1. Sylvia Hurtado, Professor UCLA Integrating the Research and Practice of Retaining Talented, Low Income STEM Students

2. N ATIONAL I MPETUS FOR A DVANCING STEM R EFORM U SING R ESEARCH Need to accelerate degree production (PCAST, 2012), and diversify the scientific workforce Limited evaluative data on nearly 40 years of federal support for interventions. Are the outcomes still worth the investment? Private foundations and federal agencies want to know what works, how does it work, and how can we scale up efforts on campuses?

4. Pre-College Preparation among STEM and non-STEM Aspirants, Fall 2012

5. W HY STEM PI S /C OORDINATORS N EED E DUCATION AND S OCIAL S CIENCE C OLLABORATORS Tacit knowledge about practice—implicit ways of knowing, strategies, and skill use—makes it hard to articulate how, why and what we do Literature on learning and challenges facing low- income and diverse students continues to grow Advanced research methods for human (faculty and student) and organizational behavior require expertise Strong desire to show results on a single measure when most programs have multiple outcomes and variable results

6. F ACTS A BOUT L OW -I NCOME S TUDENTS More likely to make lower grades in large courses introductory courses, extend time to degree, and leave college (even at selective colleges) Finances are a part of their daily life: high- achieving low-income students sometimes lack laptops, cell phones, cash for class trips The need to work to earn money conflicts with their ability to participate in STEM opportunities that increase persistence Reducing belonging uncertainty in the first year has a positive affect on low-income student success (Yeager) and African American students (Walton& Cohen)

7. Long Term Impact of Practices (Quasi-experimental, Longitudinal Study) Supplemental instruction as a way to establish a community of practice – Strengthens students’ STEM identity; particularly beneficial for URM STEM identity development – Boosts grades in introductory STEM courses – Increases likelihood to plan to enroll in STEM graduate programs Faculty Mentorship and Support – Improved performance in STEM courses – Mentorship even more impactful for URM students’ STEM identity development – Increases students’ intentions to enroll in graduate school – Benefits of mentorship extend even after accounting for the types of students likely to receive or seek out mentorship

8. UNDERGRADUATE RESEARCH PROGRAMS Increases students’ confidence and skills as a researcher Significantly increases student intentions to enroll in graduate school and pursue a STEM career. Has added benefit for URMs with respect to GPA. MAJOR RELATED CLUBS Provides skills transferrable to the job market Participating URM students have a continued interest in a STEM career Long Term Impact of Practices (Quasi-experimental, Longitudinal Study)

9. Active learning reduces achievement disparities Allowing students to pursue inquiry, authentic forms of science discovery advances skills Cooperative learning, teamwork, and other forms of collaboration typical of scientific work Increased use of peer learning to advance improvements in achievement Grading on curve creates disparities for low- income, URM, and women in course performance—making changes in teaching irrelevant Practices in the Classroom

10. A DVANCES IN R ESEARCH New research on psychosocial measures provide promising areas for understanding STEM identity (competence, performance, and recognition), motivation, and self-efficacy in discipline specific areas The role of climate, stigma and stereotype has consequences in STEM students’ experience The last decade has seen considerable research from collaborations of social science researchers and science faculty to advance reform but more is needed.

11. K EY T RENDS IN STEM E DUCATION Recognition of the nature of STEM culture, and change mindsets about fixed abilities in STEM. Interventions that show results of welcoming environments, connections with student interests, and changing mindsets for the success of women and URM groups. A movement to adopt evidence-based teaching practices, and improvements in student learning in STEM as a result of more active-learning environments. A host of co-curricular activities are showing effectiveness: UG research, professional clubs and interventions with a strong peer group bonds.

12. K EY T RENDS Rising costs, diminishing state support, and institutional responses: differential tuition pricing for STEM degrees that negatively affects low-income and URMs Moving from interventions to systemic organizational change is happening at some institutions but the process is still slow in adopting innovative practices to reach national goals of STEM degree completion.

13. N EW R ESOURCES Barriers and Opportunities for 2- and 4-year STEM Degrees: Systemic Change to Support Students’ Diverse Pathways, National Academies Press. Download prepublication copy from www.nap.edu

14. Consensus Report Conclusions 1.There is an opportunity to expand and diversify the nation’s STEM workforce if there is a commitment to appropriately support students through degree completion and provide more opportunities to engage in high-quality STEM learning and experiences. 2.STEM aspirants increasingly navigate the undergraduate education system in new and complex ways. It takes students longer for completion of degrees, there are many patterns of student mobility within and across institutions, and the accommodation and management of student enrollment patterns can affect how quickly and even whether a student earns a STEM degree. 3.Data systems often are not structured to gather information needed to understand how well the undergraduate education system and institutions of higher education are serving students. 4.The implementation of effective teaching practices can help students overcome key barriers to earning a STEM degree. 5.The nature of U.S. undergraduate STEM education will require a series of interconnected and evidence-based approaches to create systemic organizational change for student success. 6. A more systemic approach to change that includes use of evidence to support institutional decisions, learning communities and faculty development networks, and partnerships across the education system.

15. N EW R ESOURCES Forthcoming special issue of Aids and Behavior on mentoring, available free for download at SpringerLink such as: Defining Attributes and Metrics of Effective Research Mentoring RelationshipsDefining Attributes and Metrics of Effective Research Mentoring Relationships by Pfund et al. Early-Stage Investigators and Institutional Interface: Importance of Organization in the Mentoring Culture of Today’s UniversitiesEarly-Stage Investigators and Institutional Interface: Importance of Organization in the Mentoring Culture of Today’s Universities by Manson