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Throw a Big Net, Catch Them and Keep Them: Is IUB-Chemistry is Doing This Well?
Kate ReckDirector of Undergraduate Studies
Department of Chemistry, Indiana UniversityIndiana Girls Collaborative Project Conference
September 22, 2011
Brief Overview
• A brief description of Indiana University-Bloomington and its Chemistry program
• What skills are needed for students to be successful in chemistry (science and college in general?
• Ways current students are lacking?
• Have I faced personal challenges?
Indiana University - Bloomington• 110,000 students on all eight campuses; 42,731 at IUB
• College of Arts and Sciences (where STEM programs reside):
– 70 degree-granting departments; 77 foreign languages
– 9,000 undergraduate majors; 2,900 graduate students in 47 master’s or PhD programs
– Top-ranked programs in: Cognitive Science, Evolutionary Biology, Clinical Science, American Studies, Ancient Studies, Indian Studies, West European Studies, Sociology, Social Psychology, History, French and Italian, and Dev. Psychology
– Chemistry/biochemistry program is 5-6th largest is the nation
– ca. 3000 arrive as pre-med; 300 enter MS, 200 DS, etc.
A Decade of IU Enrollment Figures
2000 2002 2004 2006 2008 2010 20120
1000
2000
3000
4000
5000
6000
7000
8000
9000
Num
ber o
f Stu
dent
s
Academic Year, ending in…
2247
3842
• 71% increase in enrollments over last decade• Habitually, 50% women in chemistry…
IU Incoming Class
IU Chemistry Enrollments
Chemistry/Biochemistry Graduating Majors (% females)
AY
BA Chemistry
BS Chemistry
BA Biochemistry
BS Biochemistry
Total
2002-2003 18 10 13 17 58 (51%)
2003-2004 19 15 6 28 68 (48%)
2004-2005 26 15 16 11 68 (50%)
2005-2006 38 21 9 27 95 (51%)
2006-2007 26 15 11 42 94 (53%)
2007-2008 38 14 19 14 85 (54%)
2008-2009 43 13 6 35 97 (48%)
2009-2010 49 26 14 19 108 (52%)
2010-2011 46 13 22 20 101 (53%)
What is the path for incoming students?• “University Division” – most students enter here– Entrance standards into the College:• 26 credit hours or work that count toward a degree• Minimum of 2.0 GPA• Completion of English composition requirement
• Direct Admit Program: 2010 (315 total among all departments)– Chemistry: 2010 (48); 2009 (26); 2008 (17)
• Hutton Honors College: – Minimum SAT 1340 or an ACT score of 30 + GPA 3.800/4.0 or
a rank within the top 10% of their graduating class– Students not invited may petition– Maintain cumulative 3.3 GPA– Complete three 3-credit honors courses by the 6th semester
Where are students lacking?• Math skills, math skills, math skills– Fractions– Exponents– Logarithms– Algebra, using their calculator– Math SAT > 580
• Our curriculum necessitates that students retain some knowledge from high school chemistry or take a prep chem.– 450 students in C103: Preparatory General Chemistry– 600 students in C117: Fund. of Chemistry and Biochem.– 60 students in S117: Honors Fund. of Chemistry & Biochem.
• Writing skills are deficient toward lab reports• Professionalism is lacking (email, poor attention in lecture)
152 O2
1010
1020 = 10-10 pKa = -log Ka
pKa = 5, Ka = ?
y = mx + b
Where are students lacking?• Students lack basic study skills from high school.
– Time management (sleep), self-motivation,
– Students expect to be told what to do to be successful
– Expect old exams, quizzes, study aids versus just studying
– Not good at note-taking, picking up most important material
– Need better listening skills
• Risk aversion students are unwilling to start a problem for fear of not doing well or getting it wrong.
• Students do not know how to assess their career goals well
– We do not educate HS students on all the careers that exist; students need to be reasonable about skills they possess
• Researchers analyzed the results of tests taken by around 20 million 15-year-olds in 57 participating OECD countries.
• This gender gap is bigger in Britain than in any other developed country, a study by the Organisation for Economic Co-operation and Development (OECD) concluded.
• Denmark/Luxembourg, boys > girls in science by 9 points. In Turkey, girls > boys by 12 points; in Greece, girls > boys by 11 points.
• Several researchers suggest that separating the sexes in co-educational schools would improve science teaching for girls, because boys "hog the limelight".
• However, recent research shows standardized exams can be gender biased.
Gender research internationally
• Fact or myth? A mass of exodus of STEM teachers will be retiring within the next 10 years, with ½ the number of students to fill the positions. Fact
• Less students studying STEM fields overall at HS/college level. Fact
• Teacher preparation is becoming more challenging, leading to students being even less likely to pursue STEM licensure. Fact
• Once a HS teacher, the demands are such that teachers must keep up with professional development (e.g. CRU or graduate credits). Fact
STEM concerns start with teachers1999-2000
• In 2000, 220,000 students attained teaching degrees. Within the first year only 42% were teaching; after 5 years, only 58%.
• Hence, large proportions of those who train to become teachers do not ever become teachers. WHY?
• Many who decided not to pursue teaching indicated that they needed more education or wanted another occupation. WHY?
• For the last 40 years, there is a consistent 14-15% turnovers in teachers every year. WHY?
• Data suggest that after just five years, between 40 and 50% of all beginning teachers have left teaching permanently. WHY?
Disappearing, but trained workforce?
• Grade school – took high school classes for math, found this fun and beneficial; accelerated classes were allowed and smaller
• JH/HS– accelerated classes not continued in my schools, found this restricting; science courses were not challenging and stopped caring
• College – took calculus II as a freshmen; not prepared from high school calculus and did poorly even though thought I was prepared
– small liberal arts college, 13 chem. majors, 9 females; faculty good
• Graduate school – started graduate school and entering classes were half women; came across 2 faculty who were outwardly derogatory
– NSF data 2002-2003, females: 49.3% BA/BS; 46% MS; 34% PhD compared to 14% PhD in 1982.
– 18% of assistant professors in chemistry are women
Personal Challenges?