Bates Summer Scholars

Program

Bates Summer Scholars

Program

Inaugurated 2007Inaugurated 2007

With generous support fromWith generous support from the Howard Hughes Medical Institute the Howard Hughes Medical Institute

and private donorsand private donors

Inaugurated 2007Inaugurated 2007

With generous support fromWith generous support from the Howard Hughes Medical Institute the Howard Hughes Medical Institute

and private donorsand private donors

CHASJune 18, 2010

Recruiting and Retention Goals:Recruiting and

Retention Goals:A more diverse Bates student bodyA more diverse Bates student body

Recruit students with an interest in Recruit students with an interest in science and math science and math

Persist and succeed in science and Persist and succeed in science and mathmath

A more diverse Bates student bodyA more diverse Bates student body

Recruit students with an interest in Recruit students with an interest in science and math science and math

Persist and succeed in science and Persist and succeed in science and mathmath

Great Ideas in MathematicsGreat Ideas in Mathematics

Forensic ScienceForensic Science

Success in Recruiting to Bates

Success in Recruiting to Bates

32 students (only 1 has transferred to another school)

6 Hispanic, 10 Asian Americans, 10 African Americans, 1 Non Resident Alien, 2 American Indian and 3 white students

17 are first generation to college

6 of 8 Maine students from under-resourced schools

2 attended parochial school, private: 7 and public: 23 16 women; 16 men

32 students (only 1 has transferred to another school)

6 Hispanic, 10 Asian Americans, 10 African Americans, 1 Non Resident Alien, 2 American Indian and 3 white students

17 are first generation to college

6 of 8 Maine students from under-resourced schools

2 attended parochial school, private: 7 and public: 23 16 women; 16 men

AssessmentAssessment

InterviewsInterviewsRegular check-insRegular check-insDeclared majors surveyDeclared majors surveyTranscript analysisTranscript analysisComparison groupComparison groupGoing forward: Logic modelGoing forward: Logic model

InterviewsInterviewsRegular check-insRegular check-insDeclared majors surveyDeclared majors surveyTranscript analysisTranscript analysisComparison groupComparison groupGoing forward: Logic modelGoing forward: Logic model

Logic modelLogic model

Inputs Strategies Outputs Outcomes Impact

ResultsResults2007-2009 grades in 12007-2009 grades in 1stst course math course math2007-2009 grades in 12007-2009 grades in 1stst course math course math

ResultsResults2007-2009 grades in 22007-2009 grades in 2ndnd course math course math2007-2009 grades in 22007-2009 grades in 2ndnd course math course math

ResultsResults

Segments within the cohortsSegments within the cohorts

2007 2008 20092007 2008 2009

3 3 23 3 2

Segments within the cohortsSegments within the cohorts

2007 2008 20092007 2008 2009

3 3 23 3 2

ResultsResultsMajors in Math and the SciencesMajors in Math and the Sciences

2007 & 20082007 & 2008

AllAll Scholars Scholars Comparison Comparison Majors Majors 28%28% 33% 33% 23% 23%

Majors in Math and the SciencesMajors in Math and the Sciences

2007 & 20082007 & 2008

AllAll Scholars Scholars Comparison Comparison Majors Majors 28%28% 33% 33% 23% 23%

Lessons/next?Lessons/next?

• First year advising: what’s said, what’s heard? First year advising: what’s said, what’s heard? • Focus on the math curriculumFocus on the math curriculum• ““I wish I hadn’t taken so many science classes”I wish I hadn’t taken so many science classes”• What should the first year look like? What should the first year look like?

• First year advising: what’s said, what’s heard? First year advising: what’s said, what’s heard? • Focus on the math curriculumFocus on the math curriculum• ““I wish I hadn’t taken so many science classes”I wish I hadn’t taken so many science classes”• What should the first year look like? What should the first year look like?