Presentation on Findings/ Discussion on next steps
Survey conducted December 2014
Molly Springer, EDD; Coordinator of Living Learning Programs
&
Dean Marsha Moroh, College of the Sciences
{
Math, Science and Technology majors
“When I was a first year student”
• Although we do have a Math & Science (M&S), “themed”
program which has been quite popular, the amount of
intentional time that SH&RL has had had to give towards
the restructure of this themed program has been limited.
• We continually have a full floor, and often have many
residents throughout Cypress hall who are all
intentioned pre-majors of the sciences.
• In an effort to better understand the needs of CSUMB
first year students the Coordinator of Living Learning
Program approached the Dean of the College of the
Sciences to co-created a student assessment survey which
could measure and qualify the CSUMB student
experience within the sciences in a way which would tell
us how the students were persisting.
• We asked upper division students to reflect on their
experience as a first year.
• Most of the questions were qualitative, and there was a
ton of data that Molly coded using grounded theory
(Corbin and Strauss) analysis (codes generated from data
saturation = a set of generalizable themes)
• The survey yielded 178 responses in total
• It was given to sophomores, juniors, and seniors taking classes during the
Fall of 2014 within the College of the Sciences.
• The survey had a total of 15 questions (mostly asking for open ended
responses)
• 113 (64%) of the respondents took began their college career here at CSUMB,
and 63 (36%) respondents transferred into CSUMB.
• 98% (171) students took a Science, Math or Technology course during their
first year at CSUMB.
• Out of the 178 responses, 112 (64%) respondents were female, and 64 (36%)
respondents were male.
• 155 of the 178 respondents given this survey are now pursuing a major in
the math and sciences.
• Of those:
• 10% of the 178 respondents were Math majors
• 3% were Communication Design majors
• 17% were Computer Science and Information Technology majors
• 30% were Biology majors
• 17% were Environmental Science majors
• 20% were Marine Science majors.
Questions asked and Findings
What was your favorite Math, Science, or Technology course as at first year (or first
year transfer) student?
Top 4 classes:
Chem 109
Math 130
Cst 231
Envs 211
Why was this class a favorite?
Major themes:
professor teaching class, made it fun
Engaging pedagogy/ hands on learning
Supportive resources available (office hours/ asap help)
Significant quotes
“Professor XX had a style that showed us how to solve problems”
“Teacher was so engaging, He got us excited about making a career out of it”
“The practicality of what we were learning. I am just finishing the class and
we went into so many tool that we could use later in life. The topics were
engaging and interesting yet provided enough flexibility for us to use our
own ideas”
“My professor was passionate about the subject, that allowed for the course
to be exciting and easy to learn.”
“The instructor made the class enjoyable. She made herself available to the
students during the class time when we worked on Labs and Homework that
was due for the week. No other instructor since has designed their
coursework the way that she did, which made all the difference.”
What was a particular strategy that you used which helped you to have success
as a first year (or first year transfer) Math, Science, and Technology student?
Major themes:
ASAP Tutoring (mentioned over 20 times)
Study Groups with friends
A relationship with a faculty member
Strategies for time management applied
Significant quotes
“Make more study groups”
“In the STEM area of learning solving problems is often needed so more problem solving
way and solutions are recommended.”
“Network with new people, and being open to making friends”
“I went to ASAP very frequently and studied t the library as much as possible. Having the
extended hours is a wonderful opportunity to study because it is almost impossible to
study in the dorms”
What was the Math, Science, and Technology course that you found most difficult
as a first year student (or a first year transfer) at CSUMB?
Most Challenging courses mentioned:
Math 130
Chem 110
Chem 111
Math 150
What made the course particularly challenging at the time you took it?
Major themes:
Rigor and Pace
Clarity of instruction
Adjustment and preparation for material
Science Majors were asked:
What has been influential in your decision to continue to major in this program?
Major themes:
Established a key relationship with a faculty member
Future job opportunities
Classes enjoyed were the ones with labs or that engaged students in groups
Passion for the subject
Significant quotes
“Volunteering at Everyone’s Harvest”
“My teacher was motivational and inspiring”
“Following my dreams”
“Advice form faculty and hearing personal stories from them”
“Extremely interesting classes, complimenting an already large interest in the
environment. I feel like I am learning globally important things that everyone should
know.”
Looking back at your first year at CSUMB, what do you feel was your biggest
obstacle(s) in achieving your academic goals?
Major themes:
The Use and understanding of time Management strategies/study habits
Balance and Adjustment to college life
Workload outside of courses
Feeling lost without guidance
Significant quotes
“I had some personal motivation issues I needed to work on”
“Not falling behind, since all of my classes required a lot of studying”
“Study habits”
“Not knowing a lot of people to ask for help during classes if needed. Also, being a
commuter made me less social and not having a “dorm” experience to get to know people.
Making friends was a little difficult”
“The lack of financial assistance. I am an AB 540 student and the only fin aid I have is the
CSU grant to help me pay for my tuition. I have to work a lot of hours in order to pay for
the rest, which really effects my study time.”
Was there anything that the college could have done to
make sure that you had the support you needed? If yes,
please explain.
Major themes:
More access to resources
More tutoring
Departmental offerings for developmental needs/mental health needs/ fin aid
needs/ career advising needs—needed help locating and using resources
The need for a larger support system
Significant quotes
“More emphasis on balance”
“More professors that showed an interest in their students”
“throw more events for the college, so maybe I could have met more people and had a
larger support system”
“The fault of not using the resources was my own”
What suggestions do you have for improving your academic experience at CSUMB?
