Transcript 100cm by 100cm Poster Template

Retaining Student Interest in STEM through Graduation:
Faculty and Institutional Strategies
Satu Riutta (Institutional Research) & Ann Massey (School of Nursing)
IV Student Success in the Nursing School
V Faculty Strategies (Cont.)
Applicants to the Nell Hodgson Woodruff School of Nursing must submit
scores from the Test of Essential Academic Skills (TEAS; ATI, Inc. Stillwell,
KS) as part of their application packet. Additionally, students complete the
TEAS Critical Thinking: Entrance Assessment at the beginning of their nursing
studies.
USING VISUAL GRAPHS
- “Every time they have a Physics problem, they have to draw a picture”
(a Physics professor; sample problems attached)
 “The picture tells me how they got to a point (equation) in their
attempt to solve the problem”
- The solution must depict a concept (e.g., conservation of energy)
STUDENT PERFORMANCE AT SCHOOL OF NURSING ADMISSION:
TEAS Subject and Critical Thinking Assessments, Students Coming from
Oxford College Compared to Students Matriculating from Schools Outside the
Emory University System, Mean Scores, 2009-13:
HELPING STUDENTS UNDERSTAND THE PROCESS, APPROACH
- The commonality in Physics problems is important
I Abstract
II High Initial Level of Interest in STEM
All Students
Oxford College (n = 54)
Other (n = 416)
90.00
80.00
Percentage Score (mean)
Oxford College is a specialized division of Emory university offering a
liberal arts intensive curriculum for the first two years of the Emory
baccalaureate degree. Students entering Oxford College who express
initial interest in STEM majors continue on to graduate in STEM
disciplines at higher rates than students nation-wide. In particular,
Latino and African-American student persistence rates in STEM
fields are noticeably elevated when compared to national averages.
The purpose of this poster is to document these data and provide
examples of pedagogical approaches and institutional strategies
utilized at Oxford College that support effective science education
and promote student persistence in STEM disciplines.
Underrepresented minority (URM) student success in specific STEM
disciplines, including nursing, is measured as retention and graduation
rates. Possible links between pedagogical approaches, institutional
support, and student success/persistence in STEM are explored.
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70.00
Using Teaching Others as a Pedagogy:
- “The point is to understand a concept well enough so that you can
explain it to others. When you are able to do that, you really own it” (a
Math professor)
- Sample assignment, Math 107, Intro to Probability & Statistics (with a
service-learning component): In groups of four, write a book to elementary
school kids explaining probability, statistics, and accounting; then use the
book to actually teach kids.
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50.00
40.00
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Overall
Science
Math
Reading
English
Critical
Thinking
There is virtually no difference between the two groups.
Underrepresented Minority* Students
Oxford College (n = 17)
90.0
Other (n = 115)
Percentage Score (mean)
80.0
III High Graduation Rates in STEM
70.0
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50.0
40.0
30.0
20.0
10.0
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Overall
Science
Math
Reading
English
Critical
Thinking
*Students who self-identified themselves as black, hispanic, or mixed.
Among underrepresented minority students, Oxford students
appear to perform better than others, especially in science.
V Faculty Strategies
An interview of three STEM faculty members about what they do to help all
students (including those who are less prepared) to succeed yielded the
following insights:
Note: Oxford data refer to students among the 2003-05 entering cohorts
indicating interest in STEM (“Probable Major” question on the CIRP
Freshman Survey; N = White, 140, Asian Am., 107, Latino, 11, and
Black, 46), while the national data come from the same question on the
2004 CIRP Freshman Survey (See "Degrees of Success: Bachelor's
Degree Completion Rates among Initial STEM Majors," HERI Research
Brief, Jan. 2010, Figure 2).
ASKING STUDENTS TO TEACH OTHERS
Helping out Classmates:
- Stronger students teaching weaker ones  e.g., Supplemental
Instruction (students know that assistance is available)
- When someone asks the teacher a question, and later another student
asks the same question, the teacher sends the second student to the first
one (students can teach each other using their own language; Phys)
CALLING FORTH CREATIVITY
-” Students remember mathematical concepts better when they can be
creative” (a Math professor)
- Giving assignments that open up new possibilities for students  Gives them
confidence
- Sample assignments:
Math 111, Calc I: Put together a booklet/poster that teaches elementary
school kids what a function is (student work attached)
Math 112, Calc II:
(a) Put together a booklet with a minimum of 5 pictures each of which
utilizes at least 15 functions (student work attached)
(b) By writing a murder mystery, explain how Newton’s Differential
Equation can be a solution to the mystery (student work attached).
 helps students see the uses for differential equations
 helps students think outside the box
GROUP WORK (also above and below)
- This brings unity into the class
- Sample assignment, Math 207, Probability & Statistics: With the whole
class working together, produce a report statistically assessing the
college’s Writing Center.
- Think-pair-share
- Students designing labs/experiments in groups (Chem)
WORKING THROUGH PROBLEMS IN CLASS
- e.g., Chemistry, doing this every day. Teacher does NOT work the
problem on the board (otherwise the weaker students would just mimic
her).
- Rather, she introduces the problem, asking students to work individually
and with a partner to solve it. Helps students think about the problem,
understand the steps, and how to proceed. Trying to minimize
memorization and increase understanding. Finally everyone discusses the
solution.
KNOWING STUDENTS INDIVIDUALLY (ability and potential),
CHECKING ON PROGRESS, ASSESSING FREQUENTLY  MORE
FEEDBACK, BEING AVAILABLE
= facilitated by small class size
VI Institutional Strategies
SMALL CLASS SIZE = critical
- Typically max. 24 students in both recitation and lab sessions
INSTRUCTOR TEACHES LABS AS WELL
(true of most labs at Oxford)
- Instructors spend a lot of time with students in lab
 Faculty know and work with, each student individually (unique to have this in
introductory level classes)
LIGHTER COURSE LOAD/FEWER STUDENTS
- At Oxford, science faculty teach max. 48 students per semester (compared to
50-90 in other disciplines)
HIGHLY EFFECTIVE TEACHING IS VALUED MORE THAN SCHOLARSHIP
AND THE COLLEGE ESPECIALLY VALUES THE SCHOLARSHIP OF
TEACHING AND LEARNING
 Faculty are able to focus on students, teaching
CAMPUS-WIDE GEN. ED. REQUIREMENT OF “INQUIRY” COURSES
- Teaching of science courses, too, has become more intentionally inquiry-driven
ADEQUATE ADMINISTRATIVE SUPPORT
- Eight faculty in Biology, Chemistry, and Physics are supported by five
professional assistants