Year 4 Summary of NSF Project: Work-focused Experiential Learning to Increase STEM Student Retention and Graduation at Two-year Hispanic-serving Institutions

Project Overview

This NSF-supported initiative at Phoenix College aims to enhance STEM student retention and graduation rates by providing work-focused experiential learning opportunities, with a particular emphasis on Hispanic students. The project focuses on building cross-sector partnerships, engaging students in Computer Information Systems (CIS) and STEM work experiences, and expanding successful practices to other institutions.

Key Goals and Activities:

1. Establish Cross-sector Partnerships:

   • Developed a diverse team of faculty and staff trained in STEM Evidence-based Student-Serving (STEM-ESS) assessment.

   • Hosted the Future of Work Summit, engaging nearly 250 participants to discuss industry needs and foster collaborations.

   • Formed an IT Advisory Council with South Mountain and Gateway Community Colleges.

2. Engage Students in Work-focused Learning:

   • Created processes for student internships and externships, resulting in two initial internship opportunities within Phoenix College's IT group.

   • Hired a Work-based Experiences Coordinator to manage internships and externships and developed a Career Development Trajectory Checklist.

3. Expand STEM-ESS to Other Departments:

   • Planned to extend STEM-ESS practices to the Physical, Life, and Social Sciences departments at Phoenix College.

   • Documented best practices to be shared with other two-year Hispanic-serving institutions (HSIs).

4. Increase HSI Implementation of Evidence-based Practices:

   • Collected and analyzed data to support the intentional service of Latinx students, aiming to improve their success in STEM fields.

In the fourth year of the NSF-supported project at Phoenix College, the focus remained on enhancing STEM student retention and graduation rates through work-focused experiential learning, mainly targeting Hispanic students. The project's overarching goals are establishing cross-sector partnerships, engaging students in real-world STEM experiences, expanding the STEM-ESS model to other departments, and scaling successful practices to other institutions.

The project leadership team, consisting of the Principal Investigator (PI) and Co-PIs, met bi-weekly to discuss progress and plan the next steps. One of the primary goals was to identify and foster cross-sector partnerships continually. To this end, a diverse cross-disciplinary team of 18 faculty and staff members was established and trained in the Science Technology Engineering and Math Evidence-based Student-Serving (STEM-ESS) assessment. This assessment helped identify strengths and gaps addressed in a series of planning discussions. The Future of Work Summit, held virtually in March 2021, was a significant event that facilitated engagement with nearly 250 participants, including industry representatives and educators. This summit was crucial in forming the initial Tri-College Computer Information Systems/Information Technology Industry Advisory Council, which included South Mountain Community College (SMCC) and Gateway Community College (GWCC).

Engaging students in work-focused learning experiences was another critical goal. The project established processes for recruiting and preparing students for internships and externships. An online form was used to gauge student interest, and from the applicants, two interns were selected to work with Phoenix College’s Information Technology group. A Work-based Experiences Coordinator (WBEC) was hired to oversee these processes, ensuring smooth coordination between students, faculty, and industry partners. This role is vital as the WBEC recruits' students, matches them to internships and externships, and assists in project coordination.

The STEM-ESS model was applied to other STEM departments, including Physical, Life, and Social Sciences, to promote evidence-based practices and increase success for Latinx students. The project documented best practices established in the first year to guide other two-year Hispanic-Serving Institutions (HSIs) in implementing similar strategies. This documentation included data collection and anonymization methods, which are crucial for compliance with FERPA regulations.

Faculty development was also a key component, with professional development (PD) opportunities provided to enhance inclusive teaching practices. Three CIT faculty members participated in the Lighthouse CC training, focusing on active recruiting, the importance of diversity, and inclusive pedagogy. This training led to implementing strategies within the department to improve student recruitment and retention, particularly for underrepresented groups.

The project faced several challenges due to COVID-19 restrictions, necessitating a shift to virtual environments for many activities. Despite these challenges, significant progress was made. The IT Institute at Phoenix College, a hub for tech innovation, played a crucial role in disseminating project outcomes and engaging with industry partners. Events such as the American Association of Colleges and Universities (AAC&U) virtual conference and the Leader in You webinar series provided platforms to share the project's progress and recruit industry partners and students.

The project plans to complete ongoing internships, conduct summer externship experiences, and continue collecting participant data. The leadership team will expand the advisory council, document best practices for rural HSIs, and refine data-gathering processes. Additionally, the project will create a website to highlight internship and externship opportunities and connect students with job opportunities through Pipeline AZ.

Overall, the project's fourth year saw significant advancements in establishing partnerships, engaging students in real-world learning, and promoting inclusive practices among faculty. These efforts aim to increase retention and success in STEM fields, particularly for Hispanic students at two-year HSIs. The framework developed is being scaled to other institutions, creating a replicable model for enhancing STEM education and career pathways.