Executive Summary And Final Draft V2

Running head: CLIMATE CHANGE

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Climate Change: Addressing the Environment for Students of Color in a Chemistry Major at the University of Wisconsin - Madison Jessica Baran University of Wisconsin – La Crosse

CLIMATE CHANGE

2 Executive Summary

The Department of Chemistry at the University of Wisconsin – Madison is experiencing an underrepresentation of students of color who earn a degree with a major in chemistry. At this stage in the research, students of color will be generally defined as Latinx, African Americans, Asian Americans, and Native Americans. Of the students who earned a Baccalaureate degree with a major in chemistry in the 2017-18 fiscal year, 69% were White, 5.6% were Latinx, 3.1% were Asian American, 0.6% were African American, and 0% were Native American (Office of the Registrar, 2018). This underrepresentation can be contributed to a chilly campus climate. UW-Madison’s 2017 Campus Climate Survey indicated that 69% of students felt they belonged on campus while only 51% of students of color reported feeling a sense of belonging (Campus Climate Survey Task Force, 2017). Theoretical frameworks such as critical race theory, social cognitive theory, and Bean and Eaton’s (2001) model of student attrition also provide insight into why the persistence rates of students of color are lower than their White peers. Research suggested focusing on students’ involvement in educationally purposeful activities where students of color can develop peer networks to increase sense of belonging and persistence (Baker & Robnett, 2012; Chang, Cerna, Han, & Sàenz, 2008; Chang, Eagan, Lin, & Hurtado, 2011; Chang, Sharkness, Hurtado, & Newman, 2014; Hurtado, & Newman, 2014; Hurtado et al., 2011; Kuh, Cruce, Shoup, Kinzie, and Gonyea, 2008; Webber, Krylow, & Zhang, 2013; Palmer, Maramba, & Elon Dancy II, 2011). The purpose of this capstone project is to propose the Chemistry Learning Community for Students of Color within the Department of Chemistry at the University of Wisconsin-

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Madison to address the underrepresentation, chilly campus climate, and lack of belonging students of color face. The Chemistry Learning Community for Students of Color will consist of four key components that were intentionally chosen based on previous research: 

Study groups and peer mentoring, which provides students with various opportunities to develop meaningful peer networks.



First-year seminar course, which offers students the opportunity to participate in an educationally purposeful activity related to their major. Topics include UW resources and opportunities, transitional issues, chemistry disciplines, test taking, studying for math and science, notetaking and time management, motivation, identifying strengths and skills, communication, setting career goals, résumé building, and networking.

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First-year option for students to enroll in the same general chemistry course, which allows more contact time with peers.

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Off-campus and on-campus events, which allows students to establish relationships with employers and alumni.

Combining all of these components to create the Chemistry Learning Community for Students of Color will help the Department of Chemistry reach their goals of improving the climate in the chemistry department for students of color, building a supportive community and a sense of belonging for each student, and developing and coordinating programs and services to support the persistence, progression, and graduation of students of color. By implementing this intervention, the Department of Chemistry will ultimately increase the number of students of color persisting to earn a degree with a chemistry major and joining the professional field of chemistry.

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4 Proposal Overview

Institutions of higher education are not retaining students of color at the same rate as their White peers. Furthermore, the National Science Foundation (2014) reported less than one fourth of students of color intending to major in a science and engineering field persist to earn their bachelor’s degree, creating an underrepresentation of students of color in science and engineering majors. The Department of Chemistry at UW-Madison is experiencing this underrepresentation of students of color earning a bachelor’s degree with a major in chemistry. Of the students who earned a Baccalaureate degree with a major in chemistry in the 2017-18 fiscal year, 69% were White, 5.6% were Latinx, 3.1% were Asian American, 0.6% were African American, and 0% were Native American (Office of the Registrar, 2018). The chilly campus climate faced by students of color is one factor contributing to this underrepresentation. The 2017 Campus Climate Survey indicated that 69% of students felt they belonged on campus while only 51% of students of color reported feeling a sense of belonging (Campus Climate Survey Task Force, 2017). I am proposing to implement the Chemistry Learning Community for Students of Color to address the underrepresentation, chilly campus climate, and lack of belonging students of color face in the chemistry major at UW-Madison. The Chemistry Learning Community for Students of Color invites incoming first-year undergraduate students of color who indicate an interest in a chemistry major to join the chemistry learning community and corresponding seminar course. The students who choose to participate in the learning community will also have the opportunity to enroll in the same Chemistry 103 or Chemistry 109 course their first semester. Students who continue to pursue a chemistry major past their first year will be able to continue to participate in the learning community.

