In Answer to A National Challenge: A Pilot Program to Increase Participation in Science, Technology, and Mathematics (STEM) Fields

Central Washington University, Ellensburg WA

Investigators

Abstract

Over the last several years, the critical need to bolster participation in science at all levels in the United States has become an issue of national concern. As the number of people trained in highly technical fields in the sciences, mathematics and engineering grows, there is evidence to suggest that students who have aptitude and interest in the sciences and mathematics often become disillusioned with their college-level studies and opt for majors in non-science disciplines. These students abandon potentially promising careers in science, technology, engineering and mathematics (STEM) fields because of inadequate preparation during their high school years, feelings that they can not compete, inadequate and/or poor advising by college faculty, and disinterest in university-level general education classes in STEM fields. A most harmful part of this trend is that many students make decisions to leave STEM majors during their first year of college when they have not yet had the opportunity to develop strong ties with STEM departments. This loss of talent is detrimental not only to the intellectual capital that is a source of national pride but also to the nation's ability to maintain the high standard of living that is one by-product of a technologically-advanced economy. The solution to this problem lies, in part, in the ability of colleges and universities to restructure science and mathematics courses and majors. To address this problem in which promising students switch to non-scientific majors early in their college education, funding is requested for a three-year initiative that has as its overarching goal to recruit and retain promising students in STEM majors. Our approach is to develop a pilot project that consists of three parts: (1) a Summer Science Institute for high school students; (2) a Freshman Year Science Seminar Series, and (3) a Sophomore Year Independent Research Experience. At the heart of each of these programs are common themes, including introducing students to the joys of scientific discovery and the nature of team-based interdisciplinary research, informing students about exciting career choices in STEM fields, exposing them to the rich history of scientific thought and discovery, and providing them with the tools and support structure they need to complete a baccalaureate degree in one or more STEM disciplines. We integrate practices that have been shown to be effective in improving participation, including close mentoring, extracurricular activities, development of a cohort, inclusion of parents, and professional development for faculty. According to recent studies, the problem of first-year flight disproportionately impacts women, minorities, low-income, and/or first-generation students. For this reason, our recruiting efforts are concentrate on these target groups. This pilot program has been carefully overseen and assessed by an Advisory Board chaired by the chief academic officer of Central Washington University, Provost/Senior Vice President David Soltz. Assessment is coordinated by Associate Professor of Science Education and Chemistry Martha Kurtz and Vice Provost and Professor of Curriculum and Supervision Linda Beath. Twice per year, goals, assessment strategies and benchmarks are reviewed in order to improve the program. Should our approach be successful, full scale implementation at CWU would rely on funding from private sources and redirection of internal resources. Because our proposed program relies on themes and resources that are fundamental to most colleges and universities, we anticipate that other STEM groups could adopt our program, thereby increasing its impact from a local to a national scope. Central Washington University is well poised to support a program that stresses outreach to minority populations, careful mentoring, and inquiry-based, interdisciplinary academic programs. CWU emphasizes small class size, close professional relationships between faculty and students, and a culture that rewards innovative, inquiry-based teaching and learning. The University has a strong, well-supported program in undergraduate research and creative expression, and strengths in education promote effective use of assessment strategies. This project reflects a collaborative effort among 11 faculty in six College of the Sciences departments. Co-PIs include Wendy Bohrson (Geological Sciences), Michael Braunstein (Physics), Eric Bullock (Chemistry), Carey Gazis (Geological Sciences), Lisa Ely (Geological Sciences), Ed Gellenbeck (Computer Sciences), Stephen Glasby(Mathematics), Martha Kurtz (Science Education and Chemistry), Steven Lundblad (Geological Sciences), Andy Piacsek (Physics), and Holly Pinkart (Biological Sciences).