About Rensselaer Located in Troy, NY, Rensselaer Polytechnic - - PowerPoint PPT Presentation

Located in Troy, NY, Rensselaer Polytechnic Institute is the nation's

• ldest technological research

university, and was founded

• n the principles of bringing

science to every day

• life. Rensselaer is home to

nearly 7,500 students studying the fields of Engineering, Science, Business, Architecture and Humanities.

About Rensselaer

FIRST-YEAR EXPERIENCE fye@rpi.edu studentlife.rpi.edu/fye

What is I-PERSIST?

The program provides subject area mentors for all first-year students registered into "gateway" STEM courses - Chemistry I, Calculus I & Physics I. Mentors meet weekly with small groups of students and provide addititonal support through office hours. The goal of the I-PERSIST program is overall STEM persistence.

SPECIAL EVENTS

I-PERSIST offers various programs to help foster faculty-student relationships. The grant also sponsors a yearly speaker series designed to showcase opportunities in STEM. Speakers have included:

CURRICULUM

During weekly sessions, mentors work with students on a variety of topics:

FACULTY DEVELOPMENT

The I-PERSIST STEM Speaker Series brings STEM education experts to campus to share best practices with first-year STEM faculty. Speakers have included:

MENTOR TRAINING

Mentors are highly trained prior to entering the

• classroom. Topics include:

Funding

In 2014, Rensselaer was a grant recipient from the Howard Hughes Medical

• Institute. The $1.2 million grant was

awarded with the purpose of expanding the university's successful Math Mentor program, established in 2008.

Campus Partners

School of Science Faculty - Chemistry, Math, Physics Division of Student Life Staff - Student Success/First-Year Experience Advising and Learning Assistance Center Staff Academic Deans and Provosts Diversity Classroom engagment Active Learning Student Leadership First-year student transitions Learning styles Classroom conduct Mental Health Academic Integrity Subject content Time management Study skills Test taking strategies Campus life Homework -completing it effectively Life skills In addition, mentors identify and refer students in need of additional help to FYE. Charles Adler - Professor and author of "Wizards Aliens & Starships: Physics & Math in Fantasy & Science Fiction" Guion Bluford - NASA Astronaut and the first African-American in space Elizabeth Kolbert - Pulitzer Prize winning author of "The Sixth Extinction"

• Dr. Seema Rivera - STEM Education Professor,

Clarkson University

• Dr. Scott Franklin - Director, STEM Center, RIT
• Dr. Becky Wang - Professor and author of

"Successful STEM Mentoring Initiatives for Underrepresented Minority Students"

A peer mentor program aimed at STEM persistence:

Integrated Program for Education, Research and Support In Science & Technology (I-PERSIST)

Shanté Brown, Assistant Dean, First-Year Experience Janelle Fayette, Dean, First-Year Experience Paul Nooney, Administrative Specialist, First-Year Experience

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A peer mentor program aimed at STEM persistence:

Integrated Program for Education, Research and Support In Science & Technology (I-PERSIST)

Shanté Brown, Assistant Dean, First-Year Experience Janelle Fayette, Dean, First-Year Experience Paul Nooney, Administrative Specialist, First-Year Experience

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• Rensselaer
• History of Program
• Mentor Details
• By the Numbers
• Mentor Feedback
• Next steps
• Challenges discussion

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Rensselaer Polytechnic Institute (RPI)

Troy, New York

• Founded in 1824 by Steven Van Rensselaer and Amos Eaton
• America’s oldest technological university
• STEM dominant – 80% of degrees in STEM disciplines
• Programs include: Engineering, Science, Architecture, Humanities Arts and Social

Sciences, Business and Management

• Total enrolled: 7,442
• Undergraduate: ~6200

Retention 93%

• Graduate: ~1,100

Graduation rate 83% (6 yr)

• Faculty: 462 (13:1 ratio)

Female students 32%

• URM: 14%

International 11%

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HISTORY OF I-PERSIST: Rensselaer’s Math Mentor Program

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96% 94% 90% 81% 55% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% A B C D F

Institutional Student Success

Retention after first year correlates with Calculus 1 Grade

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HOWARD HUGHES MEDICAL INSTITUTE (HHMI) 2014 Grant Recipient Rensselaer was one of 37 institutes nationwide to receive a grant. The $1.2 million award has been used to expand the already successful Math Mentor program to other gateway STEM courses. The overarching goal of the grant is to boost persistence in STEM majors and ease students transitions to higher education.