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The learning community will consist of a few key components, including study groups, peer mentoring, off-campus and on-campus events, and first-year seminar course. The study groups will be formed by the undergraduate chemistry advisor based on the chemistry course(s) students are taking. Once formed, the study groups will be managed by the students with assistance from the undergraduate chemistry advisor. Peer mentoring is an additional opportunity for all members of the learning community. Students who participated in the learning community during their first year will be asked to participate in a peer mentoring program. Sophomores, juniors, and seniors will be paired with first-year students to create a peer mentoring partnership. The mentor will assist their mentee in moving through their first year as an undergraduate. Both students will have the opportunity to continue their mentoring relationship past the first year. Oncampus and off-campus events, including but not limited to visiting potential employers, attending career-related events, and participating in team-building activities, will be coordinated by the undergraduate chemistry advisor. The final component of the learning community is the first-year seminar course, which will be offered in both the fall and spring semesters for either a one-credit or no-credit option. The fall seminar will include topics on UW resources and opportunities, transitional issues, chemistry disciplines, test taking, studying for math and science, notetaking and time management, and motivation. The spring semester topics will include identifying strengths and skills, communication, setting career goals, résumé building, and networking. The proposed learning community will provide students of color opportunities to connect with fellow students of color pursuing a chemistry major, creating a space for sense of belonging development. The learning community will also offer information on available resources with the intent of having students increase their usage of these resources to be successful as a

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chemistry major. The ultimate goal of the learning community is to increase the number of students of color persisting to earn a degree with a chemistry major, leading to an increase in the number of people of color in the chemistry field. The bulk of the learning community, including teaching the seminar course, will be developed and administered by the Undergraduate Chemistry Office, including the undergraduate chemistry advisor and the undergraduate chemistry director. To develop the learning community, the Undergraduate Chemistry Office staff will collaborate with current students, campus organizations whose target population includes students of color, and campus partners such as the Office of Admissions and previously established learning communities. Chemistry instructional staff and various campus partners will provide resources to students and lead special topics throughout the seminar course. The business office within the chemistry department will assist with budgeting and financial needs. There are various ways institutions of higher education can increase a student’s persistence. Research suggested focusing on students’ involvement in educationally purposeful activities (Baker & Robnett, 2012; Chang, Cerna, Han, & Sàenz, 2008; Hurtado et al., 2011; Kuh, Cruce, Shoup, Kinzie, and Gonyea, 2008; Webber, Krylow, & Zhang, 2013). Students of color are more likely to persist when they participate in a preprofessional or departmental club during their first year (Baker & Robnett, 2012; Chang et al., 2008). Educationally purposeful activities are important because they provide more opportunities for students to connect with peers in meaningful ways (Hurtado et al., 2011). Students who developed peer networks in the form of academic clubs and racial or ethnic support programs were more likely to persist in their initial majors compared to their peers who did not join clubs (Chang, Eagan, Lin, & Hurtado,

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2011; Chang, Sharkness, Hurtado, & Newman, 2014; Hurtado et al., 2008; Palmer, Maramba, & Elon Dancy II, 2011). Developing peer networks is a key component to increasing persistence for students of color. African American and Latinx students who were at risk of failing to persist in their science majors were more influenced to continue when their peers persisted (Ost, 2010). Students of color in a STEM major at a PWI also valued peer group support very highly since it provided a way for students to connect with classmates with similar goals (Palmer et al., 2011). While peer support is an important component for the success of students of color, it can also be challenging to find on a predominantly White campus. Providing a departmental educationally purposeful activity for students to connect with peers and instructional staff in meaningful ways can increase students’ sense of belonging (Hurtado et al., 2011). Based on previous research, each component of the chemistry learning community was intentionally chosen to create a meaningful intervention. The seminar course offers students the opportunity to participate in educationally purposeful activities related to their major. The inclusion of study groups and mentoring provides students with various opportunities to develop meaningful peer networks. Students will also have the option to enroll in the same chemistry course, which will allow more contact time with peers. Combining all of these components to create the Chemistry Learning Community for Students of Color will support the Department of Chemistry to reach their goal of increasing persistence of students of color pursuing a chemistry major. Action Steps The following section provides details on how the Chemistry Learning Community for Students of Color will be implemented.

