association for institutional research may 2013 long beach, california
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Making It!... Or Not: Institutional Contexts & Biomedical Degree Attainment. Tanya Figueroa, Sylvia Hurtado, and Kevin Eagan UCLA. Association for Institutional Research May 2013 Long Beach, California . Problem . A need for one million additional STEM degrees in the next decade. - PowerPoint PPT PresentationTRANSCRIPT
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Association for Institutional ResearchMay 2013
Long Beach, California
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Making It!... Or Not:
Institutional Contexts & Biomedical
Degree Attainment
Tanya Figueroa, Sylvia Hurtado, and Kevin EaganUCLA
+Problem A need for one million additional STEM
degrees in the next decade.URM students more likely to leave the
sciences Despite equal initial interest in science &
higher degree aspirations Individual factors alone do not account for
completion differences.Some institutions do a better job!
+Purpose
To identify the institutional and aggregate faculty characteristics that contribute to higher rates of degree completion in the biomedical sciences controlling for students’ entering characteristics
+To understand experiences we must examine the environment
+Methodology – Data Sources2004 CIRP Freshman Survey
aggregated student-level variables Student degree and enrollment data from
the National Student Clearinghouse Institutional data from Integrated
Postsecondary Educational Data System 2011 Best Practices in STEM survey Aggregate data from the 2007 & 2010
HERI Faculty Surveys
+AnalysisFinal Sample: 30,614 biomedical
science aspirants across 296 four-year colleges and universities.
Weighted DataMissing DataAnalysis: Multinomial HGLM (HLM
software)
+Dependent VariableThree-part categorical variable
measured at the 4th and 6th year:1) Completed a bachelor’s degree in the
biomedical sciences2) Completed a bachelor’s degree in a
field that is not in the biomedical sciences
3) Did not complete a bachelor’s degree at all
+Independent Variables – Student Level
Background characteristicsPrior preparation Precollege experiencesEntering aspirations and expectationsIntended major
+Independent Variables – Institution Level
Aggregate peer effectsInstitutional characteristics:
Size, type, selectivity, HBCU/PWI/HSI
Faculty contextual measuresBest practices in STEM
+Limitations
Self-reported majorNo control for college experiencesSecondary data
+Descriptive StatisticsDependent VariableCompleted biomedical degree in four and six years
27.8% jumps to 38.1%
Completed degree in other field
19.4% jumps to 33.6%
Did not complete 52.8% decreases to 28.3%DemographicsSex: Female 69%American Indian 2%Other race 2%Latino/a 7%Black 10%Asian/Pacific Islander 14%White 64%
+Biomedical Science Completion versus Non-Biomedical Science Completion in the 6th yearInstitutional Characteristics Emerging HSI +Size (full-time enrollment) -Background CharacteristicsAsian American or Pacific Islander
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Other race + Either parent has a STEM-related occupation
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Native English speaker -
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Prior PreparationAverage high school GPA + Student-centered pedagogy factor +SAT composite score (100) +Years of HS study: Mathematics +Years of HS study: Biological science +Pre-college ExperiencesFelt overwhelmed by all I had to do -Socialized with different ethnic group -Studying or homework +Community service: Hospital work +
Biomedical Science Completion versus Non-Biomedical Science Completion in the 6th year
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Entering Aspirations and ExpectationsCommunicate regularly with professors +TFS Academic Self-Concept +Ph.D./Ed.D. degree aspiration +Medical degree aspiration + Grading on a curve - Selectivity (100) -TFS Social Self-Concept Score -Intended Major Nursing +Pharmacy -MD, Dentistry, or Veterinary Medicine -
Biomedical Science Completion versus Non-Biomedical Science Completion in the 6th year
+Biomedical Science Completion versus No CompletionInstitutional Emerging HSI +Selectivity (100) +Research/Doctoral (ref. masters comp.)
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Background CharacteristicsOther Race +Sex: Female +Mother’s education +Native American -Latino -Low Income (under $24,999) -Low Middle Income ($25K-49,999)
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Native English speaker -
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Prior PreparationAverage HS GPA +SAT composite score (100) +Years of HS study: Mathematics
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Years of HS study: Biological science
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Pre-college ExperiencesStudying or homework +Community service: Hospital work
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Biomedical Science Completion versus No Completion
+Entering Aspirations and ExpectationsCommunicate regularly with professors
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TFS Academic Self-Concept +Masters degree aspiration +Plan to live on campus +Work full-time while attending college
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TFS Social Self-Concept Score -Medical degree aspiration * Selectivity (100)
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Intended MajorPharmacy -MD, Dentistry, or Veterinary Medicine Aspirant
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Biomedical Science Completion versus No Completion
+ Discussion
Institutional contexts matter!
Emerging HSIs and HBCUs strong producers of biomed degrees
Large institutions weaker producers
Role of peer normative context (i.e. selectivity)
+Discussion & Implications
The important role of studentSocioeconomic backgroundRace/ethnicitySexNative language
+What else matters in producing biomedical science graduates?Faculty grading procedures Pedagogical approach
Contact Us!
This study was made possible by the support of the National Institute of General Medical Sciences, NIH Grant Numbers 1 R01 GMO71968-01 and R01 GMO71968-05, the National Science Foundation, NSF Grant Number 0757076, and the American Recovery and Reinvestment Act of 2009 through the National Institute of General Medical Sciences, NIH Grant 1RC1GM090776-01. This independent research and the views expressed here do not indicate endorsement by the sponsors.
Papers and reports are available for download from project website:
http://heri.ucla.edu/nihProject e-mail: [email protected]
Faculty/Co-PIs:Sylvia HurtadoMitchell ChangKevin Eagan
Postdoctoral Scholars:Josephine Gasiewski
Administrative Staff:Dominique Harrison
Tanya Figueroa
Gina Garcia
Graduate Research Assistants:Juan GaribayBryce Hughes