1. Jim Swartz, Dack Professor of Chemistry Grinnell College
Out of Classroom Support for Second Year STEM Students; Using Data to Assess Impact
Jim Swartz, Dack Professor of Chemistry
Grinnell College

2. Acknowledgments Leslie Gregg-Jolly, Professor of Biology
Ellen Iverson, SERC
Narren Brown, Associate Director Center for Teaching, Learning, and Assessment
David Lopatto, Rosenthal Professor of Psychology, Director Center for Teaching, Learning, and Assessment

3. We have made significant progress in increasing the performance in first year courses of domestic students of color, first generation college students

4. … 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

5. Percent of registered students completing 200-level courses with grades of C or higher  
Students of Color 
First Gen.
All Other 
Students 
Biology 251 
75%a 
73%b 
88% 
Chemistry 221 
76%c 
76%d 
86% 
All other 200-level courses  
76% e1 
80% e1 
87% e2 
Note: a,b,c,d. Groups superscripted with similar letters were found to have significantly improved success rates in the post-intervention period.  In this table, “Students of Color” and “First Generation” are not orthogonal groups. e1.f1. superscripted groups were found to have significantly lower rates of success in both the pre- and post-intervention periods compared to e2 and f2. 

6. 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.

7. 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
Off Campus Study
Big decisions
Purpose
Elevated/changing
expectations
Leadership
Time demands
- Friendships disperse
Relationships deepen/
change
Meet new people

8. 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.

9. Acknowledgment Survey Questions From
Renninger, K. A. & Schofield, L. S. (2014, April). Assessing STEM Interest as a Developmental Motivational Variable. Poster presented as part of a structured poster session (K. A. Renninger & S. Hidi, Chairs), Current approaches to interest measurement. American Educational Research Association, Philadelphia, PA.
Gross, D., Iverson, E., Willett, G., Manduca, C., (2015) “Broadening Access to Science With Support for the Whole Student in a Residential Liberal Arts College Environment,” Journal of College Science Teacher, 44,
Lopatto D,

10. 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

12. 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.

13. Summary of Survey Responses

14. 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

15. 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

16. 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”

17. 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].”

18. Poster Campaign

19. Faculty Development Workshops
Implicit Bias
Cooperative Learning
Metacognition
Active Learning

20. Other Elements Coordination and collaboration on: Organic Chemistry
Molecules, Cells, and Organisms
Second year, Fall courses taken together by students interested in biology, biochemistry, health professions, and some chemistry students.
Lunches of biology and chemistry faculty members in dining hall
Added recent graduate to Science Learning Center to support 2nd year biology and chemistry students

21. 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

22. 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

23. Percent of registered students completing 200-level courses with grades of C or higher  
Students of Color 
First Gen.
All Other 
Students 
Students of Color
Biology 251 
75%a 
73%b 
88% 
89%a 
87%b 
Chemistry 221 
76%c 
76%d 
86% 
84%c 
83%d 
87% 
All other 200-level courses  
76% e1 
80% e1 
87% e2 
78% f1 
88% f2 
Note: a,b,c,d. Groups superscripted with similar letters were found to have significantly improved success rates in the post-intervention period.  In this table, “Students of Color” and “First Generation” are not orthogonal groups. e1.f1. superscripted groups were found to have significantly lower rates of success in both the pre- and post-intervention periods compared to e2 and f2. 

24. Conclusions Students generally feel supported by various efforts
Survey results help students that many of the challenges they face are common
Most activities are low cost
Faculty development provides for both awareness and some knowledge of ways to assist students.

25. 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