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I-PERSIST MENTORS: Students Helping Students

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Mentored Course Chemistry I (CHEM 1100) Calculus I (MATH 1010) Physics I (PHYS 1100) Any first-year student registered into these courses is automatically assigned a mentor in the program.

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You Should Not:

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Weekly Mentor Session

• 2 per week
• 8-10 students per

session

• Subject content
• “Mentoring” content

Study Hours

• 2 per week
• Similar to office hours
• Scheduled by mentors
• Incentives

Supervisory Meeting Held weekly

• Professors and

Student Life

• Review content
• Student intervention

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I-Persist Enrollment

Cohort Year Total I- Persist Enrollment STEM I- Persist Enrollment Minority STEM I- Persist Enrollment Number I- Persist Courses Taken Number Calculus I Enrollmen ts Number Chemistry I Enrollment s Number Physics I Enrollment s Fall 2015 1011 932 135 1518 595 441 482 Fall 2016 1179 1119 179 1704 663 590 451 Fall 2017* 1167 1100 169 1805 724 622 459

*Indicates the use of the most recent data as a substitute for 5th week data.

200 400 600 800 1000 1200 1400 Fall 2015 Fall 2016 Fall 2017*

I-Persist Enrollment by Cohort Year

Total I-Persist Enrollment STEM I-Persist Enrollment Minority STEM I-Persist Enrollment

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MENTOR TRAINING

• Spring
• One day with all mentors
• Program basics
• Introduction to mentoring
• Summer
• Online training
• “Peer Mentoring in STEM: Training for

Mentors” - OSU

• Introduction to basics of mentoring,

transitions and diversity

• Fall
• Three full days (paid)
• Topics include: leadership, classroom

engagement, learning styles, and working with first-year students

• Subject content training

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I-PERSIST INVITED SPEAKERS Yearly speaker series for students and community members designed to foster STEM persistence. Charles Adler – Spring 2016 Guion Bluford – Fall 2016 Elizabeth Kolbert – Fall 2017 I-PERSIST STEM SPEAKER SERIES STEM education experts invited to discuss trends and techniques in the field. Presentations for faculty, staff and graduate students.

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OTHER I-PERSIST COMPONENTS

• Conferences
• Take your student to lunch
• Office hour pizza parties
• Retreat
• End of year celebration
• Giveaways and incentives

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BY THE NUMBERS: Assessment and Early Results

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I-Persist on Fall to Spring Retention Rate

Cohort Year Overall Retention Rate I-Persist Retention Rate I-Persist STEM Major Retention Rate I-Persist Minority STEM Major Retention Rate Fall 2013 98% 98% 98% 100% Fall 2014 98% 97% 97% 100% Fall 2015* 98% 98% 98% 96% Fall 2016* 98% 97% 98% 97%

* Indicates that the year is an I-Persist Year † Indicates the use of the most recent data as a substitute for 5th week data.

0% 20% 40% 60% 80% 100% Fall 2013 Fall 2014 Fall 2015* Fall 2016*

I-Persist Fall to Spring Retention Rate

Overall Retention Rate I-Persist Retention Rate I-Persist STEM Major Retention Rate I-Persist Minority STEM Major Retention Rate

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I-Persist on Fall to Fall Retention Rate

Cohort Year Overall Retention Rate I-Persist Retention Rate I-Persist STEM Major Retention Rate I-Persist Minority STEM Major Retention Rate Fall 2013 93% 93% 90% 96% Fall 2014 94% 93% 92% 94% Fall 2015* 93% 93% 91% 90% Fall 2016*† 93% 93% 91% 88%

* Indicates that the year is an I-Persist Year † Indicates the use of the most recent data as a substitute for 5th week data.

0% 20% 40% 60% 80% 100% Fall 2013 Fall 2014 Fall 2015* Fall 2016*†

I-Persist Fall to Fall Year Retention Rate

Overall Retention Rate I-Persist Retention Rate I-Persist STEM Major Retention Rate I-Persist Minority STEM Major Retention Rate

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I-Persist on Average Overall GPA of First Term

3.15 3.14 3.02 3.11 3.11 2.84 3.07 3.06 2.62 3.12 3.12 2.77 0.5 1 1.5 2 2.5 3 3.5 4 Total I-Persist STEM I-Persist Minority STEM I-Persist Total I-Persist STEM I-Persist Minority STEM I-Persist Total I-Persist STEM I-Persist Minority STEM I-Persist Total I-Persist STEM I-Persist Minority STEM I-Persist Fall 2013 Fall 2014 Fall 2015 Fall 2016