Major themes:
More Major cohort based activities (non-class)
Guidance with picking the correct courses
ASAP is great, there needs to be more study workshops
Access to departmental information
Engaging pedagogy
Significant quotes
“More major-related activities. I would love to get together with a group of students and start working
on something.”
“Invest more time into looking at potential faculty and include students in the hiring process”
“A lot of problems I’ve had come from the professors, it being their first time teaching, and were
confused about the department needs”
“More workshops on employment for students with a STEM undergrad degree”
“If there was a way to expand the availability of peer mentors for new students and create mentor
groups. I feel that new students might benefit from mtgs to discuss academic issues with more
experienced peers”
What words of advice would you give to a new first year
student who would like to major in Math, Science, or
Technology fields here at CSUMB?
Major themes:
Making friends to study with
Do not procrastinate
Keep on top of the reading
Do not be intimidated
Study, study
Use ASAP
Get involved with a research project (non UROC)
Significant quotes
“It’s definitely harder than you expect, but don’t let that discourage you. Utilize
the resources you have around you whether its peers, professors office hours, or
ASAP.”
“Try and get to know your professors as well. It will benefit you, and you will
likely meet them many more times before you graduate.”
“Seek help early”
“Do not approach these classes like you approach your high school classes. This is
at a completely different level than you are used to. Do not be discouraged if you
have a hard time at first. There is a reason why not many students decided to go
into the STEM field because it is HARD. Do not compare yourself to other
students all the time, the only person you should be competing with is yourself.”
Limitations
• The survey only captured responses from current sophomores, juniors,
and seniors already majoring within the department.
• These students are well versed in the majority of departmental
knowledge as they are already majoring in the College of the Sciences
fields.
• Might be a wider collection of data of a specific gender. For example the
majority of respondents of this survey were female, yet the majority of
needs might be layered with different needs for gender and identity
inclusivity.
• different questions could have been asked in order to establish a
significant understanding of retention of both the College of the Sciences
students’ ethnicity, and current living status.
• Another helpful question would have been whether or not these
respondents had taken an FYS within the sciences, and if that course was
helpful in their understanding of campus resources.
• A better grasp of knowledge about students who carry impacted work
schedules compared to students who are not working
• a more thorough understanding of the College of the Sciences student
first generation status and experience is needed
Discussion and Next Steps
It is important to understanding how students are persisting in order to better
understand retention patterns, student developmental needs, and how collaborative
efforts can occur between academic and student affairs partnerships.
Sense of Belonging and Attachment equaling success
The findings of this survey lead us to better understand that students’
perceptions of their persistence within the major is largely due to:
•
sense of belonging and a sense of attachment to a College of the Sciences
faculty member
• an engaging class
• a staff member
• or a peer study group.
We know this data to be in line with research that indicates that both a sense of
belonging and attachment needs of students are a significant variable to their success
(Hoffman, Richmond, Morrow, and Salomone, 2002) and in particular to an HIS, this
need continues to be important for STEM students (Crisp, Nora, and Taggert, 2009).
Study Habits, Guidance, and Time Management as indicators of persistence
• Many student developmental and time management issues and challenges
came up as significant towards student’s feelings of success and persistence
along the way.
• Even though a large majority of students found partners like ASAP, there was
a large majority of students who are looking for access to different resources,
or indicated that once they found the resource it helped them.
• Students within the survey noted that often finding the guidance for the
correct courses could be either helpful or hindering to their persistence.
• The findings of this survey indicated that students who come to understand
the resources available are successful, but more understanding of how to get
the resources into the hands of students should be discussed.
Peer Support and developmental understanding as variables to persistence
• Some respondents to this survey indicated their own feelings of
incompetence or “shyness” played a hand in their ability in findings
resources and support, including hindering their ability to network
with professors and make friends.
• For STEM student’s research indicates that peer connections with
other STEM students are useful strategies towards persistence (Zhoa
& Kuh, 2004).
• Often, when appropriately guided, these peer connection are high
impact practices which turn into learning communities and provide
critical inquiry for students on a developmental level.
• Finding peer support within the college was a challenge for some
• Although, finding a faculty or staff member and making a connection is a tool
of persistence for respondents within this survey, what doesn’t seem clear is
what strategies the students are using to overcome their initial fear of those
relationships and find those attachments.
• Within this survey, the majority of respondents who found an attachment with
a faculty member or an advisor, did that on their own with only one
programmatic framework mentioned, ASAP, which was helping guide them
towards building upon developmental needs.
• What this indicates is a need for more frameworks of building developmental
knowledge and support structures which can guide students to campus
resources.
• Additionally, building STEM focused student friendly resources within the
college of the College of the Sciences, including more peer support frameworks
like science and math clubs, or even study spaces could be important to pursue.
In conclusion
An Enhanced STEM focused Hall: what should it look like, what can it help with?
• The survey brings to our attention a number of factors to be considered
including
• Although the College of the Sciences is retaining women in the sciences, there
might not be enough peer support and holistic support within the College of
the Sciences for those women as indicated by the 63% of respondents who were
women.
• within this framework create more efforts towards female study groups, access
to campus resources, career strategies for women in the sciences and a stronger
attachment to the College of the Sciences if women faculty in the sciences
would continue to be involved in such a framework in order for attachments to
be formed, and perhaps a multi-level (freshman through senior) experience
might be worthwhile.
• CSUMB serves as a natural fit for students interested in pursuing
Marine Science.
• A series of cohorted courses might be helpful.
• Pre-health as a floor? CSUMB has various directions related to health,
including the collaborative health and human services major, a
bachelor’s in nursing, students with pre-medical ambitions who major
in biology, a community health minor, and two student organizations
focused on pre-health professions and pre-medicine.
We are in discussion…. Your thoughts are appreciated