This project is attracting students to and retaining students in science, technology, engineering, and mathematics (STEM) fields via involvement with sustainable technologies in two ways. The project includes a summer Precalculus Preparedness Seminar, a summer Energy Laboratory Academy as a preparation for a later internship, placement in undergraduate research and/or industry internships, and counseling, mentoring and tutoring support through an existing Math, Engineering, Science Achievement (MESA) center. A capstone activity of the Energy Laboratory Academy is a community service project involving photovoltaics. Other efforts aimed at increasing retention within STEM majors include provision of instruction to strengthen skill sets important in gateway courses in math and laboratory science.
The project's intellectual merit stems from the interplay of the many interventions being employed: project based learning, service learning, learning through teaching, intensive cohort experiences, individualized learning, and longitudinal support through established learning communities. It addresses the need for improved performance in two gateway classes: Precalculus, the course necessary for almost all lower division college technical coursework, and Circuits, a prerequisite for almost all upper division college technical coursework in many engineering disciplines. It builds on past successes of the MESA center and a current STEP project (0336644) involving a consortium of MESA Centers at a number of community colleges.
The project's broader impacts are twofold: results from the comprehensive evaluation of the project are being widely disseminated to encourage others to try similar efforts; and the students graduating from the project are helping to meet the workforce needs in the greater Silicon Valley and Monterey Bay area.
Goals The goal of Science Technology & Energy: Expanding Potential, or STEEP, were to increase the numbers of STEM transfers and degrees using methods.1) interest students in STEM majors, 2) prepare and support for success in those majors and 3) to retain them and bolster their efforts to transfer and complete four year degrees. This goal was met through the 1) Summer Energy Academy (SEA), 2) Precalculus Readiness and Excellence Program (PREP) and 3) Internships and longitudinal support. Increasing STEM participation for underrepresented minorities was also a focus. See Charts A & B. Programs SEA consisted of a month-long learning experience centered on renewable energy culminating in service-learning projects. Each of the five annual Academies included 24 student participants with an interest in renewable energy and sustainability but without significant progress toward STEM degrees. Each cohort had 8 committed STEM major peer leaders/mentors for the team-based curriculum in which a variety of STEM disciplines were introduced. The emphasis was on hands-on lab activities with time for tinkering and sparking curiosity for science and engineering learning. Teams completed demonstration projects and presented them in an Energy Fair to educate the public about renewable energy. The PREP program was for students interested in STEM majors who were at risk of being unsuccessful in precalculus, a gatekeeper course for STEM majors. Student cohorts participated in a two week math intensive then were enrolled in the same precalculus course and had weekly workshops throughout the semester. Participants overcame math anxiety, learned how to study math and were empowered to teach one another with the guidance of peer leaders and faculty. Paid internships were offered for students to extend their learning through special projects. On-campus Energy Interns worked with the college facilities department performing energy audits with the guidance of consulting professionals collecting data to aid in reducing energy use and increase efficiency. Energy Bike interns built a bicycle generator which was donated to the local high school for kinesthetic learning demonstrations and inspiring new STEM majors. Solar interns studied and practiced installation of solar photovoltaic systems which lead to passing the NABCEP solar installer certification exam. Peer leaders acted as teaching assistants for SEA and PREP. Teaching internships in local math and high school classrooms furthered students’ interest in teaching math or science. Longitudinal support for STEEP students was provided through the campus MESA Study Center where students have access to Drop-in tutoring in math, physics, chemistry, computer science and biology A well-equipped study center open 6 days per week Regular workshops with peer-led team learning for key math and physics courses Academic, career and personal advising Transfer assistance Scholarship, internship and research experience application assistance. Field trips and science colloquia Outcomes: Students Overall campus effects include an increased STEM awareness and participation with a more than three-fold increase in the number of underrepresented groups pursuing STEM majors over the six year course of the grant. Recruiting efforts resulted in over 45% of participants with undeclared majors changing to STEM majors after the interventions. The number of students completing credits towards a transfer STEM degree increased by more than 50%, going from roughly 7% before the grant to 17% after. The proportion of STEM associate degrees earned by underrepresented minority students increased from 11.5% before the grant to 33.9% after. URM STEM majors in the pipeline have increased from 24% to 40% of all STEM majors over the course of the grant. See Charts C & D The success rate for PREP students completing precalculus was 10.8% higher than the success rate for a matched comparison group. Faculty STEEP grant programs inspired faculty to create new curriculum and experiment with innovative teaching methods. One new faculty member who has since gone on to graduate school focusing on educational policy stated: "At many levels, STEEP was a microcosm that helped me shape my current vision for effective learning environments". The College Implementing STEEP led to development of a STEM culture and buzz at the college which provides impetus in increasing STEM majors. Cabrillo has since received a Department of Education Hispanic Serving Institution STEM grant which has continued to broaden STEM culture at our college. In order to collect data on student majors to satisfy grant requirements we worked with college officials to streamline the student major declaration process. Reductions in energy use due to the work of Energy Interns have resulted in decreased costs and carbon emissions. The Community The Energy Fair, the culminating community service event for SEA, was held in the Watsonville Plaza where students displayed their projects and explained principles of renewable energy and related educational opportunities to community members, often in Spanish. Other positive outcomes on campus and in the lives of participants continue to unfold beyond the limits of this report.
