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• W1460595783 abstract "The University of California-Davis (UCD) is a large research institution with over 26,000 undergraduate students. Nearly 60 percent of students are pursuing a major in STEM (science, technology, engineering, or mathematics). UCD has a long history of initiatives for improving retention of specific student populations and within specific STEM fields.EXAMINE LANDSCAPE AND CONDUCT CAPACITY ANALYSISThe iAMSTEM (integrated agriculture, medicine, science, technology, engineering, and mathematics) Hub, established in 2012 by the provost and housed in the Office of Undergraduate Education, is the first unit dedicated to comprehensive undergraduate STEM student success across the campus.The founding of iAMSTEM coincided with the launch of the UCD 2020 Plan, an effort to increase enrollment by 5,000 undergraduate students by 2020. One of iAMSTEM s first directives was to investigate STEM student factors that might impact or result from planned university growth (e.g., impaction, time to degree, retention, etc.).IDENTIFY AND ANALYZE CHALLENGES AND OPPORTUNITIESSeveral concerns emerged from our analyses. For example, average time to degree was consistently greater for STEM students than for non-STEM students. Average retention in STEM majors was only 55 percent. Among underrepresented minority (URM) and firstgeneration (FG) STEM student populations, performance gaps emerged from the very first quarter and persisted until graduation or transfer out of STEM. Retention of URM and FG in STEM majors averaged just 35 percent.The pattern and magnitude of losses was distressing and suggested that at least some of our students were leaving STEM majors for reasons other than personal preference. Growth of the student population would likely further strain instructional capacity and resources, which in turn could threaten the goals of the 2020 Plan. iAMSTEM set out to better understand STEM student success and if or how we could impact it.Local conventional wisdom attributed STEM student losses primarily to students' lack of ability, interest and/or willingness to work hard (i.e., innate traits over which we have little influence). Our examination of the data suggested a more complex story. Students from every academic level and from every demographic were leaving STEM in high numbers. Based on this data and the findings of decades of retention research, we hypothesized that quality of instruction was a critical yet underexamined part of our student success equation (Seymour 1995). If true, then by improving instruction, we could improve student outcomes. Our mission was clear.DETERMINE READINESS FOR ACTIONMost of our students who left STEM did so by their fifth quarter (middle of second year) while still enrolled in large introductory courses ( 100-500 students per section). Large lecture classes dominate the early part of our STEM students' careers and pose unique challenges for student learning. Given the importance of introductory courses for later success, we focused our attention on understanding the outcomes and dynamics of our largest introductory STEM classrooms. UCD Institutional Research surveys and departmental program review studies offered insights into campus morale and the self-assessed approaches to teaching used by the average instructor. But there was little data available that informed what was or was not actually happening day-to-day in classrooms. It quickly became apparent that if we wanted to better understand the role of instruction in student success, we first needed to improve our ability to see and measure it.In response, we created UCON (Undergraduate Classroom Observation Network), a team of highly trained undergraduate observers that used an iAMSTEM designed app based on the COPUS observation protocol (Smith et al. 2013) to quantify instructor and student behaviors in the classroom. With the permission of instructors, the UCON team enabled iAMSTEM to characterize instruction across all introductory STEM courses. …" @default.
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• W1460595783 date "2015-04-01" @default.
• W1460595783 modified "2023-09-24" @default.
• W1460595783 title "iAMSTEM: Increasing Student Success at UC-Davis" @default.
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