Rigor and Relevance – Making Retention a Priority for URM Students in STEM Fields

MESA Community College Program (MCCP) is an on-site direct-service model that serves African American, Native American, Latino, and Pacific Islander community college students seeking to major in STEM fields, with academic support and

What is MCCP?

professional development so they may will excel academically and transfer successfully to four-year institutions to earn STEM degrees.

GOALS of MCCPIncrease the number of underrepresented minorities earning undergraduate STEM degrees.

• Key strategy - Emphasize and deepen services and activities on those populations most underrepresented in the STEM fields (African American, Latino, Native American and Pacific Islanders).

Double the retention and successful transfer of underrepresented minorities from the partner campuses.

Key strategy - Provide an aggressive outreach and retention model at the MESA campuses, with strong professional development emphasis and rigorous academic reinforcement.• Key strategy - Provide a support and training program

for MCCP directors.• Key strategy - Broaden the academic disciplines to

address all STEM majors.

What are the 6 model COMPONENTS?

NEW Mesa Center at Edmonds Community College, Fall, November 2010

Administrative Support

• A designated MESA Director of at least 50% time, who is responsible for outreach and recruitment, guidance and monitoring of program students and daily programmatic MESA duties. Over the period of 5 years, the position of MESA Director should become a full time position that is covered by campus funding. In addition, a Responsible Administrator and a STEM faculty sponsor will be designated.

Student

Study

Center

• This dedicated, multipurpose center is the hub for study, workshops, presentation, industry recruiters and MESA activities. Students usage of space fosters community of “learners” and strengthens cohorts.

AEW Training at Colombia Basin College, Spring 2010

Academic

Excellence

Workshops

(AEW’s)

• To the extent possible, Students are scheduled in the same core math and science classes for intense reinforcement of class material. Second, students partake in the correlating AEW, where they learn how to successfully master complex technical ideas and principles through a collaborative, peer facilitated approach. Faculty are encouraged to assist and participate, but not lead the AEW sessions.

Orientation Course

• First-year students learn skills to excel academically in college as science, engineering, and math, majors, and begin professional development toward technical careers. The course provides personal and professional development to prepare students to secure internships and scholarships. Local industry partners provide human resources professionals to assist student professional development, such as resume building and interview skills.

MESA students in lab, Yakima Valley Community College, Fall 2010

Academic

& Counselin

g Advising

• A designated MESA Advisor/counselor, as well as other campus resources, provide services designed to enhance academic and life skills, including: 1) Academic counseling and planning, 2) Personal advising to assist students with transitional, nonacademic challenges, and 3) Assistance in the transfer process, including workshops and field experiences to explore majors and careers.

• Through peer role models, mentors, guest speakers and tours of local industry and university partners, students learn about corporate culture, resume preparation and interview skills, and connect with opportunities for employment in industry. These resources (including, but not limited to SACNAS, AISES, NSBE, SHPE) provide access to mentors, guest speakers and tours of companies, as well as instruct the student on the benefit of these organizations, and provide exposure to academic undergraduate research opportunities.

Student Professional Development & LINKS to

STEM Societies

SUCCESS IN THE MAJOR - - STEM vs. non STEM

• STEM classrooms lack URM diversity• Faculty know their material, but are unaware of issues that affect URM student success• Studying for STEM is different!• Many URM students are first generation college students and lack knowledge of the system. • There is a disconnect between the world of work and the reality of the STEM classroom (if the material seems irrelevant, it is difficult promote interest and the desire to excel).

POINTS TO PONDER

• ACADEMIC RIGOR AND PERSONAL COMMITMENT ARE TO BE EXPECTED - -

! BUT DON’T EXPECT THEM TO DO IT ON THEIR OWN ! (remember, 3 months ago they were high school students! Ray Landis)

• RELEVANCE CAN BE THE REASON I CHOOSE TO BE A CHEMIST OR A COSMETOLOGIST, A MECHANIC OR A MECHANICAL ENGINEER

Staffing & Director/Coordinator

Performance evaluation & accountability

Collaboration/ communication among program partnersAdministrationFacultyStaffSTUDENTS

* Designated Director (min 50%) and training*Strong PI & Staff Participation

*Performance Evaluation & Improvement Plans*Commitment to Frequent self evaluation and admustment

*Defined Administrative & Structure*Consistent Leadership *Check in frequently with staff, faculty AND the student participants*Try to provide venues where students intersect with faculty OUTSIDE the classroom

Lay your foundatio

n first

Building from the Ground Up

Non- uniform data collectionSporadic Review and Adjustment

Varied

effectivene

ss of

services

and lack

of

visibility

across the

campus

No buy-in

across

divisions

Clear efforts to recruit &

retain

Class cluster

and monitore

d enrollme

nt

Academic support

that is peer

driven

Faculty buy-in

and support in both

academic and non-academic advisory capacity

Keep it relevant to real world

application

Student database

and other data

collection

Guarantees for Program and Student

Failure

Challenges to Overcome Campus and Divisions

butSuccess is on the way!

No faculty

collaborati

on or

support

No space for cohort building

No progr

am resour

ces

* Space for students to study, do homework, meet and interact faculty and other students* Create cohorts & monitored academic performance* Transfer and academic advising

Dedicated Study Center

*Program Enrollment Forms

* Student Performance Contracts (w campus specific participation requirements)

*Academic Alert System

*Program Participation survey

*Exit survey

Program Tools & Forms

* Commitment to the long haul• Academic and Student

Services collaborate• VP & Faculty oversight Institutional commitment & data support * External Evaluation* Replicate/standardize best practices

Sustainability

Lack of Program Institutional Commitment & Sustainability

Challenges & Successes

Questions &

Discussion

Lucy Casale, Senior Associate Director, Project Manager & Grant Author

lcasale4@u.washington.edu206.616.0685

WASHINGTON MESAUniversity of Washington, OMAD394 Schmitz Hall1410 NE Campus Parkway, Box 355845Seattle, WA  98195-5845Fax: 206.508.3546http://www.washingtonmesa.org/

James Dorsey, Executive Director & Project PI

jbdorsey@u.washington.edu206.616.7739

Verónica Guajardo, Assistant Director, MESA Community College Programs & Project Manager

Vero2@u.washington.edu206.616.7683

Erik Jones, Associate Director of RE & IM

ejones5@u.washington.edu206.543.4073