St Strategie ies from Bio iolo logy to Tr Transform - - PowerPoint PPT Presentation
St Strategie ies from Bio iolo logy to Tr Transform Undergraduate ST STEM Teachin ing and Le Learning Krystle Cobian, Sylvia Hurtado, Kevin Eagan, Liz Roth-Johnson University of California, Los Angeles SABER West January 2018 HIGHER
HIGHER EDUCATION RESEARCH INSTITUTE AT UCLA HOME OF THE COOPERATIVE INSTITUTIONAL RESEARCH PROGRAM
Krystle Cobian, Sylvia Hurtado, Kevin Eagan, Liz Roth-Johnson University of California, Los Angeles SABER West January 2018
HIGHER EDUCATION RESEARCH INSTITUTE AT UCLA HOME OF THE COOPERATIVE INSTITUTIONAL RESEARCH PROGRAM
HIGHER EDUCATION RESEARCH INSTITUTE AT UCLA HOME OF THE COOPERATIVE INSTITUTIONAL RESEARCH PROGRAM
0. 0.0% 0% 2. 2.0% 0% 4. 4.0% 0% 6. 6.0% 0% 8. 8.0% 0% 10. 10.0% 0% 12. 12.0% 0% 14. 14.0% 0%
UR URM Wh White/Asian To Total
Bi Biological Science, 42. 42.7 Ar Arts & Humanities, , 8. 8.0 Ps Psychology, , 7. 7.3 So Social Sc Sciences, , 6. 6.8 Ag Agriculture, , 6. 6.0 Bu Business, , 5. 5.5 Ot Other STEM , , 5. 5.0 He Health Pre- pr professional, , 4. 4.4 Ed Education, , 2. 2.5 Ot Other major, , 11. 11.8
Of students who aspired to major in the biological sciences in the beginning of their freshman year, what is their final major?
Pr Prior Pr Preparation
Average high school GPA + Student-centered pedagogy factor + SAT composite score (100) + Years of HS study: Mathematics or Biological science +
Entering Aspirations and Expectations
Communicate regularly with professors + TFS Academic Self-Concept + Ph.D./Ed.D. degree aspiration + Medical degree aspiration + Grading on a curve
Figueroa, T., Hurtado, S., Eagan, K. (2013). Ma Making it!...or Not: Institutional Contexts and Bi Biomedical Degree Attainment
HIGHER EDUCATION RESEARCH INSTITUTE AT UCLA HOME OF THE COOPERATIVE INSTITUTIONAL RESEARCH PROGRAM
The first and most important lesson I’ve learned is to ap appreciat ate the di difficulty that some stude dents have with the material and d to make sure th that t th they don’t t feel judged for th the difficulty ty that they’re having, to express the idea that some of this material is challenging, it is different from anything that they’ve had before. Some of it is not intuitive, and that’s okay. It’s okay to struggle with it, and many people do. They won’t be judged harshly for not getting it right away. ─ Professor in Ecology and Evolutionary Biology, Introductory Classroom Data
Figueroa, T., & Hurtado, S., Cobian, K., Wilkins, A., & White-Lewis, D. (2016). Cu Cultivating STEM talent: Lessons from STEM pi pioneers and d exempl plar institutions. Paper presented at the annual meeting for the Association for the Study of Higher Education, Columbus, OH.
One of the things that I pushed throughout [my career] was that we have to get this from many different levels. We have to train junior
the next generation of post-docs and graduate students. We have to provide grant incentives. We have to provide awards. We have to provide negative reinforcement for the other ways [that reduce STEM success]. Just in every angle, I see different ways of either rewarding
Figueroa, T., & Hurtado, S., Cobian, K., Wilkins, A., & White-Lewis, D. (2016). Cu Cultivating STEM talent: Lessons from STEM pi pioneers and d exempl plar institutions. Paper presented at the annual meeting for the Association for the Study of Higher Education, Columbus, OH.
