Ann-Claire Anderson, CORDDr. Margaret Semmer, Joliet Junior
CollegeSAME TEC Pre-Conference Workshop
July 2008
Prospecting for Gold: Strategies for Recruiting and Retaining Students in Emerging Technologies
Background
Dr. Margaret Semmer Ann-Claire Anderson The Gender Equity Collaborative
http://genderequitycollaborative.org
Recruitment into Postsecondary STEM Programs: A National Issue
Associate’s Degrees Over 20 Years
From 1985 to 2005 Engineering degrees declined 53% Engineering technologies degrees
declined 54% Degrees in natural sciences,
mathematics, and social/behavioral sciences grew 52%
Degrees in computer sciences grew 48%
“Earned associate’s degrees, by sex and field: Selected years, 1985–2005.” Science and Engineering Indicators 2008. (Appendix, Table 2-25), National Science Board,
Recruitment Challenges Increasing program awareness Providing career guidance at the
secondary level Promoting a reputation for excellence Helping underprepared students Clearing hurdles at registration, advising,
and financial aid Implementing flexible scheduling for
working students
Recruitment Starts Early
Postsecondary-Secondary partnerships involving College and secondary faculty Counselors Parents CTE coordinators and instructors Students!
Early Recruitment Strategy: Dual Enrollment
High school students earn college credit
Many models: single course, full articulated pathway, provision of student services
Feeds into Career Pathways
Dual Enrollment Benefits Students Encourages career exploration Outlines the coursework needed
within a particular career pathway Provides a taste of the college
experience, and Jumpstarts their progress along the
degree plan
Dual Enrollment Benefits Your College
Students become familiar with the college and its culture
Their transcripts are issued from the college, so these students may be convinced to enter a program there
By passing these courses, students demonstrate they are ready for advanced coursework
Dual Enrollment Considerations
Target student populations Admission requirements On your campus or at the high
school? Student mix Instructor credentials Course content
Early Recruitment Strategy: Out-of-School Experiences Serve students of various backgrounds Less formal than school Academic enrichment, challenges and
assistance Awareness of local and global
community Introduction to college students and
faculty
Early Recruitment Strategy: Out-of-School Experiences
Self-esteem and self-efficacy Career opportunities Both fun and meaningful Supportive environment and
relationships Summer camps, weekend courses,
after-school programs, competitions
Activity: Brainstorming a Blueprint for Your Recruitment Program, pp. 5-7
Another National Obstacle: Retention in Postsecondary STEM Programs
Retention to from First Year to Second Year in all AA/AAS and BA/BS Programs
Two-year public 53.7% Two-year private 55.5% BA/BS granting, public68.0% BA/BS granting, private 69.6%
2008 ACT National Collegiate Retention and Persistence to Degree RatesSummary Table: National First- to-Second-Year Retention Rates by
Institutional Type
Migration Out of Science & Engineering
First-year students show high interest in STEM—25-30% declare it as a major
Net movement out of STEM or out of college Less than half of students intending to
pursue a STEM degree do so (over 5 years) Underrepresented populations drop out of
STEM at a higher rate
The Science and Engineering Workforce: Realizing America’s Potential
National Science Board, 2003
Retention Strategy: Learning Communities
Restructures or links curricula Integrates material to remedy
concepts being taught in isolation Facilitates greater student-student
and student-faculty interaction Leads to deeper understanding
Learning Communities: Potential Benefits Ease transition from high school to
college Improve student academic performance Increase faculty collaboration Infuse basic skills across the curriculum Promote cognitive growth through
scaffolding, making connections Encourage persistence in CTE programs
What Kind of Students Benefit from Participation? Academically underprepared students Student athletes Undecided majors Students in specific majors Ethnic minority, international, ESL
students Honors students
More Students Who Would Benefit
Evening/weekend students Returning adult students Early-entry college students Part-time students Students preparing to transfer to a
4-year institution
What Does a Learning Community Look Like?
Freshman Interest Group Linked or Paired Courses Team-taught Courses Coordinated Studies Model
Freshman Interest Group A cohort of new college students
taking two or more courses together Developed around an interdisciplinary
theme, a need, or a major A peer or faculty advisor Weekly study groups and social
gatherings
Linked or Paired Courses
Two or more courses for which students co-register
Often 1 content course + 1 skills course
Faculty co-create syllabi Faculty do not usually team-teach
Team-Taught Learning Communities
Combine 2-3 courses Enroll 20-25 students per instructor Usually block scheduled May be thematic Interdisciplinary Requires faculty collaboration
Coordinated Studies Model
Designed around a theme or skills that require mastery
Emphasizes interdisciplinary learning Coordinated and taught by 3-4 faculty Team-taught A full-time learning community
Instructor Characteristics
Open-minded Willing to collaborate Creative Patient Flexible
Support Needed
Department Chair Academic and Technical Deans Student Services staff Registrar’s office Participating faculty
Activity: Designing a Learning Community, pp. 17-18Discussion Topics, pp. 19-20
Retention Strategy: Mentoring
A mentor:AdvocatesProvides resourcesServes as role modelAdvises
Retention Strategy: Mentoring
A mentor:CoachesProtectsSupports
Mentoring: Potential Benefits
Improved academic performance by at-risk students
Improved performance in prerequisite (“weeder”) courses
Increased ethnic and gender diversity in STEM programs
Mentoring: Potential Benefits
Better adaptation to college culture, policies and practices
Skills development and career preparation
Recruitment of students into technical programs
Mentoring: Potential Benefits
Persistence to graduation Provision of more program
graduates for local industry
Types of Mentoring
One-on-one Group Mentoring Team Mentoring Peer Mentoring E-mentoring
Activity: Designing Your Mentoring Program, p. 23, pp. 25-30
Recruiting Mentors
Professional qualifications Academic background Personal characteristics Mentoring job description Local talent pools
Matching Mentors with Students
Link between mentor’s expertise and student’s interests
Gender Race Shared background or experience
Matching Mentors with Students
Personality/temperament Parental approval Schedule availability Other
Nuts and Bolts: Running a Mentoring Program
Student confidentiality, FERPA Funding Program administration Record-keeping
Nuts and Bolts: Running a Mentoring Program
Non-monetary resources Community awareness Program evaluation
Questions or Comments?
Visit http://genderequitycollaborative
.org
