Discipline: Biological Sciences
Subcategory: STEM Science and Mathematics Education
- Harris-Stowe State University
Co-Author(s): Anbreen Bashir, Scott Horrell, John MacDougal, Diane Smoot, Harris-Stowe State University, St. Louis, MO
Despite decades of interest and research into promoting the success of under-represented students in STEM, a persistent gap remains. Nationally, retention in science fields is lower for students in low-income brackets, first-generation students, and minority students. Harris-Stowe State University is an open-enrollment Historically Black College/University that ranks in the top of Missouri public institutions in the degree production of African-Americans, and is thus is an ideal place to study factors that can broaden participation in STEM. Harris-Stowe was awarded a Targeted Infusion Project in the Fall of 2015, with the goal of implementing faculty-driven first-year biotechnology curriculum to study the effect on biology student retention and networking. Prior to the TIP:BIO-BOOST funded intervention, only 6% of first-time freshman were known to full-time biology faculty by the end of their first term (assayed each November). Now in TIP BIO-BOOST year three, the number of first-year freshman known by full-time faculty has grown to 43%. The BIO-BOOST intervention has redefined the first-year biology experience at Harris-Stowe with significant effects on retention and opportunities for students. These successes are being realized during a time of rapid growth (2.5x increase in enrollment) for the Harris-Stowe Biology Program. Through assessment of the TIP:BIO-BOOST intervention, we intend to build both academic and social strategies that promote the success of STEM students.
Funder Acknowledgement(s): This project is funded by a National Science Foundation HBCU-UP TIP grant, award number 1533545
Faculty Advisor: None Listed,