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Stakeholders Incoming students of color interested in chemistry will learn about campus resources to help them become more successful as an undergraduate. They will also develop skills to build confidence to complete their general chemistry courses, which will also benefit them in the more challenging, upper-level chemistry courses. Incoming students will also develop peer and instructional staff networks to rely on as they progress through the chemistry major. Current students of color with a chemistry major will develop leadership skills as they mentor peers. They will also participate in career events that will assist them with job placement after graduation. Due to their interest in the program and their experience in the chemistry major, current students will also be called upon for their perspectives to develop the learning community. Chemistry lecturers and faculty will teach portions of the seminar course. These instructional staff will learn how to better support students of color in chemistry through more meaningful and personalized interactions with this population. This project would also lead to additional training for instructional staff on how to cultivate campus and classroom environments that are more inclusive. Instructors will also teach the cohort enrolled in their chemistry courses with the goal of participants of the learning community performing better in their courses. The Undergraduate Chemistry Office staff, who support the undergraduate chemistry program, will be impacted by spending a significant amount of time creating and maintaining this program. The Undergraduate Chemistry Office includes the undergraduate chemistry advisor who will directly supervise this project, work with employers and alumni to create events, and monitor study groups and mentoring relationships. The office also includes the undergraduate chemistry director who will provide enrollment management. The director’s time will be affected during enrollment to ensure students are able to enroll as a cohort in the same chemistry courses.

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As the learning community progresses, enrollment may increase as more students of color participate in chemistry courses, which has implications for hiring additional instructional staff and utilizing more space on campus. Since this learning community could benefit the Office of Admissions with their recruitment of students of color to the university, they may also be considered a stakeholder. The chemistry business office staff provides financial and budgetary support to the entire chemistry department. The staff will be impacted by working to set aside funds in the budget for the learning community. Employers and alumni will volunteer their time to participate in career events, teach portions of the seminar course, and welcome students to their companies during site visits. Employers and alumni will have the opportunity to network and recruit students to work for their organizations. Collaboration According to McClellan, Stringer, and Associates (2016), the essential aspects of forming successful partnerships are identifying the right partner(s), remaining open to learning from others, meeting regularly, communicating goals, and developing trust. There are a variety of partners to collaborate with in implementing this project. The Office of Admissions already engages in recruitment efforts, and the undergraduate chemistry staff will collaborate with them on recruiting more students of color interested in chemistry. University Curricular Services provides facility support and will assign room reservations for the seminar course and study groups. Undergraduate staff will also collaborate with local guidance counselors at high schools to increase recruitment efforts. Student Orientation, Advising, and Registration (SOAR) is where incoming students will enroll in chemistry courses and the seminar course. Undergraduate staff will work with SOAR staff to ensure the learning community is properly advertised and has opportunities for staff to meet with interested students. There are also a number of campus