Overall I-Persist GPA

St. Dev. = 0.70 St. Dev. = 0.71 St. Dev. = 0.68 St. Dev. = 0.70 St. Dev. = 0.71 St. Dev. = 0.69 St. Dev. = 0.73 St. Dev. = 0.74 St. Dev. = 0.81 St. Dev. = 0.77 St. Dev. = 0.77 St. Dev. = 0.85

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I-Persist on Calculus I Average Grade

2.95 3 2.68 2.74 2.77 2.3 2.58 2.65 2.04 3.13 3.17 2.87 0.5 1 1.5 2 2.5 3 3.5 4 Total I-Persist STEM I-Persist Minority STEM I-Persist Total I-Persist STEM I-Persist Minority STEM I-Persist Total I-Persist STEM I-Persist Minority STEM I-Persist Total I-Persist STEM I-Persist Minority STEM I-Persist Fall 2013 Fall 2014 Fall 2015 Fall 2016

I-Persist Calculus I Average

St. Dev. = 1.10 St. Dev. = 1.10 St. Dev. = 1.15 St. Dev. = 1.21 St. Dev. = 1.21 St. Dev. = 1.22 St. Dev. = 1.21 St. Dev. = 1.18 St. Dev. = 1.28 St. Dev. = 0.99 St. Dev. = 0.96 St. Dev. = 1.08

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I-Persist on Calculus I Grade Trend

0% 10% 20% 30% 40% 50% 60% Fall 2010 Fall 2011 Fall 2012 Fall 2013 Fall 2014 Fall 2015 Fall 2016

Calculus I Grades of STEM Students

A B C D F

1st year of I- Persist aligned with last old enrollment model. The second year

• f I-Persist

aligned with a substantial increase in enrollment.

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Student Success – Math URM

• Lastly, Math mentoring may also be improving the grades of

Underrepresented Minorities.

MATH 1010 Grade (URM) Fall 2015 Fall 2016 Change (%) A 10% 22% +12% A- 3% 8% +5% B+ 7% 17% +10% B 18% 14%

• 4%

B- 7% 9% +2% C+ 2% 5% +3% C 6% 9% +3% C- 11% 7%

• 4%

D+ 10% 2%

• 8%

D 15% 2%

• 13%

F/W 11% 6%

• 5%

Total 100% 100% 0%

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I-Persist on Physics I Average Grade

2.61 2.62 2.58 2.55 2.57 1.9 2.42 2.41 1.55 2.94 2.95 2.32 0.5 1 1.5 2 2.5 3 3.5 4 Total I-Persist STEM I-Persist Minority STEM I-Persist Total I-Persist STEM I-Persist Minority STEM I-Persist Total I-Persist STEM I-Persist Minority STEM I-Persist Total I-Persist STEM I-Persist Minority STEM I-Persist Fall 2013 Fall 2014 Fall 2015 Fall 2016

I-Persist Physics I Average

St. Dev. = 1.13 St. Dev. = 1.13 St. Dev. = 1.00 St. Dev. = 1.06 St. Dev. = 1.06 St. Dev. = 1.20 St. Dev. = 1.14 St. Dev. = 1.14 St. Dev. = 1.14 St. Dev. = 0.94 St. Dev. = 0.92 St. Dev. = 1.08

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I-Persist on Physics I Grade Trend

0% 5% 10% 15% 20% 25% 30% Fall 2010 Fall 2011 Fall 2012 Fall 2013 Fall 2014 Fall 2015 Fall 2016

Physics I Grade of STEM Students

A B C D F

The second year

• f I-Persist

aligned with a substantial increase in enrollment and the establishment

• f Calculus I as a

prerequisite course for Physics I.

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Student Success – Physics URM

• Physics mentoring is also showing promise among Underrepresented

Minorities.

PHYS 1100 Grade (URM) Fall 2015 Fall 2016 Change (%) A 12% 21% +9% A- 6% 10% +4% B+ 9% 13% +4% B 18% 21% +3% B- 9% 8%

• 1%

C+ 8% 6%

• 2%

C 14% 10%

• 4%

C- 6% 3%

• 3%

D+ 6% 3%

• 3%

D 9% 3%

• 6%

F/W 4% 2%

• 2%

Total 100% 100% 0%

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I-Persist on Chemistry I Average Grade

2.89 2.91 2.82 2.75 2.76 2.37 2.75 2.75 2.23 2.82 2.82 2.41 0.5 1 1.5 2 2.5 3 3.5 4 Total I-Persist STEM I-Persist Minority STEM I-Persist Total I-Persist STEM I-Persist Minority STEM I-Persist Total I-Persist STEM I-Persist Minority STEM I-Persist Total I-Persist STEM I-Persist Minority STEM I-Persist Fall 2013 Fall 2014 Fall 2015 Fall 2016

