Evaluation, Integration and Institutionalization of Initiatives to Enhance STEM Student Success

Abstract

Many researchers, policymakers, and university administrators have called for more students to major in Science, Technology, Engineering and Mathematics (STEM) fields to address the critical need for a diverse and technically skilled workforce that is prepared to address national problems and educate its future STEM leaders. One of the questions facing the nation is how best to increase the number of students obtaining degrees in STEM fields. The University of Maryland, Baltimore County (UMBC) received support from the National Science Foundation (NSF) to comprehensively investigate cost effective and scalable strategies to increase the number of students graduating with STEM degrees. UMBC's Meyerhoff Scholarship Program has been recognized as a national model for increasing diversity among future leaders in science and engineering. The programs, as currently administered, can impact a limited number of students due to the cost. Also, it is unclear as to what individual facets of these programs matter most for student retention and graduation. The project's primary purpose is to identify techniques that significantly impact retention and graduation rates among students who intend to major in STEM disciplines, to verify the estimates of these impacts through careful analysis, and to assess all costs relative to the effectiveness of these interventions. Eligible students who signed the consent forms to participate were randomly assigned into five separate groups: (1) high-status faculty mentoring with ongoing risk assessment; (2) professional staff mentoring with ongoing risk assessment; (3) placement in an active learning discussion section in pre-calculus or calculus classes in the CNMS Active Science Teaching and Learning Environment (CASTLE); (4) assistance in forming and maintaining study groups; and (5) the control group that offers a $50 UMBC Bookstore gift card. Participation took place over the fall and spring semesters with Cohort 1 held during the 2011-2012 AY, Cohort 2 held during the 2012-2013 AY, and Cohort 3 held during the 2013-2104 AY. The project is in its third and final Cohort at the time of the writing of this paper. The remaining time of the five-year study is devoted to data analysis and dissemination.