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offices that could provide resources for students or teach seminar topics, including the Center for Educational Opportunities, which strives to create equal opportunities in higher education, the Multicultural Student Center, the Office of Financial Aid, SuccessWorks, which is the College of Letters & Science Career Center, and the Office for Equity and Diversity. There are a few related learning communities that are already established that would be useful to collaborate with, including the Biohouse Learning Community, the Multicultural Learning Community, and Women in Science and Engineering. The final two campus programs that would be useful to collaborate with are PEOPLE, which is the pre-college pipeline for students of color and lowincome students, as well as the Posse STEM Initiative, which strives to improve the number of diverse students who persist and graduate from college in STEM fields. To initiate these collaborations, undergraduate staff will email the leader of each program, explaining their role, the program, and how they believe they could be involved with the learning community. For some of the partnerships, they will ask for the teams to meet in person to learn, establish goals, and develop trust. These meetings will be ongoing as needed throughout the duration of the learning community. Resources The proposed budget is $1,200 per academic year. We request the undergraduate chemistry advisor attend a diversity conference each year for professional development to continue to learn how to support students of color. We will apply for professional development grants to cover the anticipated $1,000 cost per conference, which is not included in the annual budget. We will need $200 per academic year for handout materials that will be used as learning tools during the seminar course so students can actively participate in activities, discussions, and reflections. We will also need $200 per academic year for marketing materials that will be

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provided to local high schools and various campus partners for distribution to assist with recruitment efforts. These materials will be created by the Undergraduate Chemistry Office staff who will require information from campus partners, websites, or articles to develop these materials. We will also need $800 allocated for transportation for off-campus field trips. Two 14passenger buses costing $100 each will be needed for each of the four employer visits. Traveling to employers is an important way for students to not only make connections with potential employers but to also learn about various opportunities and to envision themselves at these companies. Most UW-Madison students do not own cars due to high costs; therefore, providing transportation is necessary for student participation. We will additionally need various meeting spaces, including a seminar space with A/V and spaces for mentoring and study groups, to foster relationships and keep students engaged. Campus has numerous rooms with A/V at no additional cost. The current Undergraduate Chemistry Office staff, along with instructional staff assistance, will implement this project, meaning we will not need to hire additional staff. However, the existing staff will need to allocate a significant amount of time to implement this project. This time allocation could reduce the amount of time put forth on other endeavors. Timeline The proposed timeline outlines the sequence of steps to be taken for implementation of the Chemistry Learning Community in Fall 2021. The main step that needs to be completed is collaborating with campus partners, such as established learning communities, the Office of Admissions, and local high schools. Recruiting students and developing the seminar curriculum are also main components that need to be completed before the learning community begins. Once the learning community begins, establishing study groups and the mentor relationships along with teaching the seminar course will be the next big components. While the timeline ends

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after the first two semesters of operation, the timeline would be re-worked and begin annually each summer. The proposed timeline is found in Appendix A. Ethics The Council for the Advancement of Standards in Higher Education [CAS] (2006) created a statement of shared ethical principles that focuses on seven basic themes. Below is a description of each theme and how the project addresses each theme. 1. Autonomy relates to the responsibility for our own actions and to the empowerment of an individual’s choice (CAS, 2006). By providing various resources, activities, and opportunities for engagement, the Chemistry Learning Community will empower participants to be responsible for their own behavior and learning to be successful as a chemistry major. 2. Non-malfeasance is a pledge to do no harm (CAS, 2006). One of the goals of the learning community is to help students develop a sense of belonging to lead them to persist to degree completion within the chemistry major. Some students may choose to stop pursuing the chemistry major and would no longer be able to participate in the program, which could be harmful to their sense of belonging. The chemistry advisor will conduct an exit interview with each student who leaves the learning community to work with them to find ways to stay engaged with peers. 3. Beneficence relates to engaging in actions and attitudes that promote goodness and beneficial outcomes of others (CAS, 2006). The Chemistry Learning Community’s programs and services, particularly the study groups and mentoring program, provide various opportunities for students of color to support each other as they move through the chemistry major. 4. Justice is about actively promoting human dignity and endorsing equality and fairness for all (CAS, 2006). The Chemistry Learning Community is focused on helping students of color have a fair chance at persisting in the chemistry major. By providing increased resources, mentoring programs, and study group opportunities, the learning community is committed to eliminating barriers related to academics and climate that impede students of color from learning and developing (CAS, 2006). 5. Fidelity is being faithful to an obligation, trust, or duty (CAS, 2006). The Chemistry Learning Community has an obligation to support its participants. Each component of the learning community was designed to keep in mind the duty of bettering its participants. In addition, the learning community is committed to bettering UW-Madison through increasing persistence of students of color and creating a more welcoming climate for students of color. 6. Veracity relates to conveying the truth through our words and actions (CAS, 2006). The Chemistry Learning Community is a new program with high expectations of assisting students. Through assessment of the programs and services, we will relay all relevant facts and information honestly to stakeholders to grow, develop, and increasingly do better for our students.

