Passing Through the Gates: Identifying and Developing Talent in Introductory STEM Courses

• In Event: Talent and Identity Development Across the STEM Pathway

Abstract

Introductory science, technology, engineering, and mathematics (STEM) courses often function to eliminate all but the “top tier” students and champion the idea that "scientists are born, not made" (Tobias, 1990, p.11). The majority of attrition from the sciences occurs within the first two years of taking these courses (Chang et al., 2008). Critics argue that introductory courses encourage passive learning (Bransford et al., 2000); however, few studies have looked at the positive outcomes associated with these courses. In this mixed methods study, we examine alternative measures of talent and determine how talent is developed and harvested within introductory STEM courses.

To examine broad trends in talent development, we use hierarchical linear modeling (HLM) to analyze longitudinal student and faculty survey data from 3,205 students across 73 classrooms in 15 institutions. We examine the characteristics and course experiences of students and pedagogical techniques of faculty that increase students’ ability to think and act like scientists and whether these outcomes relate to their final grades in these introductory STEM courses. We draw from Pyryt’s (2000) work that suggests scientific talent and potential can be assessed by individuals’ interest and motivation in STEM rather than simply relying on test scores.

We then use qualitative data to better understand the ways in which talent is identified and nurtured within introductory STEM courses. Data are drawn from 41 student focus groups with 240 students currently or previously enrolled in introductory STEM courses and approximately 31 individual interviews of faculty teaching these courses. Focus group participants discussed personal learning strategies, instructors’ teaching styles, and ways that the courses enhanced their interest in STEM while faculty interviewees described their classroom environment, pedagogical techniques, and goals for their students.

Our findings demonstrate that, although students’ grades in introductory courses may be useful for sorting students, they do not seem to be useful for capturing gains in dispositions for scientific work. Students who spent more time in groups completing hands-on activities and less time in classrooms predominated by lecture reported significantly more gains in thinking and acting like a scientist. Our qualitative data also revealed that passionate faculty and engaging classroom topics can help students to narrow their STEM interests or to confirm their initial interests from high school. Faculty also described alternative ways, beyond grades, that they identified talent among students in their introductory STEM courses, such as by noticing motivation among students who ask insightful questions or more frequently attend office hours.

Finding alternatives to grades to measure and identify STEM talent while also developing students’ scientific skills represents an important challenge to faculty who teach these courses. If grading practices serve as the primary sorting mechanisms that colleges employ in science, then talented students who struggle in an introductory course may be weeded out of science majors early in their college career. Our results suggest that implementing more hands-on activities and having faculty who demonstrate enthusiasm in their courses further nurture students’ skills and interest in science.

Authors

• Sylvia Hurtado, University of California - Los Angeles

• Kevin Eagan, University of California - Los Angeles

• Gina Ann Garcia, University of California - Los Angeles

• Josephine Ann Gasiewski, University of California - Los Angeles