Author(s):
Need: This project, “Providing Support to Faculty and Students at Minority-Serving Institutions to Facilitate Success in STEM among Underrepresented Student Populations,” draws on two NSF-funded initiatives (DUE # 2135805, “Hostos Oasis for Parents’ Education” [HOPE] and DUE # 1832507, “Data Analysis Research Experience” [DARE]). Our efforts are focused primarily on faculty and students at the City University of New York (CUNY), the largest urban public university in the country that serves a diverse student body consisting predominantly of racial and ethnic minorities and a significant number of first-generation college attendees. Underrepresented students are less likely to enroll in STEM programs and are at higher risk of attrition in STEM fields. This project draws on best practices to increase the diversity of the STEM population and uses evidence-based research to highlight those strategies that are most effective in supporting faculty and students in STEM education. Guiding QuestionsThe research questions for this project include:1. What are the supports necessary to enhance the success of student enrollment and retention among underrepresented groups in STEM?2. What are the supports necessary to enhance the success of faculty instruction and mentoring underrepresented groups in STEM education? 3. What are the mechanisms through which the program works (including both HOPE and DARE)? Why is the intervention more (or less) effective in particular circumstances?4. What resources are required to implement, adapt, and sustain STEM interventions (i.e., HOPE and DARE); and what difficulties arise in program planning and implementation?OutcomesOur project examines outcomes at both the student and faculty level. At the student level, grade point average (GPA) has been used to demonstrate the impact of the academic and professional support provided. Results have shown an increase in GPA post-program participation as well as increased knowledge of careers in the STEM field. At the faculty level, faculty have been trained in strategies drawing on best practices in STEM pedagogy. Workshops have emphasized a variety of approaches including (1) active and constructivist learning, (2) collaborative student learning, (3) engaged data analysis, and (4) discussion of best practices to support success among underrepresented groups. Faculty surveys and evaluations of assignments show that faculty have positively embraced these approaches in their class instruction.Broader ImpactsThe findings from this project have broad impacts that extend well beyond their implementation at CUNY. In particular, the results show that providing strong support will ensure the success of underrepresented students in STEM. At a broader level, this will create equity in STEM educational attainment and will diversify the STEM field and ultimately the STEM workforce.
Coauthors
Esther Isabelle Wilder, Lehman College, CUNY