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7. Affiliation stands for actively promoting connected relationships among all people to foster community (CAS, 2006). By working with various campus partners such as the Multicultural Student Center and the Office of Financial Aid, as well as with various community partners including alumni and employers, the Chemistry Learning Community promotes connecting students to beneficial networks and resources. Equity The proposed project focuses on increasing equity for students of color, meaning other populations may not be included. Even with the focus on equity, other equity issues for students of color may arise. One issue related to equity is that there are currently not many people of color, including students, faculty, and staff, to act as role models for students in the learning community. To address the lack of role models of color, we will work on collaborating with employers and alumni of color for students to network with. We will also incorporate topics of diversity in the curriculum of the seminar course, such as discussing famous scientists of color. Critical race theory (CRT) taught us that institutions of higher education perpetuate oppressive systems that exclude minoritized populations (Harris, 2015). These oppressive structures reward dominant cultures and apply deficit models to non-White ways of thinking (Reece, Tran, DeVore, & Porcaro, 2018). We do not want the learning community to focus on a deficit lens where we only discuss gaps and weaknesses. While we want to teach them about resources available to them, we will also work as a group to focus on the strengths they already possess from their past experiences and how those strengths translate to their academic and professional lives. Creating a learning community that focuses on a specific identity could make participants feel stigmatized. While we want to provide a support system for them as students of color interested in chemistry, we also want them to find networks that support their other identities and make them feel included in the entire campus community. We will encourage students to

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participate in other campus organizations, programs, and services to build a sense of belonging on a campus level. Assessment According to Suskie (2009), assessment helps students learn more effectively and is used for both improvement upon the established programs as well as accountability in validating the programs. We have created an assessment plan that will yield detailed information on both the strengths and weaknesses of the learning community. Goals. The goals of the Chemistry Learning Community are to a) improve the climate in the chemistry department for students of color; b) build a supportive community and a sense of belonging for each student; c) develop and coordinate programs and services to support the persistence, progression, and graduation of students of color; d) increase the number of students of color persisting to earn a degree with a chemistry major and joining the professional field of chemistry. Student outcomes. After participation in the Chemistry Learning Community’s programs and services, participants will have the ability to develop academic skills such as test taking, studying, notetaking, and time management as well as develop community building skills such as teamwork, problem-solving, and written and verbal communication. Curriculum map. The curriculum map visually aligns the outcomes of the learning community with specific activities that will develop and enhance the learning outcomes overtime. The curriculum map can be found in Appendix B. Assessment plan. The purpose of the assessment is to address the assessment questions to discover the ways in which students develop or enhance their academic skills and community building skills as a result of participating in the Chemistry Learning Community’s programs and

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services. The assessment questions are a) In what ways do students develop or enhance their academic skills as a result of participating in the Chemistry Learning Community programs and services?; b) In what ways do students develop or enhance their community building skills as a result of participating in the Chemistry Learning Community programs and services?; c) Are students of color persisting after participating in the learning community? The general approach we will take to assess the questions is a mixed methods approach. A qualitative approach provides greater depth in data and offers a richer description of how students are developing their community building and academic skills (Henning & Roberts, 2016). We want to better understand the narratives of students to comprehend how they are developing and applying their skills to persist to graduation, and a qualitative approach will allow us to do so. We will use a few different methods to gather and collect evidence. Observation will be conducted by the undergraduate chemistry advisor at career events and at study group and seminar sessions. Observing how the students are using their community building and academic skills while participating in various programs and events will lead to a better understanding of how students develop these skills. We will establish specific guidelines for what is being observed, which will help determine the success of the programs. One focus group will be conducted toward the end of each semester. Depending on the size of the seminar course, the undergraduate chemistry advisor will use the last meeting date of the seminar to open up the floor to discuss how the semester went. We believe the focus group will allow students to develop deeper meaning of the skills they developed by talking with other students. The undergraduate chemistry advisor would also provide each participant the opportunity to meet so that students could reflect upon and articulate their unique experiences during individual interviews conducted in the final week of the semester. The interviews would allow us to gather

