International Teacher Education Conference 2014 1

International Teacher Education Conference 2014
C1 22 54% 46% 100% 90.9%
C2 23 44% 56% 96% 54.5%
BLAST Race/Ethnicity
Cohort % Latino/a % Black %Asian %White %Multiracial
C1 46% 36% 9% 9% N/A
C2 26% 26% 17% 13% 17%
The BEST program
The Center for STEM Diversity (CSD) at Tufts University is an umbrella organization that develops best
practices and creates new programming designed to increase the recruitment and retention of underrepresented
students in the STEM (science, technology, engineering, and mathematics) majors. The Center interfaces with
undergraduates, graduate students, faculty, and staff across the campus. Currently, the Center operates two
internal programs, the Bridge to Engineering Success at Tufts (BEST) and Promoting Retention in Science and
Engineering (PRISE) aimed at assisting FGLIU students at Tufts. For the purpose of this paper we will focus our
attention on the BEST program.
The BEST program began in 2010 with the goal of ensuring first-generation college students from low
income backgrounds were given the tools (both academic and social) to successfully graduate from the School of
Engineering. BEST Scholars attend at six-week summer program and take two foundational engineering classes
(Calculus and Physics) for credit, while also attending various workshops on engineering and campus resources
during the summer. This program allows students to experience college level academics in a supportive
environment, and introduces them to the numerous co-curricular support services on campus. In addition, the
BEST program is also preparatory, rather than remedial, because most BEST students have not had formal
physics or calculus due to the fact that these courses are typically not offered at their particular high schools, or
offered, but not at the AP level. Subsequently, admission to the School of Engineering is contingent on
completion of the program. Once admitted, students receive academic and social support throught their first year
(and until graduation) via weekly meetings, tutoring, and program sponsored social activities.
An overview of the demographic breakdown of the four BEST cohorts is as follows:
BEST Size Gender Economic College status
Cohort % Male % Female Financial Aid Recipients First Generation
C1 8 75% 25% 100% 88%
C2 10 50% 50% 100% 90%
C3 11 64% 36% 100% 73%
C4 9 56% 44% 100% 100%
BEST Race/Ethnicity
Cohort % Latino/a % Black %Asian %White %Multiracial
C1 25% 63% N/A 12% N/A
C2 40% 20% 20% 20% N/A
C3 55% 27% N/A 18% N/A
C4 56% 33% N/A 11% N/A
FINDINGS & DATA
As documented in the literature section of this paper, FGLIU students are often at a greater risk for transition
issues, which directly impacts retention. However, both the BLAST and the BEST scholars appear to be
academically thriving at Tufts and are maintaining close to perfect retention rates. To begin, every BLAST and
BEST scholar has successfully completed their summer bridge program and matriculated to Tufts. In addition,
all the BLAST and BEST scholars are currently scheduled to graduate within the standard four year time period.
Lastly, the retention rates for the BLAST and BEST cohorts often surpass the overall retention rates for the
schools of Arts and Sciences and Engineering at each respective class level. Retention rates were not included
for BLAST cohort 2 and BEST Cohort 4 as they have only completed the Fall 2013 semester at Tufts and have
yet to finish their freshman year; however the retention rates were calculated for the rest of the cohorts. The
retention rates are as follows:
Retention
rate
BLAST
C1
Arts &
Sciences:
Sophomore
Class
BEST
C1
Engineering:
Senior Class
934
BEST
C2**
Engineering:
Junior Class
BEST
C3**
Engineering:
Sophomore
Class
100% 94.3% 100% 92.3% 100% 90.5% 91% 94.3%