The Integrated STEM ExperienceThe Science 120 Learning Community

The ChallengeIncrease graduation rates in Science, Technology, Engineering, and Mathematics (STEM)

Our Solution• NSF support through NSF STEM Talent Expansion Program

(STEP) • New Advising Plans• Support for bottleneck courses• Freshman Year Communities (Cohorts)

Symposium

Presentations

The Process

Faculty directed activity• Field work• Assess quality of

campus lake and creek water

• Rigorous techniques

Student designed research questions• Water temperature, chemistry,

and suitability for vertebrates• Comparing water quality of

upland creeks• Gravel size and diversity of

stream invertebrates• Water quality tests• Comparative studies on native

species

Transition Students •Welcome students•Expand comfort zones•Build confidence•Develop class identity

Integrate with Community •Sonoma County Water Agency•Southern Sonoma Resource Conservation District•Goldridge Resource Conservation District•SSU Field Stations & Nature Preserves

Skill building •Critical thinking•Laboratory skills•Field skills

www.sonoma.edy/scitech/symposium

AssessmentWestEd is using a in-depth sophisticated analysis to measure the impact of the STEM-FYE strategy coupled with annual cohort surveying .

Surveys were revealing

Not at all Slightly Moderately A lota. Were the Peer Mentors effective for delivering the “Transitional Elements” sessions? (12%) (15%) (34%) ( 39%)

b. How important were the peer mentors for your success this semester? (15%) ( 22%) (27%) (37%)

c. How important were the peer mentors for your transition to being a college student, this year? (15%) (24%) (17%) (44%)

13. Think about the Peer Mentors this semester.

Outcome

85% retention of STEM majors in Science 120 vs. 70% for all

STEM freshman

Peer mentors provide

transitional support

Students learn basic scientific methodology

Students explore all

STEM disciplines

Students bond with students,

STEM faculty, and community

partners

Students are on track to a

timely graduation

Faculty join together across

disciplines to provide

innovative STEM curriculum

Summary

Innovative curriculum, high impact pedagogy, dynamic faculty, institutional support, and various assessment methods were all utilized to create a successful program.

Internal Advisory Committee• Chair - John Kornfeld, Director, Ugrad Studies• Andrew Rogerson, Provost• Nathan Rank, Chair, Biology (Co-PI)• Jennifer Lillig, Chair, Chemistry• Ali Kooshesh, Chair, Computer Science• Meng-Chih Su, Engineering Science• Matt James, Chair, Geology• Brigitte Lahme, Chair, Math & Statistics• Lynn Cominsky, Chair, Phys & Astro (Co-PI)• Merith Weisman, Director, CCE• Tim Wandling, English• Karina Nielsen, Biology• Caroline Christian, ENSP

External Advisory Committee• Catherine Halversen, Lawrence Hall of Science• Bryant Hichwa, SSU Emeritus, Phys& Astro• Becca Lawton, Geologist• Georgia McDaniel, Environmental Planner

S3 Team­ Lynn Stauffer, Science & Technology (PI)­ Lynn Cominsky, Chair, Physics & Astro and Director,

NASA E/PO (Co-PI)­ Jeremy Qualls, Physics & Astronomy (Co-PI)­ Nathan Rank, Chair, Biology (Co-PI)­ Claudia Luke, SSU Preserves(Co-PI)­ Karina Nielsen, Biology­ Martha Shott, Math & Statistics­ Carolyn Peruta, S3 Student Services­ Ben Ford, Mathematics & Statistics­ Brigitte Lahme, Mathematics & Statistics­ John Sullins, Philosophy­ Suzanne Rivoire, Computer Science­ Farid Farahmand, Engineering Science­ Mike Smith, Geology­ Carmen Works, Chemistry­ Julie Greathouse, Student Academic Services­ Merith Weisman, Director, CCE­ Ted Britton, WestEd, External Evaluator

Thanks to Team