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information on how the students developed their skills. The focus groups and interviews will be transcribed and analyzed in order to gain information about the meaning of community building and academic skills and how these skills are fostered through the programs and services offered. We will also use a quantitative approach when the undergraduate chemistry advisor tracks students’ progression through the chemistry major through data collection on how many students are graduating with a degree in chemistry after participating in the learning community. We will develop a report to share with staff and students from the data that was transcribed from the focus groups, interviews, and observations. The report will be discussed at the end of each semester during the meeting with staff to discuss how the semester went and how we can make improvements for the next semester. The findings will guide how we implement changes in the subsequent semesters. The Chemistry Learning Community for Students of Color is an educationally purposeful intervention where students can create a sense of belonging through their interactions with peers, instructional staff, alumni, and employers as well as develop skills and hone strengths to continue to be successful as a chemistry major. If implemented, this program will not only benefit students but will also help the Department of Chemistry retain more students of color in the major.

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17 References

Baker, C. N., & Robnett, B. (2012). Race, social support and college student retention: A case study. Journal of College Student Development, 53(2), 325–335. Campus Climate Survey Task Force. (2017). 2016 campus climate survey task force report. University of Wisconsin - Madison. Madison: Division of Diversity, Equity, & Educational Achievement. Retrieved from https://diversity.wisc.edu/climate/survey/ Chang, M. J., Cerna, O., Han, J., & Sàenz, V. (2008). The contradictory roles of institutional status in retaining underrepresented minorities in biomedical and behavioral science majors. The Review of Higher Education, 31(4), 433–464. https://doi.org/10.1353/rhe.0.0011 Chang, M. J., Eagan, M. K., Lin, M. H., & Hurtado, S. (2011). Considering the impact of racial stigmas and science identity: Persistence among biomedical and behavioral science aspirants. The Journal of Higher Education, 82(5), 564–596. https://doi.org/10.1353/jhe.2011.0030 Chang, M. J., Sharkness, J., Hurtado, S., & Newman, C. B. (2014). What matters in college for retaining aspiring scientists and engineers from underrepresented racial groups. Journal of Research in Science Teaching, 51(5), 555–580. https://doi.org/10.1002/tea.21146 Council for the Advancement of Standards [CAS] (2006). CAS statement of shared ethical principles. In Council for the Advancement of Higher Education (Ed.), CAS professional standards for higher education (6th Ed.). Washington, DC: Author. Harris, A. P. (2015). Critical race theory. In International Encyclopedia of the Social & Behavioral Sciences (pp. 266–270). Elsevier. https://doi.org/10.1016/B978-0-08-0970868.86019-5

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Henning, G. W., & Roberts, D. (2016). Student affairs assessment: Theory to practice. Sterling, VA: Stylus. Hurtado, S., Eagan, M. K., Tran, M. C., Newman, C. B., Chang, M. J., & Velasco, P. (2011). “We do science here”: Underrepresented students’ interactions with faculty in different college contexts. Journal of Social Issues, 67(3), 553–579. https://doi.org/10.1111/j.1540-4560.2011.01714.x McClellan, G. S., Stringer, J., & Associates. (2016). The handbook of student affairs th

administration (4 ed.). San Francisco, CA: Jossey-Bass. National Science Foundation [NSF]. (2014). STEM education data and trends 2014. Retrieved from STEM education data: http://nsf.gov Office of the Registrar. (2018). Conferred degree reports. University of Wisconsin - Madison. Retrieved from https://www.registrar.wisc.edu Ost, B. (2010). The role of peers and grades in determining major persistence in the sciences. Economics of Education Review, 29(6), 923–934. https://doi.org/10.1016/j.econedurev.2010.06.011 Palmer, R. T., Maramba, D. C., & Elon Dancy II, T. (2011). A qualitative investigation of factors promoting the retention and persistence of students of color in STEM. The Journal of Negro Education, 80(4), 491-504. https://www.jstor.org/stable/41341155 Reece, B. J., Tran, V. T., DeVore, E. N., & Porcaro, G. (Eds.). (2018). Debunking the myth of job fit in higher education and student affairs. Sterling, VA: Stylus Publishing, LLC. Suskie, L. (2009). Assessing student learning: A common sense guide (2nd ed.). San Francisco: Jossey-Bass.

