adam maltese - before proposing to change the equation, we should know all the variables
DESCRIPTION
Presented by Adam Maltese at the 67th Annual Meeting of the ORAU Council of Sponsoring InstitutionsTRANSCRIPT
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Before Proposing to Change the Equation, We should Know All the
Variables
Adam V. Maltese
March 14, 2012
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Outline
• Introduction
• Degree production in US
• Analysis of longitudinal data
• Student interest data
• Graphical literacy
• Participation in U-grad Research Experiences
• Summary
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Introduction• Focus of recent National policy initiatives
(e.g., Educate to Innovate):– Increasing performance in STEM– Increasing size of STEM workforce
• Ratio of STEM degrees to Total degrees in decline over last 40 yrs
•Bureau of Labor predicts by 2018 there will be 2 Million job openings in STEM fields as result of baby-boomer retirement & new jobs
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Bachelor’s Degrees (1966-2006)
0
250,000
500,000
750,000
1,000,000
1,250,000
1,500,000
1966
1970
1974
1978
1982
1986
1990
1994
1998
2003
Total Degrees
Total STEM
STEM (No CS)
Vietnam War
End of Cold War
Human Genome mapped
Dot Com"bubble"
bursts
(Source: NSF, 2008)
Deg
rees
Aw
arde
d
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Changes in degrees over time
You can access these visualizations to create your own here.
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Changes in degrees over time[BS in Biology 1966-2010]
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Changes in degrees over time[Chemistry1966-2010]
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Changes in degrees over time[Bio/Math/CompSci/Engnr: 1966-2010]
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Changes in degrees over time
1966
2010
Biology Math/Stats Computer Science Engineering
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Analysis of Longitudinal Data
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Previous Findings (based on NELS data)
• Indicators of “interest” in STEM (e.g., Career aspirations, Science will be useful in my future, Planned major) positively associated with STEM degree
• High School Experiences:• Emphasis on learning facts/rules (-)• Emphasis on understanding through use of hands-
on materials in math (+)• Emphasis on further study in science (+)• Frequent use of books to do experiments (-)• Frequent use of computers in math (-)• Frequent teacher lectures in science (-)
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Percentage of Students Enrolled in High School
Mathematics Classes by Major Classification (n=4,700)
Non-STEM STEM
Grade 9Algebra 65.53 65.26
Geometry 14.23 27.59Trig/Algebra II <1 1.12
PreCalculus <1 <1Calculus <1 <1
Grade 10Algebra 39.24 40.12
Geometry 50.42 48.43Trig/Algebra II 3.00 7.01
PreCalculus <1 <1Calculus <1 1.05
Grade 11Algebra 44.34 39.21
Geometry 20.85 12.88Trig/Algebra II 14.61 23.97
PreCalculus 11.44 24.18Calculus 1.63 4.52
Grade 12Algebra 17.39 10.18
Geometry 6.75 4.10Trig/Algebra II 13.12 17.21
PreCalculus 16.70 17.96Calculus 14.05 35.13
Note. Proportions do not add to 100 due to students enrolled in multple
classes. All proportions are significantly different (p<.05), unless italicized.
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Percentage of Students Enrolled in High School ScienceClasses by Major Classification (n=4,690)
Non-STEM STEM
Grade 9Biology 29.33 34.93
Chemistry <1 <1Physics <1 <1
Earth Science 13.82 11.11
Grade 10Biology 66.20 60.12
Chemistry 18.73 27.89Physics 1.52 2.31
Earth Science 2.07 1.49
Grade 11Biology 8.22 13.69
Chemistry 55.10 62.17Physics 11.18 17.56
Earth Science 1.91 <1
Grade 12Biology 9.11 13.86
Chemistry 10.87 19.80Physics 25.61 45.10
Earth Science 2.08 <1Note. Proportions do not add to 100 due to students enrolled in multple
classes. All proportions are significantly different (p<.05), unless italicized.
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Samples
• NELS = 4,700 with HS transcripts, completed 20+ college classes & 4-yr Inst.