There was a lot of opposition from other units who thought that these active learning classrooms were a fad, a waste of time, and didn’t believe the data that showed that it was very effective for student learning. That’s how the building got to be [with key champions], and as with anything new, there were bumps in the road, and there was student resistance at the beginning….It’s not what most universities were doing, and so that was a little, “What’s going on here?” Frankly, some of the things we said to them didn’t help. The first one or two semesters, basically, we told them it was an experiment, so they’re guinea pigs. Well, that— that did not go over well, so we soon learned to say, “No, this isn’t an experiment. We know this works well. We’ve seen the grades of students who came through this university before and after this, and there’s a big difference. Students are grasping material better. We have many fewer DFW grades. C students tend to get bumped up into the lower B range, and, no, A students, you’re not suffering. Associate Dean, Public Research University- Exemplar Case Studies Data
HIGHER EDUCATION RESEARCH INSTITUTE AT UCLA HOME OF THE COOPERATIVE INSTITUTIONAL RESEARCH PROGRAM
Sa Sample
producing STEM degrees overall, or among a particular underrepresented racial group of interest
frontier analysis identified ‘exemplar’ campuses (See E Eagan paper)
directors, and upper level administrators were interviewed at each institution
practices and the overall context for STEM education
Co Codin ing an and Anal alysis is
used to code
larger themes followed by axial coding to determine how themes were interconnected.
displaying the data within each code in spreadsheets by institution.
between institutions.
Eagan, M.K. (2010). Mo Moving beyond Frontiers: How Institutional Context Affects Degree Pr Production and Student Aspirations in STEM. . (Ph.D .D. . Dissertation), , Univers rsity of Californ rnia, Los An Angeles, CA.
Pe Pedagogical Ex Experimentation Di Dissemination
Id Ideas Mo Momentum in Ch Change Efforts Ob Obtaining Bu Buy-in in From Ad Additional Fa Faculty Sc Scaling and Su Sustaining Ch Changes in Pr Practice
Attention to D Dive versity within In Institutional Culture
Ex External Pressures
Ch Change Agent or Le Leadership Support
Ch Change Agent or Le Leadership Support Ch Change Agent or Le Leadership Support Ch Change Agent or Le Leadership Support Ch Change Agent or Le Leadership Support
In Institutional Cu Culture ar around STEM Te Teaching and Le Learning
Pe Pedagogical Ex Experimentation Di Dissemination
Id Ideas Mo Momentum in Ch Change Efforts Ob Obtaining Bu Buy-in in From Ad Additional Fa Faculty Sc Scaling and Su Sustaining Ch Changes in Pr Practice
Attention to D Dive versity within In Institutional Culture
Ex External Pressures
Ch Change Agent or Le Leadership Support
Ch Change Agent or Le Leadership Support Ch Change Agent or Le Leadership Support Ch Change Agent or Le Leadership Support Ch Change Agent or Le Leadership Support
In Institutional Cu Culture ar around STEM Te Teaching and Le Learning
When we hire faculty… we are looking for somebody who really loves being with students, who likes teaching students, who’s not afraid to work with people from different diverse backgrounds.
~ P Profe fessor Emeritus i in Biology, M , Master’s ’s Comprehensive ve HSI
student body
diversity
value teaching/doing research with diverse students
communities
teaching diverse students requires attention to additional challenges that URMs face
they can target diverse students
Pe Pedagogical Ex Experimentation Di Dissemination
Id Ideas Mo Momentum in Ch Change Efforts Ob Obtaining Bu Buy-in in From Ad Additional Fa Faculty Sc Scaling and Su Sustaining Ch Changes in Pr Practice
Attention to D Dive versity within In Institutional Culture
Ex External Pressures
Ch Change Agent or Le Leadership Support
Ch Change Agent or Le Leadership Support Ch Change Agent or Le Leadership Support Ch Change Agent or Le Leadership Support Ch Change Agent or Le Leadership Support
In Institutional Cu Culture ar around STEM Te Teaching and Le Learning
…the [ex exter ernal fu funding] director for our program was here in January, and he said that th there is is a go good pr probability th that th this pa particular pr program wi will su sunse
renewal, think about language too. Ho How ca can yo you ta take th the la last ro round of
funding, an and tr try an and sc scale th these th things at at th the in instit itutio ional le level? l?" So, to address that – I don't know how common these things are at other institutions, but th the re recitation se sections an and su supplemental in instructio ion is is so something th that st started ou
as a bo boutique, an and wa was sc scaled up up. In Institutional re resourc rces we were br brought to to be bear on
that, an and it it do does se seem to to he help re reduce th the dr drop, wi withdrawal, an and fa fail ra rates fo for al all st students in in th the ea earlier er st stages. ~ As Associate Pr Professor in in Bi Biology, Pr Private Li Liberal Ar Arts Un University
Pe Pedagogical Ex Experimentation Di Dissemination
