The Dillard University Deeper Student Learning (DU-DSL) program is program designed to improve Student Achievement by identifying and implementing instructional strategies, systems, and structures that improve postsecondary learning and retention, resulting in completion of a degree in a STEM field. The proposed DU-DSL Program directly responds to both the Competitive Preference Priority and the Invitational Priority as defined in the Program Solicitation.
The DU-DSL was conceived after a prolific STEM discernment process that identified three key barriers at Dillard to student STEM success, retention, on-time graduation and selection into STEM careers: (a) students enter DU with limited mathematics competences and confidence; (b) inadequate deeper learning and content retention, to gradually build on fundamental concepts in courses over time; and (c) limited on-campus research experiences that promises every STEM major has the opportunity to “emulate a scientist”, and solve authentic research questions. Consequently, the DU-DSL project will embrace evidence–based STEM curricular and pedagogical strategies and aligned professional development in order to: (1) increase overall STEM enrollment, boost students’ acquisition of STEM required skills and confidence in gate-keeper courses; (2) accomplish DSL by adding required peer-led supplemental instruction to all STEM gatekeeper courses that are currently barriers for student progression and retention; and (3) encourage STEM interest, communication skills, critical thinking and experimental design by introducing authentic research into course-associated laboratories per STEM degree pathways.
The primary goal of this project will focus on our progress in innovation in STEM gate keeper courses, faculty development in student-centered pedagogies to encourage deeper learning and our gradual implementation of authentic research in courses associated. We propose the measurable outcomes of this effort will increase student STEM retention in biology from 25% to 30% as well as: chemistry by 10%, mathematics 10%, computer science 10% and physics 10%. Also, the time to completion of STEM prerequisite mathematics courses will be shortened to 1 semester instead of 2 semesters. Also, performance in targeted gateway courses will improve by an average of 1+ grade level/course, and STEM on-time graduation rate will increase from 27.27% to 40%.
Facilitator Diversity, Equity, Access, Inclusion, and Belonging Officer
May 9, 2022 | 11:45 p.m.
Hi Dr. Broadway. Excellent presentation and program here. If I am understanding your question appropriately, a program such as the Science Education Partnership Award funds pre-college STEM education preparation programs and informal STEM programming. Try this program, http://nihsepa.org/, but we can definitely talk more about other programs like POSSE, etc.
Ruby Broadway
Lead Presenter Professor
May 10, 2022 | 02:05 p.m.
Thanks I will look into that partnership.
Ruby Broadway
Lead Presenter Professor
May 10, 2022 | 03:56 p.m.
Let's talk. My number is 504-816-4725. I am in Louisiana which is central Standard Time. I am only in the office M-W, and this is graduation week.
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Facilitator Diversity, Equity, Access, Inclusion, and Belonging Officer
May 9, 2022 | 11:52 p.m.
Programs like this are always essential for STEM persistence! I have a few questions/comments:
Once students complete the program do they maintain a team of advisors to provide wrap-around support services through their other classes.
Could you say a bit more about your strategies to support study skills; many students are just overwhelmed with the wealth of information in STEM courses, but are not familiar with how to study in groups, for example.
In addition to hands-on learning experiences, are you able to extend longer-term internship options at DIllard University or offer support in internship applications at other institutions
What career professional development education do you provide, if any, as part of the preparation courses? part of engaging students in STEM is also informing them of the diversity of career paths within STEM (extending beyond medical school and teaching).
Ruby Broadway
Lead Presenter Professor
May 10, 2022 | 02:10 p.m.
Yes and we have peer tutors and they are assigned t me as their advisor.
We have study group led by peer students/tutors
Yes we do seek internships for students ant other institutions as well as Dillard.
Professionals development activities
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Found helpful: Neela White
Ruby Broadway
Lead Presenter Professor
May 10, 2022 | 02:10 p.m.
Diversity and inclusion is a big part of our plan for students.
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We are at ASU and we focus on the experiences of the Black students in higher academia. I think it would be great if we can find some time to talk and possibly collaborate in the future. dmaitra1@asu.edu/Brooke.Coley@asu.edu
I just want to comment on this video and the wonderful opportunity that Dr. Broadway and her colleagues are providing these students. I love the four pillars that were shared. The last pillar, self-efficacy is a major component of retaining URM students in STEM. I love that programs such as DSL project at Dillard is allowing for those students to see the possibilities not only in pursuing their studies at DU but also pursuing STEM as a career. Keep up the great work!
Great video - and I loved the inclusion of outcome measures in your short description. I'd love to know what your plans are for evaluation in the short and long term?
