Indicators for Monitoring Undergraduate STEM Education (2018) / Chapter Skim
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Appendix B: Possible Formulas for Calculating Selected Indicators
Appendix B: Possible Formulas for Calculating Selected Indicators
Pages 209-214
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Table B-1 lists only selected indicators.
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; 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)
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to degree of students earning associate degrees continued
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212 INDICATORS FOR MONITORING UNDERGRADUATE STEM EDUCATION TABLE B-1 Continued Indicator Possible Formula 2.3.1 Diversity of STEM instructors Ratio of the share of STEM instructors to the in comparison with diversity of STEM share of all STEM graduate degree holders, 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 Ratio of the share of STEM teaching instructors in comparison with diversity of assistants to the share of all STEM graduate STEM graduate students 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
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APPENDIX B 213 TABLE B-1 Continued Indicator Possible Formula 2.4.2. Instructors who teach courses in Proportion of STEM faculty expressing STEM disciplines feel supported and satisfaction with the collegiality among included in their departments 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 Departmental use of culturally responsive responsive, inclusive, and consistent across instructional practices; institutional use of the institution faculty search and hiring practices known to effectively diversify STEM faculty
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