FLOW OF THE HOUR Purdue Background Information Women in Science - - PowerPoint PPT Presentation

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FLOW OF THE HOUR Purdue Background Information Women in Science - - PowerPoint PPT Presentation

Aug 20, 2023 218 likes •478 views

PURDUE UNDERGRADUATE: WOMEN IN SCIENCE PROGRAM (WISP) Linnette C. Good, , MS Assistant Director Science Diversity Office & Toyinda da Wilson-Lon Long, g, MS Program Coordinator Louis Stokes Alliance for Minority Participation Purdue

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SLIDE 1

PURDUE UNDERGRADUATE:

WOMEN IN SCIENCE PROGRAM (WISP)

Linnette C. Good, , MS Assistant Director Science Diversity Office & Toyinda da Wilson-Lon Long, g, MS Program Coordinator Louis Stokes Alliance for Minority Participation Purdue Universi sity West Lafayette, Indiana First Year Experience Conference February 6, 2011

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SLIDE 2

FLOW OF THE HOUR

 Purdue Background Information  Women in Science Programs  Sophomore Learning Community  Study Data  Retention Strategies  Key Elements to Success  Program Challenges  Q&A

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SLIDE 3

PURDUE UNIVERSITY:

 Large Midwestern, Land Grant University  Headcount Enrollment 2009-2010

 Undergraduate

31, 145

 Graduate

7,639

 Professional

913

To

Total

39,6 ,697 97

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SLIDE 4

PURDUE STUDENTS

 High numbers of students live in University

Residences:

 30% of the total student body  90% of first-year students

 Low percent of women attend 2009-10:

 57% national average  42% of undergraduate population  37% of science students

Sourc rces es : Purdue ue Univers ersity ity Data Digest t 2009-10 10 (http tp://www.purd rdue.ed edu/Data ataDig iges est/ t/pages/ad ages/additi itional/

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tm) (http tp://www.purd urdue ue.ed edu/ u/Data DataDi Diges est/p t/pages ages/stu tudent nts/stu_g tu_gend ender er.htm tm) (http tp://nc nces es.ed.gov

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SLIDE 5

WHY IS WISP IMPORTANT?

Wom

  • men

en are e st still ex extr trem emely ely underrepresent derrepresented ed in the e sc scien ences ces. . Despite considerable gains in the number of women pursuing graduate degrees in the sciences, women currently earn only 23.6%

  • f all PhDs in math & computer science,

26.7% in the physical sciences, and only 18.3% in engineering.

National ional Counc uncil il for r Researc rch h on Women en (http:// //www www.ncr crw.org rg/)

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SLIDE 6

MISSION STATEMENT

Th The e Wom

  • men

en in Scien ence ce Pr Prog

  • grams

ams (W (WISP) SP) is in place to provide women in the College of Science at Purdue University support and strategies to successfully complete their desired degree

  • bjective and reach their full potential as scientists.
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SLIDE 7

NUMBER OF PROGRAM PARTICIPANTS

Graduate Undergraduate Total Year Numbers Mentors Mentees 1995 70 70 1996 65 65 1997 74 36 47 157 1998 72 47 82 201 1999 73 60 68 201 2000 72 57 59 188 2001 62 56 65 183 2002 82 52 50 184 2003 99 55 63 217 2004 98 49 60 207 2005 85 78 82 245 2006 77 89 82 248 2007 111 81 77 269 2008 129 79 70 278 2009 114 76 53 243 2010 226 114 72 412 Total al 1509 1509 929 929 930 930 3368 3368

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SLIDE 8

FO FOUR R COM OMPO PONENTS TS OF OF WI WISP SP

Graduate Mentoring Program Residential Programs Tutoring Program Undergraduate Mentoring Program

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SLIDE 9

PURDUE’S LEARNING COMMUNITIES

 A group of 20–30 first-year students who take two or

three of the sa same cou

  • urse

ses s tog

  • gethe

ether;

 A group of first-year students who share a common

academic interest and live ve in n the sa same resi side dence nce hall;

  • r,

 A group of first-year students who take part in bot

  • th of

these activities.

Source: Purdue University Student Access , Transition and Success Office, 2011

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SLIDE 10

UNDE DERGRADUA DUATE TE ME MENTO TOR PROGR GRAM AM

Complement of the Residential Program Upper-class undergraduates invited to be mentors Relationships grow and flourish Expose the students to role models Provides monthly dinner and social programs Informal communication between meetings

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SLIDE 11

UNDERGRADUATE LEADERSHIP TEAM

 Undergraduate Mentoring

Programs

 Supervised, paid students  Team Retreat  Team shapes programs  Gain valuable skills  Meet and plan weekly

meeting

 Plan small socials  High school outreach

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SLIDE 12

WISP PROGRAM DESCRIPTIONS

 Residen

dentia ial Prog

  • gram

ram

 Allow freshmen students with the

same academic interest to live together

 Forms a network for studying,

support and friendship

 Tut

utor

  • ring

ing Prog

  • gram

am

 Located in same residence hall

where the first-year students reside

 Trained and supervised upper-

class undergraduate honor student

 Mon

  • nthly

y Dinner er & Prog

  • gram

ams

 Meredith Residence Hall  Themed Meals  Female Scientist as Speaker  Additional socials with mentors