• ELS = 6,040 with HS transcripts and indication of declared major
• HSTS = 37,500 with HS transcripts collected
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Most Common HS PathwaysNELS ELS HSTS
Rank (1988-1992) (2000-2004) (2005-2009)1 PS-B-C-No PS-B-C-No PS-B-C-No
2 PS-B-C-P PS-B-C-P PS-B-C-B
3 PS-B-C-B B-C-P-No B-C-P-No
4 PS-B-No-No PS-B-C-B PS-B-C-P
5 ES-B-C-P B-C-P-B B-C-P-B
6 No-B-C-P B-C-B-P ES-B-C-No
7 B-C-P-No ES-B-C-P PS-B-B-No
8 ES-B-C-No PS-B-C-M B-PS-C-No
9 PS-B-C-M No-B-C-P B-C-B-No
10 No-B-C-No ES-B-C-No PS-B-C-M
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18%
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ELS NELSPct of STEM Majors Pct of STEM Degrees
B-C-M-M B-C-M-P
PS-B-PS-B PS-B-M-M
B-PS-C-M PS-B-M-P
B-C-B-M B-C-P-M
PS-B-M-B B-C-C-P
PS-B-M-M B-C-B-M
B-C-C-M PS-B-M-B
B-M-B-No No-B-C-M
No-No-No-No B-No-C-P
B-C-M-P B-C-M-No
B-C-M-B PS-B-C-M
~1%
~3%
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Analysis of “Switchers”
• 60% of ss who indicated interest in STEM career in 8th grade ended up with major outside of STEM fields
• 20% of ss who indicated interest in Non-STEM career ended up with STEM degree– This group accounted for roughly 80% of total
number of STEM degrees
• What caused these students to switch??
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MS student interest in science
(Maltese & Tai, 2011)
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0
5
10
15
20
25
30
35
6.25 6.75 7.25 7.75 8.25 8.75
% in
Sci
ence
or M
edic
ine
Interest in STEM jobs
Black
Hispanic
Multi
White
0
5
10
15
20
25
30
35
40
6.25 6.75 7.25 7.75 8.25 8.75
% in
Scie
nce
or M
edici
ne
Grade Timing
Interest in STEM jobs
Female
Male
Student interest in STEM jobs
Women Medicine
Men Science
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Impact of standardized testing(Maltese & Hochbein, 2012)
• Used three cohorts of HS students in IN who participated in state testing and completed the ACT exams (N~ 4500/yr)
• Tied ACT performance to school performance on state tests in English/Math during each student’s Freshman-Junior year
• HLM results showed no positive association between school status and student scores
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Graphical literacy
(Harsh & Maltese, 2012)
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Study Methods• Streams of data collected to investigate how
students and scientists interpret and construct graphs
Stream 1: Graph Interpretation• Web-based survey in which participants were asked to read and
analyze graphical representations of data
Stream 2: Assessment of cognitive processes • Eye movement measurements/tracking and think aloud recordings
Stream 3: Graph Construction• Transformation of provided data into graphical representations
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Impact of REUs/UREs
(Harsh, Maltese & Tai, 2011)(Harsh, Maltese & Tai, Forthcoming)
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What are the indicated benefits of
participation in UREs?
Total Population
(n=3014)
Item %
Exposure to genuine scientific research 49
Built confidence to conduct research 16
Development of basic lab techniques 15
Maintained interest in science 5
Influenced my decision to explore other areas 4
Application of principles learned in class 4
Exposure to graduate students 4
Exposure to research group/meetings discussions 2
Development of presentation skills 1
Exposure to literature 1
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Gender Differences in Chemistry and Physics UREs
• Male and female participation rates have made equivocal percentage-wise gains since the 1940s – During this period, women in chemistry and physics were more likely
to participate in these programs than their male counterparts.
• Similar benefits reported across genders– Female participants were more likely to select gains associated with self-
efficacy and maintenance of interest.
• Female participants reported that URE participation often played a formative role in the pursuit of advanced chemistry and physics degrees at a significantly higher rate than male participants.
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• Multi-site assessment of URE program variables that influence short- and long-term outcomes for students
• Observational studies on the activities and practices of URE participants in the research setting
• Design and implementation of a performance based measure as a means to assess the development of students’ skills through URE participation
Planned URE Research
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Synthesis• Flat growth in STEM degrees (some decline)• Engaging students early appears to be important,
seems that many students lose interest in science during early teen years
• Focus on standardized testing may not be strengthening skills of college bound students
• College students lack graphical literacy skills expected by science faculty
• UREs seem to have positive impact, but definition of gains unclear
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