Research

COVID-Related Impacts on STEM Students

While early research indicates that students overall are experiencing negative impacts due to the COVID-19 pandemic, the unique characteristics of STEM fields raise important questions regarding how STEM students in particular are being impacted.  In May 2020, researchers with WISE and SIROW (the Southwest Institute for Research on Women) carried out a survey of over 500 University of Arizona STEM students to examine COVID-impacts on academic experiences and progress; STEM persistence; and STEM related career and professional development. Follow the links below to access reports on our findings, as well as slides that summarize associated policy recommendations.

COVID-Impacts on Undergraduate STEM Students Survey Report

COVID-Impacts on STEM Graduate Students Survey Report 

Slides from July 2020 Webinar: Findings and Policy Recommendations

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The Status of Women in STEM at the University of Arizona

While individual colleges and departments often track (in formal and informal ways) demographic trends among their students, there is yet to be a cross-institutional analysis of women’s entry, persistence, and success across STEM fields at UA.  This report fills this knowledge gap by providing an overview of enrollment, persistence, and graduation rates of women students in comparison to their men counterparts across STEM colleges and departments.  Specifically, this report focuses on the four main UA colleges where students pursue undergraduate STEM degrees: Agriculture and Life Sciences; Engineering; Optical Sciences; and Science.  Due to the limitations of existing data sets, this report focuses on the undergraduate student population.  This report was made possible with funding from the University of Arizona Office of the Provost. Click HERE to read the full report. 

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Asset Mapping for Equity in STEM

Diving into Task Assignment Bias is an educational innovation and evaluation project funded by the Engineering Information Foundation. This project aims to foster equity in group-based STEM educational environments by providing educators with a set of tools and procedures they can implement with students in order to foster equity-mindedness and reduce task assignment bias. Through this project, we have developed and impelmented trainings relevant for 5-12 grade STEM educators on asset-mapping and related tools. We then follow a subset of educators throughout their experience implementing these strategies with their students. This project is based on a highly successful model developed and implemented at Worcester Polytechnic Institute by Lisa Stoddard and Geoff Pfeifer.