Promoting Equity and Success in STEM: Addressing the Second Year Grinnell College: Jim Swartz, Dack Professor of Chemistry Leslie Gregg-Jolly, Project Director Joyce Stern, Student Success & Academic Advising Carleton College: Ellen Iverson, Science Education Resource Center Jim (& all)

Institutional Context: What Is GSP? A pre-orientation program for students interested in the sciences Curricular change in the sciences – new kinds of pedagogy Early exposure to research – in and out of class A community of students, faculty, and student life staff Jim What is GSP? (Transition slide) What the Lily grant was that we ultimately proposed and were successful in receiving: 1. GSP includes a one-week pre-orientation program for new students, first offered in 1993. 2. Curricular reform within all departments of science and mathematics (biology, chemistry, computer science, mathematics, physics, and psychology) -- “Workshop classes” = Integrated lecture/lab; students learn by discovering; daily HW; Worksheets; small class sizes. Enhanced by creative use of facilities. 3. Community/Facilities: Science building renovated in 1996; Phase II completed in 2007/2008; welcoming facility with public spaces; builds community   (Joyce) -(Fourth bullet) Primary goal: to integrate students into a community that already existed, but didn’t feel a part of Surprise result: we developed a stronger community than we could have anticipated. Totally accidental partnerships formed and changed “how we do business” across faculty and student affairs. We didn’t set out as our first and primary goal “to strengthen the ties between the academic side and student affairs.” Instead, our focus was on students – their retention and success. By seeking good results from our goals, a serendipitous outcome was to build this program, which naturally has these ties between academic and student affairs. An unexpected partnership developed: personal connections, and increased competency for both parties: our office has much more information and is more aware of the curriculum in the sciences which helps with advising, being pro-active about student concerns, etc. the faculty involved in the program have an enhanced sense of students as ‘whole people’ and the work we do

Evidence of Success—Statistical • Increased number of students of color • Dramatic increases in areas with most severe underrepresentation (Phys, CS, Math) • Improved Science GPA for target group • Significant increase in participation in student life leadership by students of color Jim

Web of Mentoring Jim

… but in 200-level Science and Math Classes … 1st generation and students of color demonstrated less success in 200-level biology and chemistry courses In other 200-level science and math courses success rates for all groups of students were similar to each other Jim

National Research on 2nd-yr Students “Sophomore slump” (Freedman, 1956) Developmental Factors in the Second Year: Second year is a time of development confusion (Lemons & Richmond, 1987; Schaller, 2005) Sophomores are “between” in every aspect (Boivin, Fountain, & Baylis, 2000); the “middle child” (Gahagan & Hunter, 2006) Institutional/Environmental Factors: Services provided for first-years are no longer available Need assistance but find little outreach (Kramer, 2000) Redefine the “slump” – not characterize it as a pathology, but as a unique set of issues, circumstances, changes, challenges, and opportunities in the second year Joyce

Findings from Grinnell Study of Sophomores Academic Life Social Relationships Extracurricular Activities (Gansemer-Topf, A. M., Stern, J. & Benjamin, M. 2007) Findings from Grinnell Study of Sophomores - Increased demands/ challenge Major declaration OCS Big decisions Purpose Elevated/changing expectations Leadership Time demands - Friendships disperse Relationships deepen/ change Meet new people Joyce What’s interesting about these three themes is they are inter-connected. At the center is “limited time!” or “developing a sense of purpose, of who I am and where I’m going.”