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19 Appendix A Timeline

ACTIVITY

START

Project Start

6/1/2019

Collaborate with current learning communities

6/1/2019

6/1/2020

7/1/2019

8/1/2020

8/1/2019

8/31/2020

9/1/2019

5/1/2021

Attend recruitment events at local high schools

9/1/2020

6/1/2021

Develop curriculum for fall seminar

9/1/2020

1/1/2021

Final call to include seminar in fall course guide

2/15/2021

2/15/2021

Recruit employers for fall events

3/1/2021

8/1/2021

Recruit campus partners for fall events

3/1/2021

8/1/2021

Receive information from admissions about incoming students

3/15/2021

3/15/2021

Make initial contact with incoming students

3/18/2021

3/20/2021

Follow up contact with incoming students

5/1/2021

5/31/2021

Attend SOAR

6/1/2021

8/31/2021

Finalize curriculum for fall seminar

6/1/2021

8/31/2021

Collaborate w/ Office of Admissions Work with local high schools to set recruitment dates for Fall 2020 Collaborate with current students and begin recruitment process

END

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Finalize event calendar for fall

8/1/2021

8/31/2021

Fall learning community begins

9/1/2021

12/12/2021

Recruit in general chemistry and math courses

9/1/2021

9/15/2021

Establish study groups

9/7/2021

9/10/2021

Establish mentor/mentee

9/7/2021

9/10/2021

Develop curriculum for spring seminar

9/15/2021

12/12/2021

Recruit employers for spring events

9/15/2021

12/12/2021

Recruit campus partners for spring events

9/15/2021

12/12/2021

Final call to include seminar in spring course guide

9/15/2021

9/15/2021

Focus groups & interviews

12/10/2021

12/20/2021

Analyze assessment results

1/3/2022

2/3/2022

Meeting to discuss fall learning community

2/12/2022

2/12/2022

Finalize spring curriculum

1/13/2022

1/17/2022

Spring learning community initiates

1/21/2022

1/21/2022

Recruit in general chemistry and math courses

1/21/2021

2/1/2021

Establish study groups

1/28/2022

1/30/2022

Establish mentor/mentee

1/28/2022

1/30/2022

Final call to include seminar in fall course guide

2/15/2022

2/15/2022

CLIMATE CHANGE Recruit current students of color in chemistry major

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2/1/2022

5/1/2022

5/1/2022

5/1/2022

3/15/2022

3/15/2022

Make initial contact with incoming students

3/18/2022

3/20/2022

Follow up contact with incoming students

5/1/2022

5/31/2022

Focus groups & interviews

5/5/2022

5/15/2022

Analyze assessment results

5/17/2022

6/17/2022

Meeting to discuss spring learning community

6/25/2021

6/25/2022

Notify students who no longer qualify for learning community for next semester Receive information from admissions about incoming students

Project end

5/31/2022

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22 Appendix B Curriculum Map Study Groups

Seminar Course

Mentorship Program

Reinforced: students will build academic skills by studying with peer groups.

Introduced: Students will work on academic skills by trying out various strategies addressed during the seminar.

Introduced: Students will develop academic skills through understanding how their mentor mastered academic skills.

Develop Mastery: community students will building skills such develop as teamwork, community problem-solving, building skills and written and through verbal studying with communication. their peers.

Reinforced: Introduced: Students Students will interact with work on employers and community alumni building skills by allowing them talking with to enhance peers about community challenges faced building skills. by individuals with marginalized identities.

Reinforced: Students will build community with a mentor and developing problem-solving, teamwork and verbal and written communication skills.

Develop academic skills such as test taking, studying, notetaking, and time management skills.

Employer & Alumni Career Events