Minorities in Academic STEM PUMASTEM Concordia University Chicago Dominican University Elmhurst University Hooke College of Applied Sciences Oak Park River Forest High School Proviso Math and Science Academy ID: 741530
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Promoting Underrepresented
Minorities in Academic STEM (PUMA-STEM)Concordia University Chicago | Dominican University | Elmhurst University | Hooke College of Applied Sciences | Oak Park River Forest High School | Proviso Math and Science Academy
Authors:
Christopher Anderson
1*
, Victor Govindaswamy
2
, Eve Mellgren
3
, Charles Zona
4
, Christopher S. Reigstad
2
*
Presenting Author
Affiliations:
1. Dominican University, 2. Concordia University Chicago, 3. Elmhurst College, 4. Hooke College of Applied ScienceSlide2
STEM Pathways Implementation Only Alliance Grants (Only for new alliances and alliances funded less than 10 years)
STEM Pathways and Research Alliances (Only for alliances funded 10 years or more)Bridge to the Baccalaureate (B2B) Alliance Grants (For Community Colleges only)
Bridge to the Doctorate Activity
Louis Stokes Regional Centers of Excellence in Broadening Participation Pre-alliance planning grantsNSF-DoE-Cooperative Academic/Summer Research Experiences
Louis Stokes Alliances for Minority Participation (LSAMP)
Support is provided for several different project types:
Who are we?Slide3
Active Awards
Midwestern StatesLSAMP-affiliated programs….Who are we?Slide4Slide5
Why should we pay attention to schools like Concordia/Elmhurst/Dominican?
These are small and privateGraduate programs (when present) are in allied health, business, library science, few, if any, in NSF STEM fieldsTraditionally residential4-year liberal arts collegesWith modest endowments (tuition-driven)Not in the top 468 most selective colleges…
Who are we?Slide6
In 1995, the African-American and Hispanic share of the college-age population was 27 percent, and their share of enrollments at the 468 most selective colleges was 12 percent, a 15 percentage point deficit of enrollment compared with population share. By 2009, the African-American and Hispanic share of the college-age population was 33 percent, and their share of enrollment at the 468 most selective colleges was 15 percent, an 18 percentage point deficit of enrollment versus population share and a decline of 3 percentage points within the college-age population.
More African American and Hispanic students are headed off to college, but the pace of growth is not reflected in the “most selective” colleges. Where are these students headed?One answer is Community College – and it is not surprising that the NSF Dear Colleague letters in the LSAMP program (and INCLUDES) have shown an increased push for building 2 year/4 year alliances.
What other schools are capturing this student population growth?
Carnevale & Strohl, 2013:
Who are we?Slide7
DU undergrads were 23% Hispanic in 2008 and 48% Hispanic by 2016.
In 2016 the population was ALSO 74% commuter, 56% first generation, and 47.6% Pell eligible.
Who are we?Slide8
Why should we pay attention to schools like Concordia/Elmhurst/Dominican?
These are small and privateTraditionally residential, now commuter4-year liberal arts collegesWith modest endowments (tuition-driven)Not in the top 468 most selective colleges… Experiencing rapid growth in the diversity of their student populations
Who are we?Slide9
But Dominican is so small! Yes, there has been a large percentage increase but this is only an increase in 500 students: going from ≈500 Hispanic students to ≈ 1000 Hispanic students. And that’s the whole population, not just STEM majors.
When the University of Illinois – Urbana/Champaign moves from 6% Hispanic enrollment to 9% Hispanic enrollment in the same time period, the raw increase in number of additional Hispanic students at U of I (Urbana/Champaign) is ≈ 1500.NSF wants BROAD IMPACTS!!!
Who are we?Slide10
Why should we pay attention to schools like Concordia/Elmhurst/Dominican?
We have a history of collaborating. And together we are many.
The Associated Colleges of the Chicago Area (ACCA) is a consortium of 15 private liberal arts colleges that was formed in 1966.
Organized into divisions of biology, business/economics, chemistry, mathematics, physics, computer science, psychology, sociology/anthropology.Yearly, students and faculty from these 15 institutions gather for Fall Symposium on the “Scholarship of Pedagogy” and a Spring Symposium dedicated to Student Research posters and presentations (97 student presentations in Spring 2017!). There is also a regular business meeting held in the fall and spring terms.
Who are we?Slide11
Why should we pay attention to schools like Concordia/Elmhurst/Dominican?
We have a history of collaborating. And together we are many.
The Associated Colleges of the Chicago Area (ACCA) is a consortium of 15 private liberal arts colleges that was formed in 1966.
ACCA offers high impact classes available to most any undergrad student at an affiliate school. Both Morton Arboretum (for my money, one of the best arboretums in the nation) and the Shedd aquarium offer two classes a year. The Biology division organizes a seminar series available to any affiliate school student and brings in a lineup of 10 guest speakers. Currently, ACCA is funded entirely by dues from member organizations. While not explicitly dedicated to broadening inclusion in STEM, ACCAs activities are closely aligned with typical interventions featured in LSAMP alliances.
