Increasing STEM Graduation Rates at UAlbany: A Holistic Model

1. Increasing STEM Graduation Rates at UAlbany: A Holistic Model Principal Investigator Rabi A. Musah Co-Investigators Denise M. McKeon Hua Shi Project Evaluator Patrice Lancey—Market Research Analysis LLC Project Program Coordinator Dianne E. Jester CARSS Center for Achievement, Retention, and Student Success DUE-0756985 Abstract Implementation Number of Small Group and Review Sessions Years 1-3 • STUDENT COMMENTS • My name is Will and I want people to know about our wonderful CARSS program here at UAlbany. I don't have much of a formal background in the sciences, yet through the assistance I am receiving through this program, I have earned the highest grade in my chemistry lab section last semester, a "B" in general chemistry (a real accomplishment for me), and I have a 3.79 GPA in the pre-med program. The large lecture courses at a state university this size have been a difficult transition for me to make from previous college experiences with much greater individual attention. • CARSS bridges [this] gap for me, and has encouraged me [so] that I can not only survive chemistry, but I actually can enjoy it and feel confident about doing well. I highly recommend this program to anyone eligible to avail themselves of this most helpful resource. Thank you, CARSS!!! • CARSS has been an amazing resource for me this semester that’s been both readily available and greatly beneficial. Thank you so very much. • Over all very helpful. Have noticed an improvement in my general understanding of Chemistry. Feel more confident when taking tests. Hopefully this study group review will be available for General Chemistry II. • This service is great to have available because the tutors are always easy to interact with and interaction in the subject makes it more fluid and easier to understand. • CARSS has been infinitely helpful this semester. Without it I probably wouldn’t have done well at all. CARSS is a great program and will definitely keep students in the math and sciences. Thank you. • I would like to thank you for your help in [the] study group (Genetics) during this past semester. Your knowledge and overall passion to teach biology, specifically genetics, helped me tremendously. I believe that the CARSS program is a great tool that assists students in the learning process. Without the CARSS program and your help, I am sure that I would not have done as well as I did in this course. Once again, thank you. Number, Percent and Extent of Helpfulness of Tutoring Sessions Provided to CARSS Participant STEM Majors Challenges & Opportunities Challenges: • Meeting the demand for those needing CARSS services: The extreme cuts that have been made to SUNY funding have resulted in fewer academic support services for students. This in turn has meant that greater numbers of students in need are turning to CARSS for assistance, and we cannot always meet the demand. • Manual management of student requests for tutoring: Scheduling for tutoring services has been extremely time consuming, as all requests for tutoring are made directly to our program coordinator. To resolve this issue, we recently retained a student from the computer science department to develop an online sign-up system for students which we will be testing during the spring 2011 term. Opportunities • Tailored math tutor sessions: We have observed that students enrolled in STEM gateway courses such as general chemistry and genetics need additional assistance with the math that is germane to these subjects. To help these students, we are piloting a program in which tutoring services in math for general chemistry and genetics are offered alongside the courses when they are taught. Thus far, this has been well-received by students. • Omit spring semester genetics and physics: We have observed that for certain courses, the demand for tutoring services varies depending upon the semester in which the course is offered. For example, the demand for genetics tutoring is significantly less in the spring semester compared with the fall. Therefore, we are considering devoting less of our resources towards the provision of genetics tutoring in the spring. The demand for physics tutoring is less than it is for all other courses combined. Thus, we are considering devoting the resources that are currently being directed to physics tutoring to other areas where there is greater demand, such as general and organic chemistry courses. A Learning Community CARSS Investigators, Program Coordinator and Tutor Staff—Spring 2011 The Center for Achievement, Retention, and Student Success (CARSS) is a comprehensive program that addresses retention of freshmen and transfer students in STEM fields at the University at Albany-State University of New York (UAlbany). We utilize a holistic model reliant on the creation of learning communities through group study and support. We have met the original program goals of: sustainability, institutionalization, provision of peer tutoring and peer/staff mentoring, ongoing project evaluation, and dissemination. The program continues to grow as evidenced by an increase in the number of tutoring sessions by 1,029 from year one to year two. As a result, pass rates in key gateway courses have improved. For example, the pass rate in Organic Chemistry I increased by 9% in year one and by 18% in year two, while the year one pass rate in General Chemistry I increased by 7%. Based on these two courses alone, 98 additional students will proceed toward graduation in STEM as a result of CARSS services. Inclusion of the data for Genetics, Physics and General Biology II increases this number by a factor of two. We specifically tracked STEM major sub-groups of female, self-identified minority and transfer students. CARSS tutoring had a statistically significant impact on pass rates of females in targeted biology, chemistry, and physics courses and on the pass rates of underrepresented ethnic groups for chemistry. There was an increase in CARSS participation among transfer STEM students, from 8% to 13% from year one to year two, and the 19% increase in pass rates for minority students in organic chemistry in fall 2009 translates into 10 students who we anticipate would not graduate without CARSS intervention. The project will be sustained because: • It has a dedicated permanent fully furnished space from which to operate • UAlbanyhas committed to continuing the CARSS program coordinator staff line • UAlbanyhas committed $150,000.00 annually in support of the CARSS program at the termination of the grant funding period GOALS AND STRATEGIES Goals • Increasing the 4-year graduation rates of a cohort of freshman with declared STEM majors • Increasing the 2-3 year graduation rates of transfer students entering into UAlbany in their junior year • Institutionalizing the Center for Achievement, Retention and Student Success • Increasing retention of historically underrepresented students in STEM majors • Creating and supporting learning communities Strategies • Career counseling • Provision of free tutoring in STEM gateway courses • Provision of review/recitation sections • Creation of an on-campus home • Establishment of a STEM Tutors training course • Aggressive dissemination: website (www.albany.edu/carss); brochure; faculty in-class support; participation in new student orientations • Establishment of a bona fide, furnished, dedicated center space • Hiring of a full-time program coordinator • Securing financial commitment from the University Administration to permanently support tutor and coordinator salaries • Establishment of CARSS Tutor Training Course (ACAS 498), a college wide course offered three consecutive semesters • Acquisition of a permanent well-furnished space in a centralized location • Appointment of a full-time program coordinator • Appointment of qualified, trained tutors • Provision of 3 types of tutoring services (weekly study sessions; review/recitation; one-on-one tutoring • Active evaluation since program’s inception including development of formative assessment instruments (survey tools, focus groups, daily student feedback, tutor round-table feedback sessions); realignment of goals to fit student population needs; identification of areas of greatest challenge to students; statistical analysis of incoming data; real-time program adjustments • Program dissemination through electronic reserves, Blackboard, and a web site (www.albany.edu/carss); brochures; faculty in-class support; participation in year around new student orientations; aggressive and continuous e-mail advertising of program offerings; prominently posted program flyers LEVELS OF PARTICIPATION IMPACT OF STRATEGIES