Id Ideas Mo Momentum in Ch Change Efforts Ob Obtaining Bu Buy-in in From Ad Additional Fa Faculty Sc Scaling and Su Sustaining Ch Changes in Pr Practice
Attention to D Dive versity within In Institutional Culture
Ex External Pressures
Ch Change Agent or Le Leadership Support
Ch Change Agent or Le Leadership Support Ch Change Agent or Le Leadership Support Ch Change Agent or Le Leadership Support Ch Change Agent or Le Leadership Support
In Institutional Cu Culture ar around STEM Te Teaching and Le Learning
We have four classes in Biology …So we talk about a total of about nine sections each semester, times 250 students. Th The st students ba basically ar are st struggling wi with [a [aspects] in in ge
So wh what we we di did wa was es establish a pr program th that is is ba based on
fessor no nomina nations ns….I wi will em email al all th the st students yo you kn know fr from al all th the se sections an and invi vite th them to to pa participate as as pe peer tu tutors, It It’s ’s vo voluntary, yo you don’t ’t ge get pa
again with those same professors…So they not only know Physiology really well, the tutors, they also know my teaching styles, they all know the way I write exams and that’s very helpful. ~Profe fessor, , Biology, L , Large Public R1 P PWI
Pe Pedagogical Ex Experimentation Di Dissemination
Id Ideas Mo Momentum in Ch Change Efforts Ob Obtaining Bu Buy-in in From Ad Additional Fa Faculty Sc Scaling and Su Sustaining Ch Changes in Pr Practice
Attention to D Dive versity within In Institutional Culture
Ex External Pressures
Ch Change Agent or Le Leadership Support
Ch Change Agent or Le Leadership Support Ch Change Agent or Le Leadership Support Ch Change Agent or Le Leadership Support Ch Change Agent or Le Leadership Support
In Institutional Cu Culture ar around STEM Te Teaching and Le Learning
I had a statistician from the [Center for Teaching and Learning] working
good was going on. The Center wrote up a one page report and so I have to credit [an instructional consultant] in the Center, who…sent it up the chain
right away. And they noticed, the chancellor, the Provost, the Deans they all noticed. And it got a lot of attention, but I kept feeling nervous like ‘This isn’t even published yet.’ Director of Instructional Innovation for the College of Arts and Sciences, Large Selective Public University
Pe Pedagogical Ex Experimentation Di Dissemination
Id Ideas Mo Momentum in Ch Change Efforts Ob Obtaining Bu Buy-in in From Ad Additional Fa Faculty Sc Scaling and Su Sustaining Ch Changes in Pr Practice
Attention to D Dive versity within In Institutional Culture
Ex External Pressures
Ch Change Agent or Le Leadership Support
Ch Change Agent or Le Leadership Support Ch Change Agent or Le Leadership Support Ch Change Agent or Le Leadership Support Ch Change Agent or Le Leadership Support
In Institutional Cu Culture ar around STEM Te Teaching and Le Learning
“The The da data lo look re really gr great, af after co comparing se semest sters…An And we we pu published a pa paper on that. We had halved the achievement gap for our black students, closed it entirely for first generation college students, which I didn’t even know there was a gap there…. So all of those things le led th the co college to to re really ta take a lo look wh when th they sa saw th the nu numbers ch changing an and sa said, “h “how do do we we re replicate th this in in ot
classes?” So I co-chaired the large taskforce committee…And as some of those taskforce committee reports can go, we were like really worried it was just going to get buried somewhere. An And so so th the de dean re really ma made so some ch changes ba based on
that an and on
them wa was to to cr create te my my [n [new ad administrat ative] po position.” ~T ~Teaching As Associate Pr Professor in in Bi Biology an and Ad Administrator, La Large Pu Public R1 PW PWI
Pe Pedagogical Ex Experimentation Di Dissemination
Id Ideas Mo Momentum in Ch Change Efforts Ob Obtaining Bu Buy-in in From Ad Additional Fa Faculty Sc Scaling and Su Sustaining Ch Changes in Pr Practice
Attention to D Dive versity within In Institutional Culture
Ex External Pressures
Ch Change Agent or Le Leadership Support
Ch Change Agent or Le Leadership Support Ch Change Agent or Le Leadership Support Ch Change Agent or Le Leadership Support Ch Change Agent or Le Leadership Support
In Institutional Cu Culture ar around STEM Te Teaching and Le Learning
We had some initial discussions, and [faculty] weren’t terribly receptive to the idea. It falls on the one person, the Director of Undergrad Studies for the Biochem, Biophysics, Molecular Biology Department, since both chemistry and physics impinge on this. Wi With ba backing of
the re rest of
the Ed Educational Po Policy Co Committee, ee, we we’re as asking hi him an and ma maybe hi his de department he head
someone el else fr from th this de department to to in init itia iate th those di discussions ag agai ain to to se see if if we we ca can ge get a lit little le mo more bu buy-in in fr from th them…We don’t wanna threaten them, but we do wanna make it clear that, if they aren’t offering a course that suits our students, that there’s something wrong there.
