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The American Association for the Advancement of Science Vision and change conference August 29, 2013

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Title: The American Association for the Advancement of Science Vision and change conference August 29, 2013


1
The American Association for the Advancement of
Science Vision and change conference August 29,
2013
Driving educational change in the sciences
insights from a national study
  • Dr. Sylvia Hurtado Higher Education Research
    Institute, UCLA

2
Broad Overview of Study
  • Following entering cohort of students in 2004
  • Baseline sample 63,000 aspiring STEM majors
    across 350 institutions
  • Multiple surveys
  • 2004 Freshman Survey
  • 2005 Your First College Year Survey
  • 2008 College Senior Survey
  • 2011 Post-Baccalaureate Survey
  • Merged with IPEDS, National Student
    Clearinghouse, Registrar, MCAT, College Board,
    and Faculty Survey data
  • Qualitative data collection
  • Introductory STEM classroom mixed methods study
  • Focus groups with STEM graduate students

3
Trends in Student Interest in the Biological
Sciences Reported at the Beginning of Their
Freshman Year
4
Predicting Completion for Biomedical Science
Aspirants
  • Data from several sources
  • Freshman Survey, IPEDS, National Student
    Clearinghouse, Faculty Survey, Best Practices in
    STEM survey
  • Biomedical sciences completion
  • 34.1 of biomedical science aspirants earned a
    biomedical science degree within six years
  • 31.8 of biomedical science aspirants earned a
    bachelors degree in another field within six
    years
  • 34.1 of biomedical science aspirants had not
    completed a bachelors degree within six years

5
Among Biomedical Science Aspirants Who Completed
in Another Field, Where Did They Complete?
6
Predictors of Biomedical Science Completion
  • Attending an Emerging Hispanic-Serving
    Institution ()
  • Attending a larger campus (-)
  • Prior preparation
  • HS GPA () enhanced on campuses where faculty
    more often incorporated student-centered teaching
    practices
  • Years of study in HS math/science SAT composite
  • Pre-college community service in a hospital ()
  • MD aspiration ()
  • Mitigated at more competitive campuses
    (selectivity curved grading)

7
Faculty Including Undergraduates in Research
8
Facultys Use of Student-Centered Teaching
9
Student-Centered Practices in Introductory
Science Courses
  • Study of 15 campuses, 90 classrooms
  • Greater proportion of course time devoted to
    lecture corresponded with reduced academic
    engagement among students
  • More time devoted to class discussion or group
    work significantly correlated with significantly
    higher levels of engagement
  • Creating an inclusive classroom where students
    felt comfortable asking questions corresponded
    with increased levels of academic engagement

10
Introductory Science Courses
  • In a lot of my biology courses, the professor
    just sort of talks at me, and Im like I dont
    feel, like, as engaged or I feel like, in those
    courses there is a lot more memorization only,
    which is why I dont get as much out of them
    because Im very hands-on. Like, if Im doing
    something in the class, I can grasp that Im
    understanding it, but if the professor is just
    talking at me, writing stuff on the board,
    expecting me to write it down, like thats doing
    nothing, and then Im completely disengaged in
    class. (Southeastern Private Masters College)

11
Assessing Change
  • National instrument HERI Faculty Survey
  • Local baseline data
  • National baseline data
  • Student interest CIRP Freshman Survey
  • Classroom-based surveys
  • Pre- and post-test of students
  • Survey of faculty pedagogical strategies

12
Creating Partnerships
  • Make friends with you Institutional Research
    Directors
  • Connect with your alumni offices
  • Connect with faculty across departments and
    programs who are innovating

13
Get Some Data, then Expand
  • Start small and collect the data
  • Leverage a small study to begin changing hearts
    and minds within the department

14
Contact Info
Faculty/Co-PIs Sylvia Hurtado Mitchell
Chang Kevin Eagan
Administrative Staff Dominique Harrison
Graduate Research Assistants
Tanya Figueroa Bryce Hughes
Papers and reports are available for download
from project website http//heri.ucla.edu/nih Pr
oject e-mail herinih_at_ucla.edu
This study was made possible by the support of
the National Institute of General Medical
Sciences, NIH Grant Numbers 1 R01 GMO71968-01 and
R01 GMO71968-05, the National Science Foundation,
NSF Grant Number 0757076, and the American
Recovery and Reinvestment Act of 2009 through the
National Institute of General Medical Sciences,
NIH Grant 1RC1GM090776-01. This independent
research and the views expressed here do not
indicate endorsement by the sponsors.
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