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Session Title: Consortium-wide Evaluation of a Minority Science, Technology, Engineering, and Mathematics Retention Project
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Panel Session 789 to be held in McKeldon Room on Saturday, November 10, 12:10 PM to 1:40 PM
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Sponsored by the Multiethnic Issues in Evaluation TIG
and the Assessment in Higher Education TIG
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| Chair(s): |
| Jing Zhu,
The Ohio State University,
zhu.119@osu.edu
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| Abstract:
The content of this session deals with evaluation and research conducted under the aegis of the Ohio Science and Engineering Alliance (OSEA), a National Science Foundation-sponsored consortium of universities. The purpose of OSEA is to improve minority retention in science, technology, engineering, and mathematics (STEM) fields. The challenges and strategies of conducting a consortium evaluation are discussed followed by summary of multiple years of evaluation results. Then there will be two short presentations on current research projects now underway in the OSEA context. Four brief presentations of approximately 12 minutes each will comprise the main part of the panel with ample time allotted for discussion and participation of those in attendance.
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Problems and Issues in Conceptualization and Implementation
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| Jeffry L White,
Ashland University,
jwhite7@ashland.edu
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| James W Altschuld,
The Ohio State University,
altschuld.1@osu.edu
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| Yi-Fang Lee,
National Chi Nan University,
ivanalee@ncnu.edu.tw
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Increases in minority enrollment in science, technology, engineering, and mathematics (STEM) have not produced more degrees for African-Americans, Hispanics, and Native-Americans. The attrition rates for these groups are significantly higher than those of White or Asian college students. In response, the National Science Foundation Louis Stokes Alliances for Minority Participation has formed partnerships with universities to develop programs aimed at addressing the issue. In this presentation, problems and issues in conceptualizing and implementing the evaluation of a major retention project are presented. Recommendations and strategies for others interested in the evaluating programs designed to improve the retention rates of minorities in the STEM fields will additionally be offered.
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Comparisons of Multiple Years of Data
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| James W Altschuld,
The Ohio State University,
altschuld.1@osu.edu
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| Deborah H Kwon,
The Ohio State University,
kwon.59@osu.edu
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| Jing Zhu,
The Ohio State University,
zhu.119@osu.edu
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| Jeffry L White,
Ashland University,
jwhite7@ashland.edu
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| Yi-Fang Lee,
National Chi Nan University,
ivanalee@ncnu.edu.tw
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The Ohio Science and Engineering Alliance (OSEA) coordinates and provides several unique activities designed to enhance the experience of underrepresented minorities in STEM disciplines. OSEA evaluators have developed and administered surveys in 2005 and 2007 to groups of students and faculty involved in the statewide effort. Results from the surveys will be compared across the time periods and groups surveyed in terms of perceptions of services provided and satisfaction with same. Implications of the findings for future endeavors in this area as inferred from survey data will also be given.
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Capturing the Impact of Academic Self-efficacy and Career Perceptions
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| Deborah H Kwon,
The Ohio State University,
kwon.59@osu.edu
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| James W Altschuld,
The Ohio State University,
altschuld.1@osu.edu
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| Jing Zhu,
The Ohio State University,
zhu.119@osu.edu
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| Jeffry L White,
Ashland University,
jwhite7@ashland.edu
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In response to the low level of minorities in the (STEM) workforce, the United States has focused on improving minority participation in STEM in universities. How do academic learning and self-efficacy translate into careers for minority undergraduate students? How should these constructs be measured? What are the components of these variables? These questions are at the core of this research study and they along with the structure of the study will be described. If preliminary results are available, they will also be discussed.
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The Effects of Interaction on Decisions to Persist
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| Jing Zhu,
The Ohio State University,
zhu.119@osu.edu
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| James W Altschuld,
The Ohio State University,
altschuld.1@osu.edu
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| Deborah H Kwon,
The Ohio State University,
kwon.59@osu.edu
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| Jeffry L White,
Ashland University,
jwhite7@ashland.edu
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Aligned with the other research study just discussed, a crucial question is how to motivate minority students to stay in STEM disciplines. Here the focus will be on student interaction as a factor important for retention. Most retention models contain an interactive component. There is an abundance of literature supporting the notion that the frequency and quality of student interaction with faculty and peers influence the intention to persist. This study characterizes the interaction construct in the STEM environment based on minority students' perceptions of their interaction with STEM faculty, peers, and non-minority student groups, as well as of faculty interactions with both minority and non-minority students. The effects of interaction are explored in relation to persisting, being at risk of not persisting, or leaving a STEM field.
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