advising STEM students when you’re a stranger to STEM

NACADA | 2018

Science Technology

Engineering Math

NACADA | 2018

What is...

What is STEM anyway?

sedimentologystudy of sand, silt and clay, and the process

that results from their formation (erosion and

weathering)

What is...

What is STEM anyway?

hydrologystudy of the earth’s water and its movement

in relation to the land

What is...

What is STEM anyway?

neuroeconomicsinterdisciplinary field that seeks to explain

human decision making, the ability to process

multiple alternatives and to follow a course of

action

What is...

pathogenic bacteriologystudy which focuses on the mechanisms

utilized by bacteria to establish infection and

cause disease

What is...

cytogeneticsstudy of inheritance in relation to the

structure and function of chromosomes

What is STEM anyway?

Session Objectives

What is STEM anyway?

1. Overview literature and academic advising philosophies as they apply to

STEM undergraduate students

2. Analyze research project findings and identify trends for STEM advising

3. Provide strategies for how to learn the language of a STEM curriculum

4. Discuss experiences common among STEM students

5. Strategize opportunities for growth within knowledge of STEM advising

Presenter background

Elaine LewisAssistant Director of Undergraduate ProgramBiological Sciences

▪Bachelor’s: history/political science

▪Master’s: higher education

▪Advisor: first experience

April NewcomerStudent Programs Coordinator & AdvisorGeosciences

▪Bachelor’s: psychology

▪Master’s: counseling & human dev.

▪Advisor: transfer, transition, exploratory

new to Virginia Tech

Highlights from STEM literature

guiding literature is posted as a conference handout

▪expectancy-value theory

○ meaningful exploration

○ perception of costs

▪intrusive advising application

○ achieving STEM success

○ timeline for advising interventions is crucial in STEM

▪metacognitive learning approaches

○ secondary level STEM learning is vastly different than postsecondary

○ incorporate short lessons into advising sessions

▪strong occupational outlook

○ check sources frequently

Quantitative snapshot

profile of Fall 2017 new student cohort

Quantitative snapshot

Quantitative snapshot

Applying existing knowledge to STEM

narrowing your focus through data

▪Intrusive Advising

○ pursuit not deterred by interest, but by lack of realistic strategies

○ know your population: self-perception is key

○ classes build on each other; students must really learn material to

succeed in STEM, not just pass the test

○ disconnect between math/science preparation and reality of

academic rigor in higher ed

○ interventions (skills workshops, tutoring, resources)

Applying existing knowledge to STEM

▪Developmental Advising

○ respect student’s thinking and prior knowledge

○ identity is often associated with expected career plans

○ students have differing amounts of motivation, expectations for

success

○ assist with realistic goal-setting

○ understand what has drawn student to this field for help with

parallel planning; be aware of alternatives - many paths

Applying existing knowledge to STEM

▪Career Advising

○ hands-on experience is imperative in STEM (show what you

know)

○ encourage experiential activities such as culmination experiences,

field study, undergrad research, study abroad, internships, etc.

○ know your resources/keep a database: career centers, faculty

from field, industry contacts

○ O*net, Occupational Outlook Handbook - be comfortable with

the fact that you will never know everything in this area

Methodology▪met once weekly (February-September)

○ highlighted knowledge acquisition

○ identified professional development

○ discussed challenges

▪conversation outline

○ structured with seven consistent questions

▪coded qualitative data

○ identified themes

○ inclusion vs. exclusion

sample meeting notes posted in the NACADA handouts

Methodology: seven questions

questions developed from the 6 phases of the appreciative

advising framework

What did I learn about my STEM program this week? (disarm)

What challenges did I face this week? (discover)

Was this a STEM specific challenge, why or why not? (discover)

Does this fit into an existing category of STEM issues? (dream/design)

What did I do to overcome this challenge? (dream/design)

What strategies can I use to prevent this issue in the future? (deliver)

How have these strategies worked thus far? (don’t settle)

Themes from weekly meetings

career exploration

special populations

advising resourcesacademic policy

departmental collaboration

student athletes

communication

orientation programsstruggling students

professional development

course sequencing

advising technology

experiential learning

institution wide STEM specific

academic technology

student resources

financial support

Them

es f

rom

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TBD

STEM both institutional

Strategies to learn the STEM language

What are your key personal relationships?

▪cultivate your resources

○ key personal relationships

○ resource file/bookmarks bar

▪techniques to learn terminology

○ flashcards

○ a quick “google” is okay!

▪career opportunities

○ understand the career options for your students

▪make a cheat sheet

○ understanding prerequisites

○ explaining undergraduate research

bioinformatic methods

glacier ablation

Experiences common for STEM students▪experiential learning

○ undergraduate research

○ field study

○ co-ops/internships

▪parallel planning

○ finding an alternative pathway to goal

○ course sequencing - alternatives: local

community college, course substitutions

▪vital study skills

○ test taking strategies

○ metacognitive study (process analysis,

concept mapping)

be ready for unexpected challenges

Next Steps▪dominant themes

○ is STEM advising really different?

○ are STEM students really different?

▪course sequencing

○ gateway courses

○ curriculum evaluation

○ course realignment

▪building communication venues

○ is this an internal challenge only?

▪expectancy-value theory

○ career motivation

○ academic commitment

iGEN

Questions?

April Newcomerapriln@vt.edu

Elaine Lewiselainel@vt.edu

you can access our slides on the NACADA handouts page