. (2011). Pipelines and Pathways: Women of Color in Undergraduate STEM Majors and the College Experiences That Contribute to Persistence. Harvard Educational Review, 81 (2),

11 Resources & Project Staff Papers and reports are available for download from project website Project Project web site: RESEARCH STAFF Sylvia Hurtado, Co-PI Mitch Chang, Co-PI Postdoctoral Scholars Kevin Eagan Josephine Gasiewski Graduate Assistants Tanya Figueroa Gina Garcia Juan Garibay Felisha Herrera Cynthia Mosqueda Christopher Newman Minh Tran


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