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Enhancing Student Success through an Ecosystem of Engagement at San Jose State University

This study explores how San Jose State University (SJSU) nurtured an ecosystem of student and faculty engagement to enhance student success and retention, particularly in STEM fields. Through initiatives like the NSF STEP grant, the university implemented mandatory academic advising and innovative teaching methodologies such as active learning and peer mentoring. These efforts transformed SJSU into a supportive environment, fostering a sense of belonging among students and establishing comprehensive support networks that led to improved retention and academic outcomes.

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Enhancing Student Success through an Ecosystem of Engagement at San Jose State University

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  1. Lessons learned from San Jose State University: How nurturing an “Ecosystem” of students and faculty engagement leads to STEP student success NSF STEM Talent Expansion Program (STEP) Grant #06-53260 Maureen Scharberg, Associate Vice President,Student Academic Success Services and Professor of Chemistry, Maureen.Scharberg@sjsu.edu

  2. * College of Science had issues with student success and retention, especially in “gateway” courses—needed mandatory academic advising—started with Chemistry* Involvement with NSF Initiative for Systemic Changes of Undergraduate Chemistry Curriculum—very student focused, active learning, group learning, problem-solving* POGIL (Process Oriented Guided Inquiry Learning)* ACS Chemistry textbook project* Professional Development of Faculty, Graduate Students and Teachers (focus on student engagement)

  3. STEM Student SuccessSTEP by STEP* Academic/Social/Personal—Changes with time * Help students build their STEM student “toolbox”* Transform STEM student “novice” to STEM student “leader”, wherever their entry point to the STEM degree is.* Lessons learned and programs developed from this STEP grant applied throughout SJSU

  4. Bottom Line Outcome from this Grant:* Transformed SJSU by creating a Student Success Ecosystem * Complex set of relationships * Many resources, including students, faculty, staff, student leaders, student support network(s) * Interactive * Dynamic * Variable environment (within and outside SJSU) * Function as a unit

  5. STEP Objective 1: Expand and enhance academic & career advising to entering students* Created College of Science Advising Center (COSAC): * Opened April 2008—over 11,409 student visits to date * “One-Stop Shop” for academic advising, career services, tutoring, time management, study strategies * Intrusive, mandatory academic advising every semester. * Probation and disqualification in the major, not the university (Colleges of Science and Engineering)

  6. STEM Probation Students:* Modified our existing transfer First Year Experience course in Spring 2009* Started with College of Science, now expanded to include probation students from Colleges of Engineering, Social Science, Business, Applied Sciences & Arts as well as undeclared students on probation

  7. STEM MAJORS RETAINED THROUGH INTERVENTION SP09,FA09,SP10,FA10 (Sci 90T or Advising/Peer Mentoring)

  8. * Strong partnership with Career Center—more STEM students visit the Career Center now than at the beginning of the grant* Outreach to 2-year colleges by COSAC staff (professional academic advisor and intern); increased awareness of transfer STEM student needs by faculty * Transforming SJSU—six out of the seven colleges now have advising/success centers!!! * Five are based on the COSAC model and have opened during the grant period! (professional advisers, peer advisers/tutors, liaison with Academic Advising & Retention Services)

  9. STEP Objective 2: Provide Professional Development Opportunities for faculty who teach STEM “Gateway” courses* Release time for small groups of faculty to study literature, attend professional conferences, develop/implement curriculum.* Math (supplemental instruction)—started with pre-calculus, expanded to calculus, algebra, business calculus throughout grant period.* Computer Science – (stopped traditional lectures; active learning labs with short lectures)

  10. Precalculus and Calculus Passing Rates

  11. STEP Objective 3: Immerse STEM majors into comprehensive learning communities* Frosh First-Year Experience – Sci 2 class (600 students this semester; expand to include non-STEM majors)* Supplemental instruction (Chemistry, Math, Physics)* STEM student leadership development (peer advisers, tutors, mentors) * 7,768 student questions answered during grant period * 11,636 hours of tutoring

  12. First Time Frosh First Year Retention Rates

  13. Bottom Line:* Created a college-wide social environment where science students feel a sense of belonging and identify with their college, fields of study, faculty, advisers and peers * Expanded student success culture throughout the campus, catalyzed by this grant

  14. Data Analysis:* Beginning of grant period—pulling transcripts…too slow..* Worked with our campus-wide programmers to create queries that gives associate deans major GPA, grades in key “gateway” courses—helps identify students for probation in the major* Worked with our Office of Institutional Research to create our Student Success Milestone Dashboard for frosh and transfers (http://www.oir.sjsu.edu/reports/ssm/)

  15. SJSU Student Success Milestones (frosh/transfer) “In search of adventure, 29-year-old Conor Grennan traded his day job for a year-long trip around the globe, a journey that began with a three-month stint volunteering at the Little Princes Orphanage in war-torn Nepal. But what began as a lark became a passionate commitment that would transform the young American and the lives of countless others.” -Taken from www.conorgrennan.com

  16. Sustainability:* Student Academic Success Services (new Academic Affairs Unit as of June 2010---hub of student success operations, interacting with Student Affairs, departments, colleges, outreach)* Funding: Special Sessions revenues, new Student Success, Excellence, Technology fee for Fall 2012; majority of student success operations, especially success centers, peer advising are not State of California dollars.

  17. Questions for discussion:* How does your STEP program define STEM student success?* What STEM student support services do you provide?* What data do you have to track STEM student success?* What support do you provide STEM transfer students?* How do you motivate your faculty to focus on integrating best practices for STEM student learning into their curriculum?

  18. NSF STEP Grant: 06-53260, Susan Hixson, our Program Officer • Dr. Dan Walker, PI • Dr. Gerry Selter, Provost Emeritus • and my mentor • Ann Baldwin, Program Manager • Michael Randle, Sci 2 and Sci 90T instructor • Student Academic Success Services • My colleagues at SJSU – students, faculty, administrators, and staff Thanks!

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