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THE AMERICAN ASSOCIATION FOR THE ADVANCEMENT OF SCIENCE VISION AND CHANGE CONFERENCE AUGUST 29, 2013 Dr. Sylvia Hurtado: Higher Education Research Institute,

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Presentation on theme: "THE AMERICAN ASSOCIATION FOR THE ADVANCEMENT OF SCIENCE VISION AND CHANGE CONFERENCE AUGUST 29, 2013 Dr. Sylvia Hurtado: Higher Education Research Institute,"— Presentation transcript:

1 THE AMERICAN ASSOCIATION FOR THE ADVANCEMENT OF SCIENCE VISION AND CHANGE CONFERENCE AUGUST 29, 2013 Dr. Sylvia Hurtado: Higher Education Research Institute, UCLA DRIVING EDUCATIONAL CHANGE IN THE SCIENCES: INSIGHTS FROM A NATIONAL STUDY

2 Broad Overview of Study  Following entering cohort of students in 2004  Baseline sample: 63,000 aspiring STEM majors across 350 institutions  Multiple surveys 2004 Freshman Survey 2005 Your First College Year Survey 2008 College Senior Survey 2011 Post-Baccalaureate Survey Merged with IPEDS, National Student Clearinghouse, Registrar, MCAT, College Board, and Faculty Survey data  Qualitative data collection  Introductory STEM classroom mixed methods study  Focus groups with STEM graduate students

3 Trends in Student Interest in the Biological Sciences Reported at the Beginning of Their Freshman Year

4 Predicting Completion for Biomedical Science Aspirants Data from several sources: Freshman Survey, IPEDS, National Student Clearinghouse, Faculty Survey, Best Practices in STEM survey  Biomedical sciences completion  34.1% of biomedical science aspirants earned a biomedical science degree within six years;  31.8% of biomedical science aspirants earned a bachelor’s degree in another field within six years  34.1% of biomedical science aspirants had not completed a bachelor’s degree within six years

5 Among Biomedical Science Aspirants Who Completed in Another Field, Where Did They Complete?

6 Predictors of Biomedical Science Completion  Attending an Emerging Hispanic-Serving Institution (+)  Attending a larger campus (-)  Prior preparation  HS GPA (+); enhanced on campuses where faculty more often incorporated student-centered teaching practices  Years of study in HS math/science; SAT composite  Pre-college community service in a hospital (+)  MD aspiration (+)  Mitigated at more competitive campuses (selectivity; curved grading)

7 Faculty Including Undergraduates in Research Differences significant at p<0.001

8 Faculty’s Use of Student-Centered Teaching Differences significant at p<0.001

9 Student-Centered Practices in Introductory Science Courses  Study of 15 campuses, 90 classrooms  Greater proportion of course time devoted to lecture corresponded with reduced academic engagement among students  More time devoted to class discussion or group work significantly correlated with significantly higher levels of engagement  Creating an inclusive classroom where students felt comfortable asking questions corresponded with increased levels of academic engagement

10 Introductory Science Courses  In a lot of my biology courses, the professor just sort of talks at me, and I’m like – I don’t feel, like, as engaged or I feel like, in those courses there is a lot more memorization only, which is why I don’t get as much out of them because I’m very hands-on. Like, if I’m doing something in the class, I can grasp that I’m understanding it, but if the professor is just talking at me, writing stuff on the board, expecting me to write it down, like that’s doing nothing, and then I’m completely disengaged in class. (Southeastern Private Master’s College)

11 Assessing Change  National instrument: HERI Faculty Survey  Local baseline data  National baseline data  Student interest – CIRP Freshman Survey  Classroom-based surveys  Pre- and post-test of students  Survey of faculty pedagogical strategies

12 Creating Partnerships  Make friends with you Institutional Research Directors  Connect with your alumni offices  Connect with faculty across departments and programs who are innovating

13 Get Some Data, then Expand  Start small and collect the data  Leverage a small study to begin changing hearts and minds within the department

14 Contact Info This study was made possible by the support of the National Institute of General Medical Sciences, NIH Grant Numbers 1 R01 GMO and R01 GMO , the National Science Foundation, NSF Grant Number , and the American Recovery and Reinvestment Act of 2009 through the National Institute of General Medical Sciences, NIH Grant 1RC1GM This independent research and the views expressed here do not indicate endorsement by the sponsors. Papers and reports are available for download from project website: Project Faculty/Co-PIs: Sylvia Hurtado Mitchell Chang Kevin Eagan Tanya Figueroa Bryce Hughes Administrative Staff: Dominique Harrison Graduate Research Assistants:


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