Our interdisciplinary planning group crafted an ambitious STEP proposal to address issues of retention and
success in science, mathematics and computing. Based on preliminary data and study of best practices, we
identified new collaborative learning materials, improved identification of at risk students, a summer
enrichment bridge program and new program to recruit underrepresented students as key improvements
needed. We particularly focus on best practices that attract and retain students in science majors, especially
underrepresented minorities and women. Our key goals are to increase the number of science and math
majors by 150 per year and double the number of URM graduates with science and mathematics majors.
To achieve these goals we are:
 Enhancing collaborations between faculty at Oxford and Emory University
 Engaging current and future faculty in workshops and SOTL groups focusing on course design,
assessment of course models and materials, and inclusive instruction
 Refining intervention strategies for students at risk for low academic performance in Biology and
Chemistry introductory courses
 Refining readiness assessments for introductory science and mathematics courses by using ALEKS
assessments for chemistry and mathematics.
 Testing a bridge program in two versions; residential and on-line focusing on chemistry and biology
concepts and quantitative skills
 Creating academic support materials keyed to concepts that impede academic performance
 Designing and implementing new courses in mathematics and computer sciences to attract students to
those majors.
 Expanding our science and math advising, mentoring and careers in science program
 Creating pathways to early research with funds from HHMI, NIH and the college to leverage NSF
investment
 Augmenting a high school program designed to prepare and recruit underrepresented students to
Emory and Oxford
 Conducting formative and summative assessments on changes to introductory courses, academic
support and mentoring, including quantitative data on student performance, qualitative data from focus
groups to determine what factors influence retention in major or career path
Emory STEP affects retention and graduation rates among Emory and Oxford College students by building
connections between our two-year and four-year college faculty and students. In order to affect change,
our grant activities focus on both student and faculty development, based on recommendations from our
interdisciplinary planning group, departmental input and administrative recommendations. We continue
identifying and developing new collaborative learning materials built, improved methods of identification
and assessment of at risk students, continue to build our summer enrichment bridge program and leveraged
several other college-wide grants in order to continue building a pipeline for students focusing on
innovating curriculum, professional development and student-centered research opportunities to increase
retention and graduation rates. Emory College graduates in STEM field have increased from 742 to 916.
Since the overall goal was 150 new graduates per year by the end of the grant, we are progressing well.
URM graduates have only shown a slight rise from 99 to 104. Part of that is due to lower recruitment
numbers in earlier years. This years class and early acceptances for next year indicate a much higher
proportion or UR students. Majors show substantial increases from 1985 students to 2927. Oxford also
shows an increase in majors from 229 to 299 and an increase in transfer to Emory from 92 to 138, which
should be reflected in future graduates. Applications for the early research program topped 250 this year,
nearly double last years numbers. The summer research program also received nearly double the number
of internal Emory applicants.
NSF investment was crucial in many ways. NSF funds were crucial to support faculty discussion and
review of a growing literature on best practices. NSF investment allowed us to hire a full-time project
director to assist with other grant developments, create assessment instruments and design and conduct
the summer bridge program. NSF investment was crucial in persuading Deans to add support and
infrastructure to support early research.
The most critical element that we could not have done without NSF support is GLUE – Getting a Leg
Up @ Emory – our summer bridge program component of the grant. We are testing whether we can
achieve similar impact by comparing an on-line version with a residential version. Students are exposed to
several case studies allowing exploration of concepts in biology, chemistry, physics and math while
interweaving professional development and student success skills into each case. Students engage in a
series of Q&A seminars with a variety of on-campus resources including Residence Life, Campus Tutors,
Introductory Professors and our Career Center. The program builds confidence, attitudes and resource
knowledge in URM and at-risk student population in pre-freshman enrolled at both Emory and Oxford
College. All materials developed for the summer bridge program residential program modified as needed
in order to be useful to our online program participants utilizing the Google Apps for Higher Education
platform, allowing students to actively collaborate in groups utilizing a number of available Google Apps
(Docs, Drive, Hangouts, etc.). Faculty and graduate fellows monitored online program completion of case
studies, activities and problem sets via interactive chats and discussion forums, on an as necessary basis
with an answer period of 24 hours maximum. Fellows interact with students twice weekly using the blog
and wiki features. The bridge program is advertised via invitation to students in mid-summer before their
freshman year as a bridge to success in science and mathematics disciplines, not as remedial.
The chemistry department continues to use the ALEKS, automated/quizzing program, now in its third
year, to bolster the understanding of students in general chemistry courses serving over 700 first year
students annually. We have found the ALEKS program to be very effective at helping students of all
ability levels. To date, the Chemistry department reports that the use of ALEKS has allowed their
introductory course instructors to focus on topics in greater depth than before the system was implemented.
This has also translated to students using office hours differently, as students are now more likely to ask
multi-concept questions instead of struggling with fundamental concepts as much. Fundamental topics
such as unit conversion and dimensional analysis are no longer covered in detail in class but briefly
mentioned and then ALEKS takes over. This has also allowed instructors to focus more on real-world
examples and problems as students are more prepared and find connections between concepts more
readily.
We think that the impact of this grant helped us achieve an NIH IMSD grant funded this fall to support
under-represented students interested in research careers and assisted in two other summer research
program grants. We know that working together on this grant facilitated the development of an HHMI
proposal submitted this fall. Because faculty from different departments were drawn together to think
about curricular issues that affect retention they were eager to work on increasing student persistence and
success through an integrated program that will augment authentic research in introductory courses,
strengthen evidence-based engaged learning in core courses, enhance student development and
undergraduate research support. Biology has integrated pedagogy workshops into their main weekly
seminar series. Training of Emory graduate students and post-doctoral fellows in curriculum development,
identification and remediation of scientific misconceptions, active learning techniques, engaged pedagogy,
instruction and development of problem-based learning and SOTL and institutional IRB considerations.
This extended to non-Emory faculty from local institutions including HBCU schools Morehouse and
Spelman College, Georgia State University and an all-female 4-year liberal arts Agnes Scott College.
What future NSF funding priorities are needed to maintain STEP momentum?
Funding for implementation of best practices and evidence based practices is essential. A review of the
literature on retention and persistence in STEM majors suggests that although high school preparation has
a significant impact, many interventions can be undertaken by colleges and universities to achieve parity
in persistence 24. Numerous studies have identified factors that contribute to undergraduate retention and
persistence. Although academic factors such as performance in gatekeeper courses 33, targeted support
programs 56 and bridge programs 81 social support, self-efficacy, identity as a scientist, academic
adjustment, early engagement in research, close faculty mentorship, and resilience are also major factors
24,25,36-7,143
. High Impact Practices (HIP) 46 particularly influence UR student retention, persistence and
entry into advanced degrees. Graham et al 55 introduce a persistence framework model that focuses on
developing student agency, confidence and self-efficacy 41 through learning and professional
identification to increase both confidence and motivation and thus increase academic success. Key
elements of the framework include early research, active learning strategies in the classroom, and learning
communities to increase identity as a scientist and academic success. Students who engage in research in
the first two years are significantly more likely to persist in STEM majors and to advance to doctoral
programs 23,62,110,144. Funding is needed to adapt these best practices to all institutional types.
One of the crucial components of maintaining and disseminating this good work is the continuation of
funding for STEPCentral and for annual STEP-like directors meetings.