Who are we?Slide12
Why should we pay attention to schools like Concordia/Elmhurst/Dominican?
We have a history of collaborating. And together we are many.Who are we?
The Associated Colleges of the Chicago Area (ACCA) is a consortium of 15 private liberal arts colleges that was formed in 1966.
Total undergraduate enrollment at ACCA schools
exceeds 30,000 students. Our alliance proposes that funding be directed to a population of 30,000 students that is rapidly becoming more ethnically diverse. Highly selective “national” schools aren’t capturing the increase in ethnic enrollment at the same rate that our schools are.Slide13
Why does it make sense to include high schools in our alliance planning?Clear benefits to early and sustained investments in high impact practices – but this would be true for any alliance.
Especially important for PUMA-STEM because many of our URM students also live at home. We therefore have the potential to maintain sustained contact if we start in high school.Our schools, similar to how Dr. Ben Flores described the mission of UTEP in the luncheon keynote, have made a commitment to serve our regional population.
Who are we?Slide14
Why does it make sense to include high schools in our alliance planning?
First-time, Full time undergrads at Dominican University in Fall 2016
Who are we?Slide15
PUMA-STEM is engaged in an 18-month planning process aimed at creating an alliance of institutions, including high schools, in the western suburbs of Chicago to increase participation and success of underrepresented minorities in STEM, in accord with the goals of the Louis Stokes Alliances for Minority Participation (LSAMP) program.
Our planning process includes development of an infrastructure based on best practices and research in a coordinated, effective, and efficient way to reduce barriers for underrepresented minorities in STEM-related fields.
What have we done?Slide16
What have we done?Slide17
What have we done?Slide18
Evaluation of existing programsCollaborators reported their top three perceived areas for improvement at each institution related to underrepresented minorities (URM) persistence and success in STEM. Included among these areas were:
finding ways to better address the financial needs of URM students as they transition to college STEM, accommodating students’ family and work responsibilities, and improving peer-mentoring and supplemental instruction programs
What have we done?Slide19
Evaluation of existing programsPrior to PUMA-STEM, no programs existed at the partner schools to specifically address the needs of URM students in STEM.
Broad-based diversity initiatives exist, but are not STEM-specific.What have we done?Slide20
Demographic/Cultural AnalysisAll partner schools experienced growth in Hispanic population enrolled STEM degree granting programs over the last 3 years:
CUC: 21% Hispanic to 23% HispanicDom: 44% Hispanic to 48% HispanicElmhurst: 13.3% Hispanic to 19.1% HispanicImportantly, there doesn’t seem to be a equity gap in STEM major selection. These proportions closely match institution wide proportions of all undergrads.
What have we done?Slide21
Demographic/Cultural Analysis
There are enrollment-related equity gaps at one of our HIGH SCHOOL partners.
What have we done?Slide22
Demographic/Cultural Analysis
There are, however, Graduation equity gaps in 6-year graduation rates. Data shown is for Dominican University, but Concordia and Elmhurst also show equity gaps. Note that this data is total undergrad population wide – not STEM specific.It is difficult to address this by major, because all students enter DU
undeclared
, and many can change major over the course of an academic career.What have we done?Slide23
Demographic/Cultural Analysis
Dominican University participated in the Higher Education Research Institute’s “Diverse Learning Environment” Survey this past Spring as a pilot for other PUMA-STEM schools. Unfortunately, results are still pending. An example of the HERI DLE report is here:
What have we done?Slide24
Financial Barriers for studentsDom: 51% Pell-eligibleConcordia: 43% Pell-eligibleElmhurst: 32% Pell-eligible
College Navigator (which draws from the IPEDS database) is a great way to obtain this data if you are planning on writing up your own grant application.What have we done?Slide25
College Readiness WorkshopFacilitated by Amy Paulus, part of PUMA-STEM leadership team (guidance counselor, PMSA)
What have we done?Slide26
College Readiness WorkshopThe first PUMA-STEM workshop on College Readiness was held at Concordia University Chicago on February 22, 2017. Participants identified and discussed steps needed to reduce the need for remedial training among college freshmen in STEM and to promote the success of URMs in STEM.
Including PUMA-STEM collaborators, nineteen faculty from five Chicago area colleges or universities and two high schools attended the workshop. A short presentation on topics related to the fundamental issue of underrepresentation of URMs in STEM and the issue of college readiness and the transition to collegiate STEM was given, followed by small group discussions prompted with questions about current practices, perceived barriers, and recommendations. Afterwards, all participants reconvened to report on the group discussions.