I-Persist Chemistry I Average

St. Dev. = 0.83 St. Dev. = 0.82 St. Dev. = 0.81 St. Dev. = 0.9 St. Dev. = 0.9 St. Dev. = 0.83 St. Dev. = 0.87 St. Dev. = 0.87 St. Dev. = 0.92 St. Dev. = 0.84 St. Dev. = 0.84 St. Dev. = 0.83

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I-Persist on Chemistry I Grade Trend

0% 5% 10% 15% 20% 25% 30% Fall 2010 Fall 2011 Fall 2012 Fall 2013 Fall 2014 Fall 2015 Fall 2016

Chemistry I Grade of STEM Students

A B C D F

The second year

• f I-Persist

aligned with a substantial increase in enrollment.

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Mentor Survey Results

• Student Perceptions of Mentors
• Perception of Life Skills Improved Through Mentoring
• Perceptions of Peer Mentoring Overall
• Satisfaction with Rensselaer Overall

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Table 2 Student Perceptions of Peer Mentors 2014-2015 2015-2016 Items M SD M SD My chemistry mentor was supportive and 5.47 .78 5.63 .67 cared about my success. (Chem) My math mentor was supportive and 5.55 .66 5.55 .68 cared about my success. (Calc) My physics mentor was supportive and 5.38 .78 5.53 .75 cared about my success. (Physics) 1=Strongly Disagree, 2=Disagree, 3=Slightly Disagree, 4=Slightly Agree, 5=Agree, 6=Strongly Agree.

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Table 4 Student Perceptions of Peer Mentors 2014-2015 2015-2016 M SD M SD I spent more time preparing for classes due 4.54 1.13 5.05 1.03 to my chemistry mentor's advice. (Chem.) I spent more time preparing for classes due 5.01 1.08 4.80 1.11 to my math mentor's advice. (Calc.) I spent more time preparing for classes due 4.39 1.23 4.73 1.26 to my physics mentor's advice. (Physics) 1=Strongly Disagree, 2=Disagree, 3=Slightly Disagree, 4=Slightly Agree, 5=Agree, 6=Strongly Agree.

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Table 6 Life Skills Improved Through Mentoring As a result of peer mentoring… 2014-2015 2015-2016 Items M SD M SD I learned how to improve my chemistry 4.83 1.15 5.14 .88 study skills. (Chem.) I learned how to improve my math 4.93 1.00 4.99 .95 study skills. (Calc.) I learned how to improve my physics 4.45 1.13 4.75 1.16 study skills. (Physics) 1=Strongly Disagree, 2=Disagree, 3=Slightly Disagree, 4=Slightly Agree, 5=Agree, 6=Strongly Agree.

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Table 9 Life Skills Improved Through Mentoring As a result of peer mentoring… 2014-2015 2015-2016 M SD M SD I completed my chemistry homework on a 5.14 1.11 5.28 .87 consistent basis. (Chem.) I completed my math homework on a 4.85 1.31 5.37 .87 consistent basis. (Calc.) I completed my physics homework on a 4.95 1.15 5.21 1.00 consistent basis. (Physics) 1=Strongly Disagree, 2=Disagree, 3=Slightly Disagree, 4=Slightly Agree, 5=Agree, 6=Strongly Agree.

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Table 10 Mentor Perceptions of Skills Developed Through Peer Mentoring 2014-2015 2015-2016 M SD M SD Increased my knowledge of the subject matter. 4.9 1.0 4.9 1.1 Increased my leadership skills. 5.2 1.0 5.1 0.9 Increased my presentation skills. 5.2 1.0 5.2 0.9 1=Strongly Disagree, 2=Disagree, 3=Slightly Disagree, 4=Slightly Agree, 5=Agree, 6=Strongly Agree.

Mentor Perceptions

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Table 11 Mentor Perceptions of Areas Improved Through Peer Mentoring 2014-2015 2015-2016 Items M SD MS SD I feel better able to meet my own academic 4.4 1.0 4.5 1.2 goals. I learned how to improve my own study 4.5 1.1 4.5 1.1 skills I feel better prepared for my own exams. 4.3 1.1 4.2 1.2 I improved my time management skills. 4.5 1.1 4.6 1.1 I have greater motivation to be successful. 4.7 1.2 4.7 1.1 I am better able to cope with stress. 4.1 1.3 4.3 1.2

Mentor Perceptions

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Discussion: Challenges

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Next steps: Institutionalizing Analyzing the data Identify other courses

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Feedback & Questions

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