DBER October 27, 2016 Faculty Chancellor’s Award Using an Asset-Based Approach to Examine Why Students Succeed in Science DBER October 27, 2016 Faculty Chancellor’s Award

Presentation Format Vexation, Venture, & Incubation Vexation - Explanation of what it is that “vexes” you about some aspect of your work. (5 mins) Venture - Explanation of my proposed study. (5 mins) Incubation - Opportunity for audience assistance/feedback. (10 mins) Rejoin - whole group rejoins for summary and questions (5 mins)

Vexation - Retention in Undergrad STEM

A brief history of student retention…. 1862: Morrill Land Grant Act provided grants of land to finance colleges (agriculture and mechanic arts). Increases in general population. 1930s-60s: McNeely Study & GI Bill Looked at student demographic variables, social engagement, departure Significant increase in veteran enrollment (~2 million) 1970s-Present: Spady’s student dropout model Durkheims student suicide model Tinto’s student integration model (focus on attrition) *Berger & Lyon (2005) Tinto’s (1975) model of student integration was also based in part on Durkheim’s suicide model, but posited that student attrition was linked to both formal and informal academic experiences as well as social integration. Spady proposed five variables (academic potential, normative congruence, grade performance, intellectual development and friendship support) contributed to social integration and could be indirectly linked to the decision to drop out of school through the intervening variables of satisfaction and commitment.

How do we frame students pursuing STEM? Why are students so underprepared for college level math and science courses? Why are Black and Latina/o students’ grades and other indicators of academic achievement disproportionately lower than their White peers? Why do so few first-generation students complete STEM degrees? *Harper 2010 Pathological Discourse: Survival, Mortality, Suicide *Demetriou & Schmitz-Sciborski (2011) Reinforces deficit perspectives of students Defining Retention: % of first time, first year, UG students who continue the next year.

Reframing Retention: Focusing on Assets What stimulates and sustains students’ interest in attaining degrees in STEM fields? How did African-American and Latina/o manage to persist despite transition issues, racial stereotypes, academic underpreparedness, and other negative forces? What are common aspects of successful first- generation students’ pathways in STEM? Why are students so underprepared for college level math and science courses? Why are Black and Latina/o students’ grades and other indicators of academic achievement disproportionately lower than their White peers? Why do so few first-generation students complete STEM degrees? *Harper 2010

Venture - Asset Based Approach to Exploring Student Retention

Proposed Study - Mixed Methods Approach Phase 1 - Conduct focus group interviews with STEM undergraduates. (Spring 2016, n = 30)) Phase 2 - Develop asset-based survey based on phase 1 data and literature. (Spring-Summer 2016) Phase 3 (??) - Collaborate with the Center for Assessment, Design, Research, and Evaluation (CADRE) to refine survey and implement on larger scale.

Incubation - In Need of Feedback

What pre-college socialization and preparation factors sustained your interest in STEM fields? How? Family support Out of school science experiences k-12 academic engagement (e.g., science clubs) Inspiring educators What college socialization and preparation factors compelled you to persist in STEM fields? How? Classroom interactions Innovative pedagogies UG research experiences Financial Aid

Rejoin - Summarize & Qts