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• W1165408304 abstract "The University of La Verne, a private Hispanic-Serving Institution located in eastern Los Angeles County, promotes a positive and rewarding life for its students through four core values: ethical reasoning, diversity and inclusivity, lifelong learning, and civic and community engagement. Within the Natural Science Division in the College of Arts and Sciences (CAS), one of the primary and shared pedagogical methods to promote lifelong learning has been to emphasize experiential techniques and problem solving and to provide our students with the skills needed to be successful in graduate studies and industry. For example, all students in the biology department conduct a capstone research project, which provides the opportunity for oneon-one work with a faculty mentor/advisor to address a contemporary research question. In addition, our courses utilize high-impact practices (HIPs) that teach scientific inquiry and writing skills and use inquirybased laboratory learning modules developed to provide opportunities to design, conduct, analyze, and present outcomes of experiments.From 2006 to 2012, just prior to our participation in the Keck/ PKAL project, the biology department grew from 28 to 103 incoming majors. The rapid rise in incoming students brought retention and preparedness in the first and second year to the forefront. Faculty teaching upper-division courses felt that as class size increased, under preparedness, both in content and skills, became a larger issue; student feedback on course evaluations supported faculty impressions. One of our main challenges was that the biology department didn't have a unified set of learning outcomes for students or a way to assess their learning. This meant that the content in the first-year series did not align with upperdivision coursework. Moreover, while the department was a collective of passionate faculty, we lacked a shared vision, and several members were hesitant to change.The Keck/PKAL project provided an opportunity to structure the kind of institutional change we realized was necessary for the department. The project provided a model and goals that were supported by our new campus leaders-a new president and a new CAS dean-as well as the structure needed to help faculty leaders institutionalize departmental change. The team for the Keck/ PKAL project was Jonathan Reed, current provost and former CAS dean, and biology faculty members Kat Weaver, director of the La Verne Experience; Christine Broussard, Natural Science Division chair; and Jerome Garcia, chair of biology.ESTABLISH VISIONLa Verne has been recognized as an exemplar in Latina/o STEM education. Given the national dialogue around the increased need for diverse STEM graduates, we were well positioned to contribute to fulfilling this need and to share our strategies to help other institutions. The desire to improve STEM education at La Verne came from the mission of the institution to serve the community, including better serving our own students. Even with our accomplishments, we felt more could be done to further their success.To increase student success, faculty gravitated toward science process skills and writing as two primary areas of development that could be scaffolded into the curriculum. In addition, the faculty consensus was that students needed to learn how to ask questions, formulate hypotheses, carry out experimentation, analyze data, and present research in lower-stakes environments beginning in the first year. Our goal for the project was to effectively scaffold these skills to improve retention and help prepare our students for the capstone and beyond. To accomplish these goals, we needed to leverage university-level administrative and curricular changes and generate departmentlevel discussions about learning outcomes and the curriculum in the first-year biology series.EXAMINE LANDSCAPE AND CONDUCT CAPACITY ANALYSISIn 2011, at the beginning of the Keck/PKAL project, the biology department identified growth and retention as our major challenges. …" @default.
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• W1165408304 date "2015-04-01" @default.
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• W1165408304 title "First-Year STEM Retention Strategies at the University of la Verne" @default.
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