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SLIDE 13

SOPHOMORE LEARNING COMMUNITY

Sophomore Learning Community

Service Learning Decision Making Leadership Group Processing Skills

ADDITIONAL COLLEGES WITH SOPHOMORE PROGRAMS: HTTP://WWW.SC.EDU/FYE/RESOURCES/SOPH/SCHOOL.HTML

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SLIDE 14

PURPOSE OF STUDY

Does participation in the WISP Residential Learning Community effect persistence towards graduation in the College of Science at Purdue University?

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SLIDE 15

THEORETICAL FRAMEWORK

 Vincent Tinto (1993) identifies three major sources of student departure: academic

difficulties, the inability of individuals to resolve their educational and occupational goals, and their failure to become or remain incorporated in the intellectual and social life of the institution.

 Tinto (1975, 1993) indicates that retention happens if:

High expectations are set for students to succeed

Specific information about major and career are shared and mapped out for the student

They are aware and have access to student organization, mentoring programs, and bridging programs

During the first year of college, positive and frequent contact with peers, faculty and staff occurs

A knowledge base for students is fostered

 Stassen (2003) establishes that living learning communities that are effortless in make-up can

still have a positive impact on students advancing academic achievement, retention and connections.

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SLIDE 16

METHOD

  • The participants in this study consisted of a total of

391 first year science students who matriculated in the college of science at Purdue University in Fall of 2002.

 50 first year women science students were WISP RLC participants  341 first year women in science students were NON-WISP RLC

participants

N = 391

WISP RLC = women in science residential learning community NON-WISP RLC = not in the women in science residential learning community

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SLIDE 17

6 YEAR GRADUATION RATE

College of Science 93

= 23.8 .80% 0%

NON-College of Science 182 = 46.5

.50% 0%

Unknown 116 = 29.7

.70% 0%

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SLIDE 18

RESULTS FOR GRAD 6YRS (W/O STUDENTS UNKNOWN)

WISP LC NON-WISP LC

N = 40

GRAD AD COS

20

50%

GRAD NON-CO COS GRAD

20

50%

N=235

GRAD AD COS

73

31%

GRAD AD NON-COS COS GRAD AD

162

69%

STATISTICAL SIGNIFICANCE

P-Value of less than .05 Equals to significant difference Used Logistic Binary Regression P-value = .021

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SLIDE 19

ONE YEAR RETENTION RATE

2008 College of Science LC Student Retention to PU

Women in College Of Science Initital Cohort Retained Percent Retained WISP 70 63 90.00% Any other Science LC 57 50 87.72% NON LC 244 214 87.70% Total for COS 371 327 88.14%

2008 College of Science LC Student Retention to the COS

Women in College Of Science Initital Cohort Retained Percent Retained WISP 70 50 71.43% Any other Science LC 57 34 59.65% NON LC 244 153 62.70% Total for COS 371 237 63.88%

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SLIDE 20

2008 COHORT: PERCENT RETAINED TO PURDUE

WISP LC NON LC All Women w/o COS

90.00% 90.00% 87.70% 87.70% 86.34% 86.34%

1-Year ear Retention ention to PU

Percent Retained to PU

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SLIDE 21

ENDLESS POSSIBILITIES FOR RETENTION

Residential Learning Communities Mentor Role Leadership Team JANDOS Scholarship

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SLIDE 22

PROGRAM SUCCESS PERSONAL SUCCESS

 Adequate interest in program  Participation aids success  Higher retention than other

Science students

 Attractive fundraising options

for donors

 Campus collaborations  Recruiting  Students have multiple points

  • f participation

 Increase self-confidence  Provide a sense of identity  Retention to entry college

  • f choice

 Academic & social

engagement

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SLIDE 23

PROGRAM CHALLENGES PERSONAL CHALLENGES

 Funding  Assessment  Low retention in

Science

 Attendance  Attrition  Students have

multiple points of participation

 Commitment  Science curriculum  Sense of belonging  Isolation, fears,

anxieties

 Engagement with

peers

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SLIDE 24

REFERENCES

Stassen, M. L. A. (2003). Student Outcomes: The impact of varying living learning community models. Research in Higher Education, 44(5), 561-613. Tinto, V. (1975). Dropout from Higher Education: A Theoretical Synthesis of Recent Research. Review of Educational Research, (45), 89-125. Tinto V. (1993). Leaving college: Rethinking the causes and cures

  • f student attrition. Chicago: The University of Chicago Press.
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SLIDE 25

Cont ntact act Ema mail il: LCGOOD@PU PURDU RDUE.ED EDU LHS@ S@PU PURDUE DUE.E .EDU DU

QUESTIONS ?