This report outlines Texas College’s strategic initiatives to enhance student engagement and success in Science, Technology, Engineering, and Mathematics (STEM). It reflects the institution’s commitment to addressing underrepresentation in STEM fields and fostering academic excellence among all students.
Despite comprising 14% of the U.S. population aged 18–34 in 2020, African-descended Americans represented only 10% of Associate degree holders, 9% of Bachelor’s degree holders, 11% of Master’s degree holders, and 7% of doctoral degree holders in STEM fields (JBHE.com). These disparities highlight the need for a nationwide campaign to promote STEM participation across diverse demographics.
Sithole et al. (2016) identified patterns contributing to the underrepresentation of certain racial and ethnic groups in STEM. These include societal apprehension toward STEM disciplines and barriers that faculty can address through targeted instructional strategies.
At Texas College, we recognize that many of the barriers to STEM enrollment and success are within our capacity as faculty to address.
According to Sithole et al., targeted instructional strategies can significantly improve students’ confidence and performance in STEM. Specifically, students at open-admissions institutions can experience statistically significant gains (P < .05) in:
1. Their belief in their ability to earn a grade of “B” or higher in STEM courses.
2. Their confidence in completing required STEM coursework for graduation.
3. Their preparedness to pursue and succeed in graduate or professional STEM programs.
1. Assessment of Student Progress
STEM faculty will evaluate changes in students’ STEM knowledge and performance throughout the grant period, using course-level assessments and longitudinal tracking.
2. Strengthening Research Infrastructure
Texas College will implement coordinated, mission-driven efforts to enhance research infrastructure at Minority Serving Institutions (MSIs), despite not being a research institution. Our STEM curriculum will emphasize foundational vocabulary, history, and core concepts in Biology, Chemistry, Physics, and Mathematics.
Table 1: Addressing Barriers to STEM Engagement
Identified Problem | Proposed Solution |
Declining interest in STEM majors (Correll, Seymour & Hewitt, 1977) | Launch a campus-wide marketing initiative to promote STEM disciplines beginning Spring 2024 and continuing through Fall 2024 and beyond. |
Limited exposure to STEM in high school | Distribute targeted marketing materials to incoming freshmen, sophomores, and high school seniors. Conduct correlation analyses to assess the relationship between high school STEM performance and college-level success. Collaborate with feeder high schools to promote STEM pathways. |
Lack of engaging supplemental materials for low-income and underrepresented students | Introduce a “Friday Night @ the Movies” series featuring STEM-themed films. Faculty will revise syllabi to include new STEM-based lessons. During Freshman Orientation, assess students’ academic self-concept to identify those at risk due to low confidence. Faculty will incorporate strategies to boost STEM interest and confidence in their courses. |
Thank you for your time and dedication to this important initiative. Please know that support is available as we work together to increase STEM interest, performance, and enrollment at Texas College. Your cooperation is vital to our shared mission of empowering students through STEM education.
Let us continue to uphold the belief that “All is possible for those who have faith in a supreme being.”
Bassey Akpan, Ph.D.
MSEIP Project Director & Associate Professor of Computer Science
Texas College
Division of Natural and Computational Sciences
References
[1] Sithole, A., Chiyaka, E.T., McCarthy, P., Mupinga, D.M., Bucklein, B.K., and Kibiridge, J., (2017). Student Attraction, Persistence and Retention in STEM Programs: Success and Continuing Challenges Higher Education Studies, Vol. 7, No. 1, 2019, ISSN 1925-4741, E-ISSN 1925 – 475X. Canadian Center for Science and Education.
[1] Correll, S.J., Seymour, E., and Hewitt, N.M., (1997). Talking about Leaving: Why Undergraduate Students Leave the Sciences. Contemporary Sociology, 26,649,
