Kathleen A. Marrs, Associate Dean† Jeffrey X. Watt, Associate Dean†

Andy Gavrin, Chair, Department of of Physics †Charlie Feldhaus, Associate Professor* Stephen Hundley, Associate Dean *Mariah Judd, Postdoctoral Fellow †

Howard Mzumara, Director of the IUPUI Testing Center

†Purdue School of Science, IUPUI *Purdue School of Engineering & Technology, IUPUI 

Central Indiana STEM Talent Expansion Program (CI-STEP): Transforming Education

Us ing  Min i -Grants   to   Inc rease  Susta inab i l i t y,  Facu l ty  Buy- in  and   Insti tuti ona l i zati on  

AGENDA AND TIMELINE:10:00 a.m. – History of Central Indiana STEM Talent Expansion (CI-STEP) Grant10:05 a.m. – Summary of CI-STEP Mini Grants10:20 a.m. – Outcomes of CI-STEP Mini-Grants10:30 a.m. – Role Play and Develop a Proposal10:50 a.m. – Critique Actual Mini-Grant Proposals11:20 a.m. – Brainstorm ideas on how to modify the RFP for other institutions

HistoryPresident McRobbie’s State of the

University address on September 28, 2010 stated that one of the highest priorities of the university is to retain and graduate a higher percent of its students on all of

the IU campuses.

IUIndiana

September 2011, state-wide priority set to improve college graduation rates.

“Changes are needed, especially when it comes to remediation” Complete College

America Senior VP Cheryl Orr

NationThe President’s Council of Advisors on Science and Technology (PCAST) found in 2012 that economic forecasts point to a

need for producing, over the next decade, approximately 1 million more college

graduates in STEM fields than expected under current assumptions.

Goals of CI-STEP is directly aligned with all of these 

priorities.

IUPUI CI-STEPNational Science Foundation, awarded September 2010, $1.99 M

“STEP seeks to increase the number of students receiving associate or baccalaureate degrees in established or emerging fields within STEM.”

CI-STEP at IUPUI is creating a central Indiana pipeline to increase the number of students obtaining STEM degrees of all demographic groups who:

(1) pursue STEM academic and career pathways;(2) participate in STEM research, internships, and honors activities;(3) graduate with an undergraduate degree in STEM fields; and(4) transition into industry, graduate and professional programs.

“… STEP Type 1 activities should be aimed at adapting and implementing best practices that will lead to an increase in the number of students (U.S. citizens or permanent residents) obtaining STEM degrees.”

Our proposal aims to 'set the stage' for student success, removing barriers to learning and promoting a vision of a career in STEM. As a result, we are targeting for each year of the funding, a:

10% in the number of new and transfer students admitted to STEM majors, 10% in the number of minority students admitted to STEM majors10% in the DFW rates for MATH, CS, PHYS, TECH and other courses 15 additional students participating in internship and research experiences 50 graduating seniors participating in honors seminars

17 departments in the School of Science and School of Engineering & Technology

Overall: The program has set a target of increasing the number of STEM graduates at IUPUI by 10% per year -- an additional 782 STEM graduates by 2015, for a total of 3,067 STEM graduates by 2015.

IUPUI CI-STEP GOALS

THE TARGETED STEM DEPARTMENTS

STEM Program F08 Direct Admits

F08 Transfers

F08 Total Majors

F08 Minorities

08-09 Graduates

Sci – Biol, Chem, Geol, Phys 386 46 885 223, 25%* 123

Tech – EE, CM, CP, ME, CI, BM 55 108 967 230, 28%^ 184

Engr – EE, ME, CPE, BME, MS 102 91 808 285, 38%^ 110

Math – MA, CS 48 15 223 42, 19%* 40

Total 591 260 2,883 780, 29% 457

* Includes AA, Hisp/Latino, and Native American students, excludes Asians and females.^ Includes AA, Hisp/Latino, Native American and female students, excludes Asians.

Goal:  10% increase each year from 457 in baseline  782 STEM graduates

IUPUI SoS IUPUI SoET IUPUI Total IUBL

Hours employed 23.8 hr/wk 30.3 hr/wk 25.8 hr/wk 7.2 hr/wk

% of new students that are FT 83% 53% 69% 96%

% in top 10% of HS class 43.6% 28.8% 17.9% 31.2%

1-yr retention rate of FT/FT 79% 75% 68% 90%

6-yr graduation rate 45.9% 29% 32% 73%

Undergraduate degrees awarded to total number of undergrads in unit

163 / 1,108 (14.7%)

294 / 1,775 (16.6%)

3,356 / 21,423 (15.7%)

6,352 / 31,626 (20.0%)

In 2008, the IUPUI undergraduate student population was:46% FT/FT, 23% transfer, 12% returning adults, 9% non-degree, 7% inter-campus transfer, 2% FT/FT international, and 1% all other. 

