7/2/2012 Outline Lyman Briggs College: An Innovative Living Learning • The National Picture for STEM Community for STEM Education • LBC Graduation results Ryan Sweeder, Aaron McCright • Lyman Briggs College Description Lyman Briggs College – Lyman Briggs Curriculum Michigan State University – Lyman Briggs Experience ASQ STEM Agenda Conference – Scholarship of Teaching and Learning July 2012 The National Picture for STEM Where We Are Headed • STEM education is in need of reform to make it more • Expected 17% growth of STEM occupations between relevant to students, more engaging, more reflective of 2008 and 2018 (US Department of Commerce, 2011) science. (PCAST, Rising above the Gathering Storm, etc.) • Training students for jobs and fields that may not • 40-60% of those entering college planning a STEM currently exist major leave the field. (Seymour & Hewitt, 1997) • Computers are continuing to rapidly change the • Bad teaching most frequently cited as reason for leaving possibilities within the STEM fields stem (Seymour & Hewitt, 1997) • Females and minorities are more likely to leave STEM than males (Bhattacharjee, 2009) 1
7/2/2012 Lyman Briggs College Results * Most recent class with 6-yr graduation data Class of 2006* Outline • 86.4% of starting students graduate • The National Picture • 72.3% graduate from a “STEM college” • LBC Graduation results • Equal % of male and female students leave MSU • Higher % of female students remain in the sciences • Lyman Briggs College Description • Where graduates go: – Lyman Briggs Curriculum – 40% continue to graduate school – Lyman Briggs Experience – 40% continue to professional school – Scholarship of Teaching and Learning – 20% enter the workforce * Most recent class with 6-yr graduation data 2
7/2/2012 What is Lyman Briggs? Who are our students? • 625 students in the entering class • A Living-Learning Community – No additional requirements for LBC founded in 1967 to bridge CP Snow’s (beyond MSU acceptance) Two Cultures – Slightly higher average HSGPA and ACT • Students interested in studying math • 56% female, 20% minority (2006) and science • All intend to study within STEM • A small college within MSU disciplines • Offering 38 majors – Over 60% enter with plans to be a health professional (doctor, nurse, dentist, etc.) • Over 30 faculty spanning astrophysics • Approximately 1900 total students to zoology Where do Lyman Briggs The Lyman Briggs Curriculum students live? • Holmes Hall Student year Usual Courses taken Courses taken – 1250 students (largest through LBC outside LBC residence hall at MSU) 1st Intro to HPS 1-3 General education – 100% LBC students Biology I courses General Chemistry I&II – Classrooms Mathematics (Calculus or other – Faculty Offices appropriate) 2nd Biology II Organic chemistry – Laboratories Physics I&II 2-6 general education – Academic Help-Rooms 3rd 1-2 HPS upper level courses 4-7 major or general education courses – Cafeteria 4th 0-1 HPS upper level courses, 5-8 major or general – Convenience Store senior seminar (Capstone education courses Course) – Learning Lounges 3
7/2/2012 Lyman Briggs Classes • Smaller class sizes (Kokkelenberg, 2008) • Inquiry driven labs (Bransford, 2000) • Reformed teaching practices, e.g. active, student- centered learning (Sawada, 2002) • Provide relevance to real-world applications (Gutwill-Wise, 2001) Students leaving after LBC introductory science courses. Student response The Lyman Briggs Experience % respondents indicating: “great deal” or “moderate amount” % of % of of quality added to their LBC Male Female LBC characteristic experience (N=137) (N=309) Smaller class sizes* 96.8 83.8 98.2 Inquiry-based labs 73.3 72.3 73.8 Intro STEM classes leading to success 82.8 77.9 85.0 Interaction with faculty outside class 88.6 85.5 90.0 * Statistically different between male and female (p=.001) for Pearson’s Correlation 26% response rate (N=446 of 1715 total students) on 2012 survey 4
7/2/2012 Attend a conference Graduation Creating a Culture Work Study Student Major Courses Organization • Expectation of research Volunteer – LBC Research Symposium REU Learning program General Education Assistant – Course based research Courses – Faculty led research Honors Undergraduate College Courses College • Expectation for teaching quality and excellence in Research learning LBC Symposium – Learning Assistants Field Trip Seminar – Study Abroad Study Abroad Attend a 27% conference Graduation Student Response Work Study Student Major Courses Organization % of % of % of students who participated Male Female Volunteer Activity (N=115) (N=36) (N=79) 24% REU Research with prof. Learning General Education program Assistant outside a course 48.7 55.6 45.6 Courses Study Abroad 38.3 36.1 39.2 26%* 49% Work as Learning Honors Undergraduate College Courses Assistant 24.3 25 24.1 College Research 80% LBC Symposium 54% * 25% response rate Field Trip Seminar (N=115 of 459 senior 38% students) on 2012 survey Study Abroad % of senior respondents * % of all students 5
7/2/2012 Scholarship of Teaching and Learning Academic Advising • Take a scholarly approach to teaching – Curriculum development – How People Learn (Bransford, 2000) – Assist with internship, • Take a scholarly approach to evaluating teaching research & part-time employment – Reflective teaching portfolios – Reformed Teaching Observation Protocol, RTOP (Sawada, – Career development 2002) – Connect students with – Student Assessment of Learning Gains, SALG (Seymour, 2000 ) resources on campus – Provide additional support when needed – Study abroad Community of SoTL Researchers Key Aspects Biology Physics Mathematics • Dedicated faculty / staff Luckie Kortemeyer Zeleke Smith Oshea Gerhardt • Administrative support Fata-Hartley Cheruvelil – Recognition of the value provided on investment Murphy Urquhart • Creation of a culture expecting success Chemistry HPS • High expectations of students Sweeder McCright Pennock – Provide support for less prepared students Bellon Westfall † SoTL research is valued equally to other research for RPT within LBC 6
7/2/2012 Acknowledgements • LBC Administration • LBC Faculty / Staff • Sean Valles • Jubin Cheruvelil • Kathleen Jeffery NSF-DUE S-STEM #1022754 7
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