Improving Persistence of STEM Majors at a Liberal Arts College: Evaluation of the Scots Science Scholars Program Evaluation of the STEM Retention Program at Maryville College

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Published: Jan 16, 2020

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Angelia D. Gibson
Maryville College
Maria Siopsis
Maryville College
Karen Beale
Maryville College

Abstract

Consistent with national trends, only about ½ of students who intend to major in STEM disciplines at Maryville College (MC) complete bachelor’s degrees in these fields. The Scots Science Scholars (S3) program was funded through the National Science Foundation’s STEM Talent Extension Program to increase the number of students graduating with STEM degrees from MC. The S3 program enrolls college freshmen who have an interest in STEM majors and math ACT scores between 21 and 27, with emphasis on students from groups underrepresented in STEM and first-generation college students. The program consists of a summer bridge, a living-learning community, early engagement in STEM research, a seminar series that exposes students to STEM careers and research fields, academic support through a first-year seminar class, peer tutoring, and time-management counseling. The program has enrolled 6 cohorts of students (n = 97) since 2013, (54% female, 22% underrepresented minorities and 35% first-generation college students). From 2013-2017, S3 compared favorably to the general college population: 96% of all S3 completed the first year of college, 69% declared STEM majors, and 85% returned to the college for a second year (compared to 71%, p < 0.001). Overall, S 3 students persist at the college longer than non-S3 students (P<0.01). Compared to a matched control group, S 3 had significantly higher STEM major declaration rates (68% vs. 38%), higher rates of STEM retention through the junior year (41% vs. 20%), and improved overall college persistence (P< 0.01). Students report high levels of satisfaction with the summer program. At the end of the summer program, students report gains in skills and attitudes that are important for success in STEM. They also perform significantly better on math and chemistry assessments after completing the program. College-wide, the number of students enrolled in STEM majors at Maryville has increased by 52% since the inception of S3 , and STEM undergraduate research productivity has increased markedly. Our data suggest the S3 program is an important component of institutional changes that are increasing the STEM population and building a robust and productive STEM culture at a liberal arts college.

Article Details

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Vol. 20 No. 2 (2020): Journal of STEM Education: Innovation and Research
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Author Biographies

Angelia D. Gibson, Maryville College

Dr. Angelia Gibson holds a PhD in Biochemistry and Cell and Molecular Biology from the University of Tennessee, Knoxville. After a post-doc at Howard Hughes Medical Institute, she worked as a medical writer before joining the faculty at Maryville College, where she is an Associate Professor and Chair of the Division of Natural Sciences at Maryville College.  Dr. Gibson has been the coPI for two NSF grants and one private foundation grant totaling $1.45 million and has supervised award-winning and grantfunded undergraduate research projects. Her research interests are in the quantification of macromolecular interactions and thermostability of plasma proteins.

Maria Siopsis, Maryville College

Dr. Maria Siopsis is an Associate Professor in the Division of Math and Computer Science at Maryville College where she serves as co-director of the Scots Science Scholars program and the dual degree engineering program coordinator. She has served on the faculty for 19 years.  Dr. Siopsis has been the PI or co-PI for two NSF grants and one private foundation grant totaling $1.45 million. Her research interests are in mathematical modeling and STEM education.   She holds a PhD in Mathematics from the University of Tennessee, Knoxville. 

Karen Beale, Maryville College

Dr. Karen Beale is an Associate Professor of Psychology at Maryville College. She is a multi-award winning teacher and advisor, a certified sex-educator from the American Association of Sex Educators, Counselors, and Therapists, and co-director of the Appalachian College Association Teaching and Learning Summer Institute. She has held leadership positions in multiple teaching initiatives focused on engaged pedagogy for the diverse learner. Her passion for teaching is also evident in her grant-funded research lab; she regularly mentors undergraduate students who then present at regional, national, and international conferences.