PROFILE  OF STUDENTS  AND CHALLENGES  FACING THE STEM 

TALENT GAP AT  IUPUI

4 major categories of initiatives:Student Centered PedagogiesCareer ServicesStudent SuccessArticulation with Ivy Tech

For each initiative:Major research and education activities.Major findings resulting from these activities.Opportunities for training, development and

mentoring.Opportunities for outreach activities.

CI-STEP INITIATIVES

Student-Centered Pedagogies

CareerServices

Articulation with 2 yr. Colleges

Student Success 

STEM Faculty Courses

Transformation grants

Expansion of PLTL, JiTT, Peer Mentoring

New School of Science Career Development Services

New CI-STEP Internship Program

Students engaging in Peer Lead Team 

Learning

Student working

Proud student presenters at the 2011 STEM Showcase

Revised Articulation with Department of Engineering and Technology 

Math Professor 

Jeffrey Watt giving math 

students one on one attention

Honors Seminars

Collaboration with Bridges to the Baccalaureate

STEM Summer Bridge

STEM Summer Bridge 2011. IUPUI student mentors with their mentees

on new microscopy lab

STEM Mentoring Programs

New Mathematics Courses

2011-2012 Women in Science House (WISH) cohort

Mini-Grant RFP Purpose

• CI-STEP proposals are expected to help increase the numbers of students of all demographic groups who:

• pursue STEM academic and career pathways;• participate in STEM research, industry internships,

and honors activities;• graduate with an undergraduate degree in STEM

fields; and• transition into industry, graduate and professional

programs.

Mini-Grant RFP Characteristics

• The proposal must involve work that is above and beyond the normal requirements of the individual’s position(s); and

• Successful achievement of the objectives or outcomes will promote retention and persistence in STEM; and

• The proposal must clearly identify the methods to be used for assessing outcomes

Mini-Grant RFP Preferences

• Seeking awards ranging between $5,000 - $25,000 ($250K available to award)

• Involve collaborators; • Have immediate impact on a broad range

students. • Demonstrate Innovativeness, Effectiveness

and Inclusiveness

Mini-Grant RFP Eligibility

• Full or Part-time faculty at IUPUI, Ivy Tech and Butler University are all eligible

• Proposals may be implemented over a single semester, multiple semesters or summer

• Proposals must include project description, evidence of significance, timeline, expected outcomes, evaluation plan, dissemination plan and budget

Submission Process

• Dean and/or Department Chair reviews and approves proposal

• The CI-STEP Award Committee reviews and approves the proposal

• Receive notice of award and begin work according to approved timeline

Review Criteria

• Work is above and beyond the normal requirements of the applicant’s position

• Proposal promotes the goals and objectives of the CI-STEP initiative and promotion of retention, persistence and graduation are clear.

• Evaluation and Assessment of project outcomes are clear

Summary of CI-STEP Mini-GrantsTitle Investigators GoalStudent Video STEM Projects Andres Tovar and Randy

NewbroughBegin to develop video repository for students learning process to improve performance, retention and persistence to degree.

Summer Industrial Projects Program Robert Durkin Rekindle Soph/Jr. MET students' desire to become engineers, promote retention and persistence.

Develop a Rigorous Two-Year Mathematics Degree Janet Dalzell Have 5 students complete their degree by 2013.Engineering and Technology Alliance for Retention for Multicultural Students

Patrick Gee Raise GPAs. Increase minority retention and accelerate time to graduation.

Transfer Student Recruitment and Support Terri Talbert-Hatch Teach a learning community at IVYTech. 20 students in June for 1.5 day orientation to increase retention.

Using the Inductive Learning Methodology to Reduce Student Failure Rates in MET

Paul Yearling Reduce DFW rates in the course Intro to Thermodynamics and Heat Transfer.

From Studio to Student: e-Mentoring in Computer Graphics Technology

Jan Cowan and Dan Baldwin

Attract, retain new and existing students.

Exploring the Causes and Involving Faculty in Persistence

Barbara Christie Alter instructors behaviors and attitudes.

Improving the Retention of Freshman Engineering Students through Proactive Peer Mentoring.

Stanley Chien Increase freshman engineering retention by at least 12%

Promoting STEM Course via Introductory Videos Sohel Anwar Recruit students.Enhancing Student Comprehension and Success in Genetics through Recitation

Mariah Judd and Brittiney Reese

Retain students.Reduce DFW rates in Intro course

Organic Chemistry Workshop Series Rob Minto, Ryan Denton and Sarah Wilson

Improve learning outcomes/reduce attrition/peak student curiosity

Creating a Physics Learning Space Andy Gavrin Improve learning outcomes/reduce attrition

Mini-Grant Outcomes

 Seamless transitions for AS/BS degrees (2-year to 4-year STEM programs)