Citations Boivin, M., Fountain, G.A., & Baylis, B. (2000). Meeting the challenge of the sophomore year. In J. Pattengale & L. A. Schreiner (Eds.).Visible solutions for invisible students: Helping sophomores succeed (pp. 1-18). (National Resource Center for the Freshmen Year Experience and Students in Transition Monograph No. 31). Columbia, SC: University of South Carolina. Freedman, M. B. (1956). The passage through college. Journal of Social Issues, 12, 13-27. Gahagan, J. & Hunter, M.S. (2006). The second-year experience: Turning attention to the academy’s middle child. About Campus, 11(3), 17-22. Gansemer-Topf, A. M., Stern, J., & Benjamin, M. (2007). Examining the Experiences of Second-Year Students at a Private Liberal Arts College. In B. F. Tobolowsky and B. E. Cox (Eds.) Shedding light on sophomores: An exploration of the second college year (Monograph No. 47, pp. 31-48). Columbia, SC: University of South Carolina, National Resource Center for the First-Year Experience and Students in Transition. Kramer, G. L. (2000). Advising students at different educational levels. In V. N. Gordon, W. R. Habley, & Associates (Eds.) Academic Advising: A Comprehensive Handbook (pp. 84 – 104). San Francisco: Jossey-Bass. Lemons, L. J. & Richmond, D. R. (1987). A developmental perspective of sophomore slump. NASPA Journal, 24(3), 15-19. Schaller, M. A. (2005). Wandering and wondering: Traversing the uneven terrain of the second college year. About Campus, 10(3), 17-24.

Project Focusing on the 2nd Year* Focused on intermediate-level students Builds on our widespread reform of all introductory-level science classes and our mature advanced research program External and internal studies describe the challenges facing second-year students Multifaceted approach (like GSP) *supported in part by a grant to Grinnell College from the Howard Hughes Medical Institute (HHMI) through the Precollege and Undergraduate Science Education Program. Leslie (skip?)

Program logic model Leslie Again emphasize multifaceted approach Good idea to define impacts and work backwards

2nd year science student retreat Posters with survey data posted Quantitative survey Lessons from Grinnell Science Project Transcript analysis In situ observations Research including Gansemer-Topf, Stern, and Benjamin, 2007 Follow up interviews Focus groups Leslie (I know I said I wanted to move this up, but it is better here for the transition into assessment) 2013-2014 Development of HHMI supported program focused on second year science students August January May

Quantitative Survey How much fun is math or science for you? How likely are you to do math or science problems that are not assigned? How likely are you to read about math or science in your spare time? How likely are you to talk about math or science outside of work you need to do for class? I feel comfortable in approaching faculty members when I need help. Leslie (or Jim)

Acknowledgment Survey Questions From Lopatto, D. – Classroom Undergraduate Research Experience (CURE) Survey developed from a creative collaboration of faculty from Grinnell College, Hope College, Harvey Mudd College, and Wellesley College, funded by HHMI. Renninger, K. A., & Schofield, L. S. (April, 2012). Measuring interest: The open-ended response in a large scale survey. Paper presented as part of the symposium, The latest in interest measurement: New approaches and new insights, at the Meetings of the American Educational Research Association, Vancouver, BC, Canada. Gross, Iverson, Willett, & Manduca (accepted). Broadening access to science with support for the whole student in a residential liberal arts college environment. Journal of College Science Teaching. Leslie (or Jim)

Survey Use Inform the College about the lived experiences of our students Posters displayed at 2nd year science retreat and posted around science building Inform focus groups and interviews to better understand the local issues Leslie (or Jim) Quick feedback for students to see their answers probably similar to their peers Enhance sense of belonging and community

Scale:1 = Not at all 5 = Very To what extent do you consider yourself a mathematician or scientist? Scale:1 = Not at all 5 = Very Avg 3.7 StDev 1.00 What is your image of a scientist? What skills do you possess that make you like a scientist? What value is there in having people who see things in different ways working on the same scientific problem? Leslie (or Jim)

Is starting to work in a new group hard for you? Ave: 5.3 StDev 1.52 1=Low 7=High 1=Low 7=High Is starting to work in a new group hard for you? It is challenging for most people. Look for ideas today to help you feel more comfortable with this process. Leslie (or Jim)

Second Year Retreat Help students identify and meet challenges faced by second-year science students  Navigate curriculum Manage workload Prepare for research Explore majors and career options One day, facilitated by faculty, staff, upper-level students, and alumni  Community building Leslie

Second Year Retreat Survey 97% would encourage others to attend  90% helped them feel better prepared for academic challenges ~90% enhanced their sense of belonging in the sciences ~95% helped them better understand opportunities and resources Informal time with faculty was highly valued Leslie

Focus Groups and Interviews 8 focus groups in February 47 second year students 14 third/fourth year students 14 phone interviews in May 11 non-focus group 3 focus group participants Ellen

