Early next month, researchers from the University of Colorado Boulder will begin the painstaking process of interviewing hundreds of undergraduates in an effort to understand why the rates of students switching out of science, technology, engineering and math majors has remained troublingly high over the last couple of decades despite widespread efforts to address the problem.
The five-year, $4.3 million project, undertaken in partnership with the University of Wisconsin-Madison, replicates and expands on a study begun by a couple of CU-Boulder researchers two decades ago and published in 1997 as a book. 鈥淭alking About Leaving: Why Undergraduates Leave the Sciences鈥� has since become a seminal text in the field of STEM education.
鈥淧art of the reason why we鈥檙e undertaking this study is that the rates of students switching out of STEM majors has remained so persistent,鈥� said Anne-Barrie Hunter, co-director of Ethnography and Evaluation Research at CU-Boulder and principal investigator for the Colorado research team. 鈥淗ere we are now, 20 years on, and the rates are still roughly the same. They鈥檙e very, very stubborn.鈥�
The study, which is being funded by the National Science Foundation and the Alfred P. Sloan Foundation, is the first to be run out of CU-Boulder鈥檚 new Center for STEM Learning.
When the original study began in the early 1990s, the high rates of students leaving STEM majors 鈥� between 40 and 60 percent, depending on the discipline 鈥� were known, but the reasons for the switching were just conjecture. Some thought that the students who switched didn鈥檛 have the necessary ability to succeed in tough science classes, while others blamed teaching assistants with difficult-to-understand accents or the lack of experience of teaching assistants in general.
CU-Boulder researchers Nancy Hewitt and Elaine Seymour set out to determine whether any of the speculation was true by asking those who should know: the students. The pair led a research team that interviewed more than 400 undergraduates, both 鈥渟witchers鈥� and 鈥減ersisters.鈥�
鈥淥ur evidence didn鈥檛 support what they thought,鈥� said Seymour, who is also involved with the new study. 鈥淲e were really surprised.鈥� As it turned out, 鈥渟witchers鈥� and 鈥減ersisters鈥� were equally bright and teaching assistants were often a much-needed lifeline for struggling students. In fact, both sets of students faced the same set of challenges, the largest of which was the way science classes were taught.
鈥淲hat we discovered was that an incoming interest in the sciences was dissipated over the course of the first two years by the way the courses were taught,鈥� Seymour said. 鈥淭he teaching in those days was predominantly stand-and-deliver lecturing.鈥�
Since Seymour and Hewitt鈥檚 book was published, there has been a nationwide effort to improve the quality of undergraduate science education. 鈥淐hange is going on all across the country,鈥� Seymour said. 鈥淏ut it may not be sufficient to move the needle.鈥�
For 鈥淭alking About Leaving Revisited,鈥� the researchers will interview undergraduates at the seven institutions that hosted the original study to find out if the reasons for switching have changed. But the new study will also go further by interviewing course instructors, observing classroom teaching practices and analyzing the transcripts of students across institutions to look for patterns among switchers and persisters. When the study is concluded, the research team plans to publish another book.
Talking About Leaving Revisited is one of the inaugural grants affiliated with CU-Boulder鈥檚 Center for STEM Learning, which was officially formed in December. The center, which was organized over four years with the backing of a $1 million institutional transformation grant from the National Science Foundation, aims to provide an infrastructure that will support the more than 75 existing STEM education programs on campus and allow them to more easily collaborate.
鈥淲e will provide a network and support structure designed to catalyze and provide links among these people, ideas, tools and resources,鈥� said physics Professor Noah Finkelstein, one of the people who helped lead the effort to create the new center.
The Center for STEM Learning, which will also strive to be a state, regional and national resource, has three main thrusts: to transform the way STEM classes are delivered, to support research into the best practices for STEM education, and to help recruit the brightest to become STEM teachers.
For more information on the study visit .
Contact:
Anne-Barrie Hunter, 303-735-0887
Anne-Barrie.Hunter@colorado.edu
Noah Finkelstein, 303-735-6082
Finkelsn@colorado.edu
Laura Snider, CU media relations, 303-735-0528
Laura.Snider@colorado.edu