Improved course grades -- Decrease in failure (%DFW) rates for targeted courses

Increased number of students who enroll and successfully complete STEM courses

Increased support of new or transfer students enrolled in STEM majors

Increased number of minorities enrolled in STEM majors

Improved rates of retention, persistence, and success of students in STEM majors

Improved satisfaction among students taking STEM courses

Mini-Grant Outcomes  c onti nued

Increased student participation, completion, and success rates in STEM Bridge / Residential Programs

Increased number of students using peer-mentoring or tutoring services

Increased number of students participating in internships or research experiences

Increased number of STEM students using Career Development Services (CDS)

Sustained increase in number of students completing STEM degrees within the duration of the STEP grant period

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OVERALL PROJECT ASSESSMENT

Assessing Processes Assessing Outcomes (Impact)

• Qualitative Data Sources • STEM-related Retention & Persistence Rates

• Questionnaires • STEM Degree Completion Rates; Bachelor’s Degree Awarded per Year (by disciplines)

• Interviews • Academic Performance (Scores, Grades, GPAs)

• Focus Groups • Self-reported Learning Outcomes

• Participation & Completion Rates

• Student Satisfaction

• Student Surveys • Faculty/Mentor Satisfaction

• Faculty/Mentor Surveys • Student Engagement

• Course Evaluations • Student Internships /Research Experiences

• Event Tracking • STEM-related Graduate Studies Pursued

• Attendance / User Sign-up Sheets

• Career Placements in STEM disciplines

Two-Phase Project Assessment Framework

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Types of Evaluation Measures Solicited  

Direct Measures:

• Course-embedded assessments- Exams/Tests, Papers, Assignments, Oral

Presentations, Group Work, etc.

• Standardized Achievement Tests

• Exit Exams/Common Final Exam

• Project Documents (e.g., mini-grant project proposals, progress/annual reports, etc.)

• Student ePortfolio Assessments

Indirect Measures:

• Pre-Post Knowledge Surveys (Questionnaires)

• Participant Satisfaction Surveys

• Interviews / Focus Groups with project participants

• Faculty/Mentor/Protégé Surveys

• Event Tracking/Usage Data Records

• Course/Event/Session Evaluations

• Extant Data (e.g., enrollment, participation, completion, retention, demographic data, grades, GPAs, %DFW rates, and related data)

• Participant Testimonials/Reflections

Best  Practi ces   for  Mini -Grant  Data  Col lecti on  

Build on proven strategies and activities to meet STEP goals

Mini-grant recipients and evaluator should collaborate early during the planning, development, implementation, and reporting phases of project assessment/evaluation activities

Whenever possible, encourage mini-grant recipients to adopt “methodological pluralism” with regards to collection and analysis of evaluation data.

Formally request mini-grant recipients to provide progress reports and/or final reports to help document achievements, challenges, and plans for long-term program sustainability (e.g., for annual reports to NSF and for broad dissemination of findings)

Development/presentation of mini-grant posters is useful…!

How to  Connect  Project  Results   to  NSF  Reporti ng  Requirements

Use sound metrics and establish a baseline from which to measure impact of project strategies and activities.

Where possible, collect appropriate measures needed to disaggregate data for purposes of evaluating the efficacy and impact of respective project strategies or activities.

Collaborate with mini-grant recipients in articulating specific components of their project outcomes that contribute directly to students’ retention and graduation in STEM fields.

Encourage mini-grant recipients to share empirical evidence, examples of proven strategies, or use of high-impact educational practices that enhance STEP project goals.

Challenges / Lessons Learned

Coordination and alignment of mini-grant project goals to obtain direct measures of project impact can be challenging

Limitations encountered in data collection/analysis included: inconsistency in data collection; missing or incomplete data; inadequate baseline data; inherent problem of self-selection of participants; and low participation rates for some projects.

Develop and share appropriate resources (e.g., Logic Model for CI-STEP Project, examples of assessment/evaluation tools, report templates, etc.) to facilitate collection/reporting of evaluation data.

Early and sustained communication between evaluator and project coordinators is crucial to success of mini-grant strategy.

Develop a ProposalGroups will be formed and RFP’s will be distributed

Groups will begin the process of brainstorming ideas for a Mini-Grant proposal

Groups will discuss and address questions in the RFP in the areas of 1) project description; 2) significance/rationale/evidence; 3) anticipated difficulties; 4) timeline; 5) outcomes; 6) evaluation; 7) dissemination and 8) projected budget

Critique Mini-Grants

Groups will be formed and Mini-Grant proposals will be provided

Groups will read the proposals, use the criteria from the RFP and decide on whether the proposal should be funded or not

CI-STEP team will share whether the proposals provided to groups were funded and the rationale for the decision

Brainstorm Ideas  on How to Improve/Modify  Mini-Grant  RFP ’s

Are we helping our students reach graduation?

Are you (and your colleagues) doing all you can to help IUPUI meet their mission of increasing graduation rates and reducing attrition?

What efforts can you make to help contribute to the call for 1 million additional graduates? Do you have an idea that CI-STEP could help with?