Results - Barriers Liberal arts experience as science major Courses viewed as “weeders” Multi-cultural mentors, not as available Range of 1st year skills “I didn’t come in with any AP credits. And then I didn’t have a lot of focus, like I wasn’t sure what I was doing when I first got here.” “I have to work on time management and have to develop more relationships. Everything together creates a lot of pressure.” “. . .organic chemistry. I mean, I hated it. . . But the fact that I like survived it and actually could do well on it sort of like gave me the confidence to still continue to be a science major” Ellen Making time for liberal arts experience while staying focused on science majors Viewing some courses as “weeders” Perceiving multi-cultural mentors as not as available Recognizing range of first year skills, social capital, and preparation

Results – Key Supports Peer mentors Approachable faculty “ I've had really good experiences talking to computer science faculty, because they're so available. Like there's talks every Thursday about various computer science topics, and they're there. And before the talks, we all hang out, and they like provide cookies and stuff. And on Fridays, we all eat lunch together and discuss articles.” Approachable faculty Specific courses Sophomore retreat “. . .mentor sessions just provide a more laidback atmosphere to talk about your classes and how you can do well in them. . .it’s also a really good bonding experience. It helps to formulate community within the sciences.” Ellen Peer mentors promote community, considered more approachable, viewed as role models Academic advising and approachable faculty pushed student involvement and identified classes Specific courses fostered confidence and demonstrated that science is fun Sophomore retreat provided emotional support and validation

Results – Emerging Supports Noyce Science Center “I think Noyce is extremely excellent for supporting collaboration and openness, because there’s just like tables, and you just like walk by, and you see someone at a table, and you chat about the homework. So I think the communal spaces here really do a lot to help that.” “I can just go to the computer science lounge and see other people and chill with them. Having more spaces where people can have that interaction – that tends to make people feel like they belong.” Informal science social events “A bio and chem professor host lunch in the dining hall, and students can just come and talk to them about anything. . . I thought it was a nice way to get to know your professors or people that you wouldn't otherwise come in contact with” Ellen Noyce Science Center itself promoted community by providing safe, accessible spaces to find like-minded students and help Centers (science learning, math lab, career center, science library) and staff who support these centers gave short term help and long term guidance Informal science social events (lunches, barbecues, walking office hours) promoted community and connections in important ways

Results - Group work 1st year challenges but essential by 3rd and 4th year “ . . . It's an issue with people who just are unable to, they're just not able to produce as quality work in a specific scenario..” “. . .the further I've gotten into the coursework for certain majors, it seems group work is a lot easier to, you know, really do well and enjoy, because most of the students kind of share your aptitude and enjoy the course work.” “It's [group work] also important because if you go into a career in the sciences, you're going to like collaborate on papers and things” Promotes community when done well “I really enjoy the sense of community that we have, especially within the second year science students and we have formed a family where we work together through our problems [in group work].” Ellen Creates 1st year challenges due to range of preparation and engagement of students - students who are less prepared recognize it as an issue and are not comfortable in group work and do not seek it - Students who are more prepared do not know how to deal with range of abilities and interest Gets easier and is more valued over time and Viewed as essential by 3rd and 4th year students Promotes community when done well Works best when: Faculty establish standards Assignment is designed for group Size of group matches work involved

So what? Value of making the obvious explicit Cheap and easy efforts can have a big impact: Survey & Posters Mythbuster posters One day retreat Comprehensive change in how we do business: Harder to implement and assess, but possible Hopefully long lasting impact Leslie second-year challenges explicit – affirming “where are you?” –reflect it back to students, staff and faculty” Increased students’ validation that they are part of a supportive community (of other students, faculty, etc) Raised awareness for students that they are not alone in their discomfort/challenge (and faculty are aware of this) Raised awareness of faculty and staff to common experiences of 2nd year students (so may incorporate into teaching and programs) Harder to implement comprehensive –more people, but then longer & deeper impact Get feedback from assessment quickly

Poster Campaign Leslie -Identity & sense of belonging Also can mention that outcome of feedback was desire to increase accessibility, non formal interactions w/faculty

Acknowledgments Faculty, staff and students from Grinnell College Howard Hughes Medical Institute Precollege and Undergraduate Science Education Capstone Award 2012 to Grinnell College Science Education Resource Center at Carleton College