Immersion Experiences Study Session
The First2 Network is supported by the National Science Foundation under Award Numbers:
HRD-1834601, Green Bank Observatory; HRD-1834575, Fairmont State University; HRD-1834586, Higher Education Policy Commission; HRD-1834595, High Rocks Educational Corporation; HRD-1834569, West Virginia University.
Over the next 10 years, double the graduation rate (from 30% to 60%) of the students in West Virginia who enter college with a declared STEM major who complete a STEM degree within 4 years. Measures
Driver Diagram
STEM students feel connected to STEM research, understand STEM career options and feel competent enough to pursue them.
STEM students succeed academically.
STEM students are meaningfully connected with faculty, staff, and peers in ways that promote belonging (fit), wellness, resilience, and financial stability.
STEM students engage in leadership experiences that identify systemic issues impeding students’ success in STEM, and co-create new solutions to these issues.
Administrators and faculty coordinate to increase participation in research experiences for First2 students.
Institutional teams coordinate with workforce partners and career services to connect First2 students to STEM career pathways and jobs.
Aligned Change Ideas
Career Internship Immersives
Mental Model Shift: Campuses clarify the career pathways for STEM students, both research and commercial.
Research Immersives (including Summer Immersives)
Over the next 10 years, double the graduation rate (from 30% to 60%) of the students in West Virginia who enter college with a declared STEM major who complete a STEM degree within 4 years. Measures
SECONDARY DRIVERS FOR PRIMARY DRIVER 2
4/2022
STEM students feel connected to STEM research, understand STEM career options and feel competent enough to pursue them.
STEM students succeed academically.
STEM students are meaningfully connected with faculty, staff, and peers in ways that promote belonging (fit), wellness, resilience, and financial stability.
STEM students engage in leadership experiences that identify systemic issues impeding students’ success in STEM, and co-create new solutions to these issues.
Faculty & Student Surveys to Build Understanding of STEM Teaching and Learning
To support financial stability, institutional teams work with the faculty and staff to ensure first-generation students make use of a wide range of financial resources.
To support wellness and resilience, institutions will guide faculty and staff to establish and facilitate opportunities for student-led peer and near-peer support.
Aligned Change Ideas
To support fit, institutional teams work with STEM department chairs and lead faculty to develop a welcoming campus climate to First2 students (e.g., increasing frequency, duration, type, quality of supportive interactions).
Faculty-Student Social Interactions
Mental Model Shift: Campuses and STEM faculty focus on connecting first gen students to supportive social networks.
First2 students = rural, first-generation, URM, or Pell eligible STEM students.
Common First-Year Challenges and Questions
Campus Clubs
From March 27, 2020 Working Group Session see google doc
MAIN FUNCTIONS OF THE INTERNSHIP
HOW IT WORKS
Learning Questions
Question 1: How many of the students attended all planned sessions of the immersive experience?
�Question 2: How many of the students completed each component of the immersion? [Be specific: e.g., completed a lab report]
�Question 3: To what extent does the immersive experience increase feelings of belonging among STEM students?
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Question 4: To what extent does the immersive experience increase students’ confidence in interacting with research faculty as measured by the First2 Network Summer Research Internship Program Survey?
�Question 5: To what extent does the immersive experience increase students' awareness of STEM career options?
�Question 6: To what extent does participating in the immersive experience improve students’ self-efficacy related to their STEM courses?
�Question 7: To what extent does the immersive experience impact STEM student persistence through their following year of college?
Shared Metrics:
1) Pre/post survey collected during the summer internship
2) Need persistence data from institutions
Additional data is collected Network wide: report from year 4 is located in the Institutional Teams folder.
STEM and non-STEM Programmatic Aspects of Immersive Experiences that Encourage Students Pursuit of STEM Pathway (Fall, 2022)
Activity - 2022 - N=22 | % Encouraged | % Discouraged | % No Response |
Conducting research | 95.45% | 0.00% | 4.55% |
Being with students with the same interests | 100.00% | 0.00% | 0.00% |
Meeting faculty | 95.45% | 0.00% | 4.55% |
Doing activities related to my major | 86.36% | 4.55% | 9.09% |
Learning about my campus | 81.82% | 9.09% | 9.09% |
Doing after-hours fun activities | 81.82% | 0.00% | 18.18% |
Working in a team environment | 86.36% | 4.55% | 9.09% |
Learning skills I can use in college | 90.91% | 0.00% | 9.09% |
Making friends | 95.45% | 0.00% | 4.55% |
Doing hands-on experiences | 90.91% | 0.00% | 9.09% |
Visiting STEM-based companies | 54.55% | 9.09% | 36.36% |
Being exposed to new STEM technology | 77.27% | 4.55% | 18.18% |
Learning about STEM job opportunities | 72.73% | 4.55% | 22.72% |
Is it working? First2 Student Data�The overall STEM persistence rate among First2 Network, first-time freshman who provided consent for tracking is 76% (19 of 25 students). The overall STEM persistence rate among First2 Network sophomores and higher who consented to tracking is 85% (39 of 46 students).
Persistence Rates by First2 cohorts in spring 2022:
WVU 1 Year STEM Persistence Rates over 14 years
Averages:
Let’s step through a PDSA for the Immersive Experience at the GBO (Data from 2021)