What have we done?Slide27
College Readiness Workshop – self study reported the following barriers-Lack of familiar role models
-Lack of parental understanding of the value of STEM-Financial barriers disproportionately affecting URM students-Lack of family support of loans for higher education-Responsibilities as a parent-Responsibilities as a non-parental caretaker-Responsibilities to family
-Lack of "fitting in"
-Lack of a sense of belonging-Lack of access to resources-Teachers' expectations that URMs may underperformWhat have we done?Slide28
Dual Credit Workshop
Facilitated by Chuck Zona, Dean, Hooke College of Applied Science.
What have we done?Slide29
Less than 10 faculty from four Chicago area colleges or universities and one high school attended the second workshopDual Credit Programs Support College Credit Accumulation and Degree Attainment College-level course experience while having the support in high school Students accumulate college credits early and are more likely to attain a degree. Programs are often discounted or free reducing the overall cost of college
AP Credit is commonly accepted at our schools, but we don’t know if “equity gaps” exist. Subject for future self study.Dual Credit Workshop
What have we done?Slide30
Recruitment and Retention Workshop
Facilitated by Eve Melgren, Biology Department, Elmhurst College
What have we done?Slide31
Recruitment and Retention WorkshopThe third PUMA-STEM workshop on recruitment and retention of underrepresented minority (URM) students was held at Elmhurst College on May 9th , 2017.
Twenty faculty from 6 Chicago area colleges or universities and one high school attended the workshop.Many present recognized the rapid growth in URM representation in their STEM classrooms – even without specialized recruitment programs. The focus of the discussion shifted to retention.
What have we done?Slide32
Discussion next centered on how to increase URM student interest and persistence in STEM fields. The groups suggested use of near-peer mentoring, as well as helping students develop a “science identity”. Other ideas were to make connections between science and how it could benefit students’ communities, and increase awareness of alternate career paths (other than graduate school or medical school). To increase persistence of URM students, it was suggested that faculty should use intrusive advising to increase interactions with students, focus on being supportive and positive, and try to establish common ground with students.
Institutions should also work to build communities on campus to support URM students, and make stronger connections to their families.
Recruitment and Retention Workshop
What have we done?Slide33
Career/Graduate Services WorkshopPlanned for October 25, 2017. Facilitated by Chris Anderson, Dominican UniversityGuest Speaker, Dr. Pam Shaw (IUPUI) from the LSMCE and the IN LSAMP.
Focus is on self study and what types of interventions on this aim have worked at other institutions/organizationsWhat will we do?Slide34
Student Mentorship workshopPlanned for November 2017. Organized by Victor GovindaswamyGuest Speaker, John Williams, Oak Park Township Youth Services
Focus is on self study and what types of interventions on this aim have worked at other institutions/organizationsWhat will we do?Slide35
Business Partner Networking
Hooke College of Applied Sciences has been accredited as an Authorized Provider by the International Association for Continuing Education and Training (IACET).Hooke College of Applied Sciences offers regularly scheduled courses and custom courses in light microscopy, electron microscopy, IR and Raman spectroscopy, and sample preparation. All courses are taught by subject matter experts with several years of industry experience.Programs
Undergraduate coursework
– does not confer B.S. degrees.3+1 – Concordia offers a B.S. with the final year of coursework at HookeProfessional Development – Microscopy CertificationNational Guard Bureau - HCAS conducts training with the U.S. National Guard, teaching essential techniques to identify unknown samples and potentially hazardous materials.National Institute of Justice - From 2010-2013 HCAS was funded through cooperative agreements to train more than 400 trace evidence examiners in the use of light and electron microscopes, proper sample preparation, and Raman and infrared spectroscopy.
What will we do?Slide36
ChallengesYesterday at the LSMCE partner meeting, Meredith Bruozas had us discuss the following components of the Tinto Model of Student Retention
Academic IntegrationSocial IntegrationProfessionalizationSlide37
From
Bruozas Oct. 6, LSMCE presentationChallenges
Access
to these activities can be especially challenging for commuter populations, especially populations that frequently take on other work and home responsibilities.Slide38
Moving from pre-alliance to STEM Pathways Implementation Only Alliance Grant
Our pre-alliance work will continue its funded self study until February 2018. We do, however, expect to continue to work together for a FY 2018 LSAMP proposal.Other opportunities (e.g. NSF INCLUDES) are possibilities
What will we do?Slide39
Moving from pre-alliance to STEM Pathways Implementation Only Alliance Grant
The planning grant PI and co-PIs are early to mid-career faculty. We have begun conversations with senior administrators at our respective institutions about the Implementation grant.An Implementation grant will have University Presidents as the PI/co-PI leadership teamIn addition to the ACCA network, we hope to add community colleges to our Implementation grant leadership team.
What will we do?Slide40
Questions for you!Hopefully some of you in the audience are part of a current implementation grant (or even better, have served on a grant evaluation panel)!
Harris-Stowe State University (MoLSAMP) is the only other active award led by a small university. Does PUMA-STEM need to add a major research institution to the alliance to accomplish LSAMP Implementation goals?Do you have other advice as we move toward a STEM Pathways Implementation Grant?Do you have questions about our project? We are happy to engage in dialogue!