Implementation and Outcomes of High‐ Impact Practices across STEM Disciplines at an HBCU

1. Implementation and Outcomes of High‐ Impact Practices across STEM Disciplines at an HBCU Andrew D. Lloyd, Associate Professor Department of Biological Sciences Cynthia van Golen, Associate Professor Department of Biological Sciences Margie Vela, SMILE Project Assistant Director Rashida Davis, RISE Program Coordinator Delaware State University, Dover, DE

2. Delaware State University • Founded in 1891, Land Grant institution • 75% African-American enrollment • Enrollment is currently 4178 students; primarily from the Mid-Atlantic region • 52 undergraduate degree programs, 25 master’s degree programs and five doctoral degree programs • STEM focus

3. Core Features SMILE NSF - funded RISE NIH - funded Mentoring - Leadership focus Research Scholars – Student-focused Peer-led Team-Learning - General Biology • Mentoring – Peer/academic focus • Research Scholars – Faculty-focused • Peer-led Team-Learning - Math

4. RISE - Mentorship • Individual mentorship • Individual meetings • Resume/CV prep • Research mentor/student matching • RISE Library • Professional development seminars • Graduate student/undergraduate researcher pairing, mentorship lunches

6. SMILE Project -Mentorship • Incoming first-year students • Mentored by successful sophomores and juniors • Students attend one-week summer training camp before classes begin • Mandatory weekly contact with peer mentor • Mandatory weekly study hall

7. Prelaunch Preparation Clarifying Institutional Needs Spring Prelaunch Preparation Identifying and Validating Protégés Needs Spring Prelaunch Preparation Recruit mentors April Prelaunch Preparation Assess level of training needs for mentors Summer Prelaunch Preparation Train Mentors and Protégés Summer Program Evaluation Refining Goals and Strategies End of Academic Year Program Launch Pairing Mentors and Protégés Late Summer Program Evaluation Mid Term and End of Year Program Evaluation Measuring, Adjusting, and Sustaining Mid Term Program Support Weekly Group Debriefing Session Academic Year Program Support Mentor Weekly meetings Academic Year Report Mid Term and End of Year Report End Fall Term, End Spring Term SMILE Mentoring Program Planning Cycle

8. SMILE Project - Freshmen Training Camp • Skill Building Sessions • Mathematics, Problem Solving, & Analytical Reading • Foster Higher-level Thinking • Instill a “Growth-model” mindset • Science lab activities • Carry out a group research project in their major • Motivational Speakers • Instill positive self-beliefs • Team-Building Exercises

15. SMILE – Mentoring Impact • No overall improvement in GPA • Impact on retention in the major unclear • Significant impact on credit-hours earned • Impact on pass rates in selected gatekeeper courses inconsistent • Protégés self-report improved academic focus, time management and interpersonal communication

16. Implementation - RISE Scholars • Chosen through application during the fall semester of freshman year • Two academic years of funding ($2400/semester), two summers of funding ($3600/summer), although encouraged to apply offsite after sophomore year • Presentation of research required • One-semester class - Research Operations

17. Outcomes: RISE Scholars

20. Effects of Research Operations Course

21. SMILE Project Undergraduate Research – Organization • Proposal written by faculty member; must contain professional development plan for student researcher • A $3600 over the summer and $1500/per semester stipend for a year-long commitment to a research project with a faculty member. • Up to $4000 for equipment and supplies to the PI to support the research. • Presentation of research at the Emerging Researchers National (ERN) Meeting. • Presentation of research at DSU’s Undergraduate Research Symposium and during Honors Day.

22. SMILE Project Undergraduate Research - Implementation • Eight to ten projects funded each year • Students gained experience presenting their work • One challenge was maintaining student involvement in one project for an entire year • Several student research presentations won awards at ERN and other conferences

23. RISE – Peer-Led Team-Learning (PLTL) in General Biology • RISE trained and supervised peer leaders for PLTL workshops in General Biology • Peer leaders paid by RISE • Utilized instructor-developed problems • Added two additional contact hours to the course for a total of 9 hours/week • Implemented in all sections starting Fall 2011

24. RISE PLTL - Implementation • Year 1: One section (out of 3); 1 leader per workshop, workshop size 6-16 students • Year 2: All three sections; 2 leaders per workshop, workshop size 24 students; leader coordinator • Year 3: All three sections; 2 leaders per workshop, workshop size 24 students; leader coordinator

25. RISE Outcomes - Peer-led Team Learning

26. SMILE Project – PLTL Organization • College Algebra, Trigonometry and Calculus I • Initially implemented as stand-alone workshop class linked to math course (Fall 2010) • Changed in Fall 2011 by adding one hour (Trigonometry) or two hours (College Algebra and Calculus I) to courses • Time split between class material and problem-solving using “Problem of the Week” format developed by the Math Forum at Drexel University

29. Overall PLTL Impact • Some apparent improvement in pass rates in General Biology • No effect in College Algebra grades, but do see improved pass rates in Trigonometry • Analysis of grades in subsequent Biology courses is planned • Change in Biology curriculum has disrupted continued PLTL implementation

30. SMILE Project – Summer Online Math Classes • Math placement procedure changed for the class matriculating in Fall 2011 • Cut scores for College Algebra placement raised • Nearly 90% of incoming STEM majors placed into non-credit developmental math (Intro. to Algebra) • SMILE developed and offered online version of Intro. to Algebra in the Summer of 2012 to SMILE students placing into that course • Contracted with outside developer

31. SMILE Project – Summer Online Math Classes Results for Summer 2012: • Of 26 SMILE students, 21 passed the summer online Intro. to Algebra course (80.8%) • These students were able to take College Algebra in their first semester • This could potentially increase their credit-hours earned compared to non-SMILE STEM students • Analyzed this cohort’s performance on the Fall 2012 College Algebra common departmental final exam

33. SMILE Project – Summer Online Math Classes Summer 2013 • Positive results encouraged us to expand project to online College Algebra • All incoming SMILE students were placed in either College Algebra or Intro. to Algebra • Used modified placement procedure for College Algebra • For all placed into Intro. to Algebra reviewed math SAT and HS math classes • Ten students were moved up to College Algebra

36. Impact of Taking Summer Online Math Course

37. Summer 2013 Online Math Classes - Impact • Pass rate for online Intro. to Algebra similar to 2012 (75%) • Students in the online College Algebra class outperformed students in the same course taught in person by the same instructor • The number of SMILE students who started Fall 2013 semester in non-credit developmental math reduced from 35 to 7 • Performance in Trigonometry this fall will be assessed.

38. Overall Lessons Learned • Be flexible • However, structure and organization is key • Train, train, train • Set up systems to ensure accountability • Make use of external and internal evaluation • Know your population and its needs

39. Acknowledgements The SMILE Project was supported by the National Science Foundation Grant – HRD 0928404 RISE is supported by the National Institute Of General Medical Sciences of the National Institutes of Health under Award Number R25GM089669 The content is solely the responsibility of the authors and does not necessarily represent the official views of the National Institutes of Health

40. Now it’s your turn! • What is feasible in your institution? • What support is available? • What are your students’ greatest needs?