~ ~ Profe fessor in Biology a and Director
f Undergraduate Studies, , Large Public R1 P PWI
Pe Pedagogical Ex Experimentation Di Dissemination
Id Ideas Mo Momentum in Ch Change Efforts Ob Obtaining Bu Buy-in in From Ad Additional Fa Faculty Sc Scaling and Su Sustaining Ch Changes in Pr Practice
Attention to D Dive versity within In Institutional Culture
Ex External Pressures
Ch Change Agent or Le Leadership Support
Ch Change Agent or Le Leadership Support Ch Change Agent or Le Leadership Support Ch Change Agent or Le Leadership Support Ch Change Agent or Le Leadership Support
In Institutional Cu Culture ar around STEM Te Teaching and Le Learning
We are in our third year now. We have an ap apprentice me mentor mo model where we are intentionally looking at which classes we want to work on, and what we we settled
chem, , physics and biology co courses…what we do with the money we have been given, we incentivize a course release for the faculty member who says, “I want to learn how to do this but I don’t have time and I don’t know how.” The They get a me mentor and they get a seme mester to not teach that co course but t to to be part t of someone else’s co course and le learn from that person. And then we can effic icie iently ly tr transfer some of th the informati tion, th the same slides and te tech chnology ca can all be passed down.
~ Associate Professor in B Biology, P , Public R Research University
Pe Pedagogical Ex Experimentation Di Dissemination
Id Ideas Mo Momentum in Ch Change Efforts Ob Obtaining Bu Buy-in in From Ad Additional Fa Faculty Sc Scaling and Su Sustaining Ch Changes in Pr Practice
Attention to D Dive versity within In Institutional Culture
Ex External Pressures
Ch Change Agent or Le Leadership Support
Ch Change Agent or Le Leadership Support Ch Change Agent or Le Leadership Support Ch Change Agent or Le Leadership Support Ch Change Agent or Le Leadership Support
In Institutional Cu Culture ar around STEM Te Teaching and Le Learning
You have to be in [the change process] for the long run. They take a while, but it isn’t something that just happens with one person, but it it do does re require re bo both co commitment fr from th the to top do down wn an and ex excited id ideas fr from th the bo bottom up
The bo bottom up up be being fa faculty... the people that are doing it... And at big public universities, people don’t have a lot of extra time [to do new innovative things to change their teaching]... So So fi finding wa ways th that yo you ca can do do li little le th things li like ex extra su support wh when th they pu put a gr grant an and yo you ma make th those ma matching fu funds.. ...Th That ki kind of
recog
th think ha has a hu huge im
faculty hires to actually care about it, allowing them to care about it and have that not be considered something that goes against them in tenure.
~ C Chancellor of U f Unive versity, , Large Selective ve P PWI I
link to colleagues
and networks (e.g. SABER West)
“yes”
To what extent does this model affirm your own experience with institutional transformation in STEM? What's missing from this process of transformation that we observed
If we are to reach someone with these data based in quantitative and qualitative research on STEM transformation, who do you think should also see these data?
@HERIUCLA FACEBOOK.COM/HERI.CIRP WWW.HERI.UCLA.EDU (310) 825-1925
Pa Papers and reports are available for download from project website: ht http://he heri.ucla.edu/nih (p (presentation