Ruby Broadway
Lead Presenter Professor
May 17, 2022 | 07:26 a.m.
Thank you for your comment.
Gregory Goins
Facilitator Professor and Chair
May 12, 2022 | 09:26 a.m.
Just wanted to take a minute to comment and say that what you guys are doing here is wonderful. This is a great way/opportunity for kids to really get involved with hands on experience within STEM. Inserting videos of them involved and engaged did a great job with getting your message across!
Is your program implemented during the summer prior to students' first year so they can be better prepared for the STEM gatekeeping courses? If so, how long is the program and how much time they spend in each of the areas (biology, pre-cal, chemistry, etc.)?
Thanks!
Ruby Broadway
Lead Presenter Professor
May 17, 2022 | 07:26 a.m.
Yes 5 weeks
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I was curious if there was any room on this project to research students sense-making around STEM ideas to unpack what are common vexations (challenges) students have in understanding key STEM concepts that may impact the matriculation within STEM courses?
Ruby Broadway
Lead Presenter Professor
May 16, 2022 | 07:35 p.m.
Yes they leave the program and inter a research appointment with an on campus or off campus mentor.
Ruby Broadway
Professor
I am Ruby Broadway, Ph.D. ; Professor of Biology at Dillard University
I would like to know who funds pre-college programs open to inclusion and diversity
Stephen Alkins Ph.D.
Diversity, Equity, Access, Inclusion, and Belonging Officer
Hi Dr. Broadway. Excellent presentation and program here. If I am understanding your question appropriately, a program such as the Science Education Partnership Award funds pre-college STEM education preparation programs and informal STEM programming. Try this program, http://nihsepa.org/, but we can definitely talk more about other programs like POSSE, etc.
Ruby Broadway
Professor
Thanks I will look into that partnership.
Ruby Broadway
Professor
Let's talk. My number is 504-816-4725. I am in Louisiana which is central Standard Time. I am only in the office M-W, and this is graduation week.
Stephen Alkins Ph.D.
Stephen Alkins Ph.D.
Diversity, Equity, Access, Inclusion, and Belonging Officer
Programs like this are always essential for STEM persistence! I have a few questions/comments:
Ruby Broadway
Professor
Yes and we have peer tutors and they are assigned t me as their advisor.
We have study group led by peer students/tutors
Yes we do seek internships for students ant other institutions as well as Dillard.
Professionals development activities
Neela White
Ruby Broadway
Professor
Diversity and inclusion is a big part of our plan for students.
Stephen Alkins Ph.D.
Brooke Coley
Dr. Broadway,
We are at ASU and we focus on the experiences of the Black students in higher academia. I think it would be great if we can find some time to talk and possibly collaborate in the future. dmaitra1@asu.edu/Brooke.Coley@asu.edu
https://coleyspacelab.com/space-crew/dr-brooke-...
Ruby Broadway
Professor
Sure my email address: rbroadway@dillard.edu
Neela White
I just want to comment on this video and the wonderful opportunity that Dr. Broadway and her colleagues are providing these students. I love the four pillars that were shared. The last pillar, self-efficacy is a major component of retaining URM students in STEM. I love that programs such as DSL project at Dillard is allowing for those students to see the possibilities not only in pursuing their studies at DU but also pursuing STEM as a career. Keep up the great work!
Ruby Broadway
Professor
Thank You.
Kenne Dibner
Senior Program Officer
Great video - and I loved the inclusion of outcome measures in your short description. I'd love to know what your plans are for evaluation in the short and long term?
Ruby Broadway
Professor
Thank you for your comment.
Gregory Goins
Professor and Chair
Just wanted to take a minute to comment and say that what you guys are doing here is wonderful. This is a great way/opportunity for kids to really get involved with hands on experience within STEM. Inserting videos of them involved and engaged did a great job with getting your message across!
Ruby Broadway
Professor
Thank you, we work hard to engage our students.
Maria Santisteban
Great video Dr. Broadway!
Is your program implemented during the summer prior to students' first year so they can be better prepared for the STEM gatekeeping courses? If so, how long is the program and how much time they spend in each of the areas (biology, pre-cal, chemistry, etc.)?
Thanks!
Ruby Broadway
Professor
Yes 5 weeks
Maria Santisteban
Clausell Mathis
Great presentation!!
I was curious if there was any room on this project to research students sense-making around STEM ideas to unpack what are common vexations (challenges) students have in understanding key STEM concepts that may impact the matriculation within STEM courses?
Ruby Broadway
Professor
Yes they leave the program and inter a research appointment with an on campus or off campus mentor.
Further posting is closed as the event has ended.