A. Low Retention of Students, Especially Women in SMET

A key goal of NSF’s Division of Undergraduate Education programs is to increase the numbers of underrepresented students who pursue careers in science, mathematics, engineering and technology (SMET) fields. As with many of the nation’s post secondary institutions, URI has room for improvement in this area. In 1997, women received 5 of the 33 degrees (15%) in physical sciences and 20 of the 126 degrees (16%) in engineering. Here, as in other institutions, the percentage of women receiving bachelor's degrees in the life and health-related sciences was higher- 49 percent in biological sciences, and 51 percent in pharmacy.

Nationally, SMET disciplines have low student retention rates. At URI, the retention rate for the College of Engineering is 57 percent; biological sciences, 33 percent; and physics, 50 percent. All of SMET disciplines at URI want to improve retention rates, especially for women. The computer science program has doubled its freshman enrollment in the past four years, however, these numbers still do not fill the need for well-trained workers in the state (Economic Development Corporation of Rhode Island). Women are still severely underrepresented, comprising only 10 percent of the freshman class, and the retention rate is about 50 percent. Students complain that the climate in the department is not welcoming, and have approached faculty and suggested changes in pedagogy and interactions with the students, such as increased peer group formation, collaboration, and socialization. This proposal substantially supports these requests from students.

B. Lack of Community for Faculty

Faculty members lament that there are few opportunities to talk with colleagues outside their departments, especially about teaching and learning. Reasons are many: Department structures, spatial assignments, course schedules, reward systems, increasing research specialization and a tendency to find collaborators and colleagues among one’s counterparts at other institutions. These factors all conspire to isolate faculty and direct their attention away from students and learning. To build connections and community requires deliberate, systematic, and persistent effort, which this project will address.

C. National Context

In 1996, an NSF advisory committee reported that, while America’s basic research in math, science and engineering is world-class, its education is not. SMET education continues to serve as a filter that produces a few highly qualified graduates, leaving the other students under-served. At the same time, it is critical for citizens to be scientifically and technologically literate. The economy produces few high-paying jobs for those without technical skills. (NSF 1996). We are optimistic that the URI Learning Communities (LC) models will be successful in addressing these problems and catalyze change throughout URI and the nation.

D. Project Overview, Goals and Objectives

Multidisciplinary Science and Engineering Learning Communities for Students and Faculty is comprised of four student LCs, one year-long faculty LC, a peer mentor program that links all the LCs, and a conference to disseminate the findings and stimulate new ideas. The principal and co-investigators come from many disciplines-computer science, electrical engineering, chemical engineering, psychology, English, biology and women's studies. To increase retention and learning in SMET fields, this project adapts and implements successful approaches from outside and inside URI. It combines three of the four DUE themes for targeted emphasis-faculty development, diversity and integration of technology to improve learning and teaching.

Feelings of isolation and aversion to competition frequently deter students, particularly women, from remaining in SMET fields (Springer et al. 1997). An NSF funded meta-analysis found that small group learning has positive effects on undergraduates in SMET courses, which could significantly reduce attrition (Springer, 1997). Learning Communities (LCs) have successfully addressed problems of isolation in other settings (MacGregor et al. 1998). Studies find that women students are more motivated when social and personal goals are attained (Kaufman and Creamer, 1991). Moreover, linking courses in different disciplines encourages students to make connections between science and its social and political contexts (Rosser, 1990; Fausto-Sterling, 1992).

Educators are calling for more engaging curriculum and pedagogy, such as: active, hands-on learning (e.g., Anaya, 1996; Johnson, Johnson, & Smith, 1991; Perry, et al., 1996; Shapiro, 1998 Watson,et al., 1996); constructive learning (e.g., Quartz, & Sejnowski, 1997; Vermunt, 1998); cooperative, small-group learning (e.g., Courtney, Courtney, & Nicholson, 1994; Cranton, 1996; Davidson, 1985; Millis, 1996); problem-based learning (e.g., Allen, Duch, & Groh, 1996; Peterson & Treagust, 1998; Shelton & Smith, 1998); and mentoring (e.g., Dearden, 1998; Kemp, et al., 1996; Topping & Ehly, 1998). These practices help to make abstract theory more relevant and applied, thereby promoting greater motivation, reasoning, structured knowledge, and self-learning skills (Thomas, 1997) needed to develop a "foundation of understanding" (Fennema, et al., 1998, p. 20) that can sustain long-term learning in science, math, and engineering.

The overall goals of the SMET learning communities are 1) attract more students, especially women, into SMET majors and courses; 2) increase retention of students, especially women in SMET majors; 3) foster confidence among students, especially women in SMET majors and courses; 4) connect women SMET majors to support networks of interdisciplinary faculty and peers; 5) increase learning through use of innovative, research-based teaching strategies; 6) increase understanding of innovative pedagogy to facilitate learning in highly technical SMET courses. We predict that the model LCs will catalyze institutional change at URI.

Dissemination of Results: Curriculum Initiatives in Science, Mathematics, Engineering and Women’s Studies Conference

In Fall 2001, the model LCs will be showcased and external speakers doing groundbreaking work will be presented in a regional conference. The conference will be free of charge and advertised to the secondary and academic communities.