Suggested Citation:"Appendix B: Possible Formulas for Calculating Selected Indicators ." National Academies of Sciences, Engineering, and Medicine. 2018. Indicators for Monitoring Undergraduate STEM Education. Washington, DC: The National Academies Press. doi: 10.17226/24943.
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Appendix B
Possible Formulas for Calculating Selected Indicators
This appendix presents measurement approaches and formulas that could potentially be used to calculate some of the committee’s proposed indicators. Given the complexity of the phenomena the indicators are designed to measure and the limited data available, the committee does not propose an approach or formula for every indicator. Table B-1 lists only selected indicators.
Suggested Citation:"Appendix B: Possible Formulas for Calculating Selected Indicators ." National Academies of Sciences, Engineering, and Medicine. 2018. Indicators for Monitoring Undergraduate STEM Education. Washington, DC: The National Academies Press. doi: 10.17226/24943.
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TABLE B-1 Possible Formulas for Selected Indicators
| Indicator | Possible Formula |
|---|---|
| 1.1.1 Use of evidence-based practices in course development and delivery | Percentage of faculty who report using instructional practices supported by research as likely to foster student learning |
| 1.1.2 Use of evidence-based practices outside the classroom | Percentage of students in mentored research experiences and percentage of students involved in service learning |
| 1.2.1 Extent of instructors’ involvement in professional development | Percentage of instructors who annually report more than 10 hours of formal teaching-related professional development of any kind; dollars spent annually by an institution on faculty development and instructional support, per instructor |
| 1.3.1 Use of valid measures of teaching effectiveness | Percentage of departments that use validated measures other than typical student evaluations to measure instructional quality (such as validated observation protocols, teaching portfolios, validated self-report tools) |
| 1.3.2 Consideration of evidence-based teaching in personnel decisions by departments and institutions | Percentage of departments at an institution that explicitly consider use of evidence-based teaching in decisions for merit, retention, promotion |
| 2.1.1 Institutional structures, policies, and practices that strengthen STEM readiness for entering and enrolled college students | Curricular practices that strengthen levels of STEM readiness for entering and enrolled students (e.g., accelerated developmental mathematics course sequences); assessment and placement practices that strengthen levels of STEM readiness for entering and enrolled students (e.g., multiple measures for mathematics placement); academic program structures that promote coherence in STEM course taking and timely degree completion (e.g., guided pathways); institutional structures that enhance access to STEM courses (e.g., dual enrollment) |
Suggested Citation:"Appendix B: Possible Formulas for Calculating Selected Indicators ." National Academies of Sciences, Engineering, and Medicine. 2018. Indicators for Monitoring Undergraduate STEM Education. Washington, DC: The National Academies Press. doi: 10.17226/24943.
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| Indicator | Possible Formula |
|---|---|
| 2.1.2 Entrance to and persistence in STEM educational programs | Percentage of entering college students that state an intention to major in STEM, disaggregated by race and ethnicity, gender, socioeconomic status, first-generation status, and ability status; persistence rates for STEM aspirants, disaggregated by race and ethnicity, gender, socioeconomic status, first-generation status, and ability status |
| 2.1.3 Equitable student participation in evidence-based STEM educational practices | Proportion of students who participated in evidence-based educational experiences inside or outside the classroom, disaggregated by race and ethnicity, gender, socioeconomic status, first-generation status, and ability status |
| 2.2.1 Diversity of STEM degree and certificate earners in comparison with the diversity of degree and certificate earners in all fields | Ratio of the share of STEM undergraduate degrees earned to the share of all undergraduate degrees earned, disaggregated by race and ethnicity, gender, socioeconomic status, first-generation status, and ability status |
| 2.2.2 Diversity of students who transfer from 2-year- to 4-year STEM programs in comparison with diversity of students in 2-year STEM programs | Ratio of the share of 2-year college transfer students entering 4-year STEM degree programs to the share of all 2-year college students in STEM programs, disaggregated by race and ethnicity, gender, socioeconomic status, first-generation status, and ability status |
| 2.2.3 Time to degree for students in STEM academic programs | 3-year graduation rates for students in 2-year STEM programs, disaggregated by race and ethnicity, gender, socioeconomic status, first-generation status, and ability status; 4-year and 6-year graduation rates for students in 4-year STEM programs, disaggregated by race and ethnicity, gender, socioeconomic status, first-generation status, and ability status; average time to degree of students earning bachelor degrees; average time to degree of students earning associate degrees; average academic terms (semesters or quarters) to degree of students earning bachelor degrees; average academic terms (semesters or quarters) to degree of students earning associate degrees |
Suggested Citation:"Appendix B: Possible Formulas for Calculating Selected Indicators ." National Academies of Sciences, Engineering, and Medicine. 2018. Indicators for Monitoring Undergraduate STEM Education. Washington, DC: The National Academies Press. doi: 10.17226/24943.
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| Indicator | Possible Formula |
|---|---|
| 2.3.1 Diversity of STEM instructors in comparison with diversity of STEM graduate degree holders | Ratio of the share of STEM instructors to the share of all STEM graduate degree holders, disaggregated by race and ethnicity, gender, socioeconomic status, first-generation status, and ability status and by STEM discipline and institutional type |
| 2.3.2 Diversity of STEM graduate student instructors in comparison with diversity of STEM graduate students | Ratio of the share of STEM teaching assistants to the share of all STEM graduate students, disaggregated by race and ethnicity, gender, socioeconomic status, first-generation status, and ability status and by STEM discipline and institutional type |
| Average sense of belonging that STEM students feel toward their college or university, disaggregated by race and ethnicity, gender, socioeconomic status, first-generation status, and ability status and by STEM discipline and institutional type; overall sense among STEM students that faculty are approachable, disaggregated by race and ethnicity, gender, socioeconomic, first-generation status, and ability status and by STEM discipline and institutional type; STEM students’ overall sense of support from peers, disaggregated by race and ethnicity, gender, socioeconomic status, first-generation status, and ability status and by STEM discipline and institutional type; annual proportion of students unable to enroll in the courses they need to matriculate in their degree programs, disaggregated by race and ethnicity, gender, socioeconomic status, first-generation status, and ability status and by STEM discipline and institutional type |
Suggested Citation:"Appendix B: Possible Formulas for Calculating Selected Indicators ." National Academies of Sciences, Engineering, and Medicine. 2018. Indicators for Monitoring Undergraduate STEM Education. Washington, DC: The National Academies Press. doi: 10.17226/24943.
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| Indicator | Possible Formula |
|---|---|
| 2.4.2. Instructors who teach courses in STEM disciplines feel supported and included in their departments | Proportion of STEM faculty expressing satisfaction with the collegiality among faculty in their departments, disaggregated by race and ethnicity, gender, rank, and employment status and by STEM discipline and institutional type; proportion of STEM faculty experiencing stress due to discrimination, disaggregated by race and ethnicity, gender, rank, and employment status and by STEM discipline and institutional type |
| 2.4.3 Institutional practices are culturally responsive, inclusive, and consistent across the institution | Departmental use of culturally responsive instructional practices; institutional use of faculty search and hiring practices known to effectively diversify STEM faculty |
Suggested Citation:"Appendix B: Possible Formulas for Calculating Selected Indicators ." National Academies of Sciences, Engineering, and Medicine. 2018. Indicators for Monitoring Undergraduate STEM Education. Washington, DC: The National Academies Press. doi: 10.17226/24943.
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