Speed, J., & Pair, D. (2025, February), Use of a multi-level self-study to engage campus stakeholders 
and improve STEM student learning outcomes 
  Paper presented at 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD), San Antonio, Texas. https://peer.asee.org/54124

\bibitem{asee_peer_54124}
  Speed, J., \& Pair, D. (2025, February), \emph{Use of a multi-level self-study to engage campus stakeholders 
and improve STEM student learning outcomes 
}
  Paper presented at 2025 Collaborative Network for Engineering \& Computing Diversity (CoNECD), San Antonio, Texas.
  https://peer.asee.org/54124

Jennifer Speed and Don Pair.  "Use of a multi-level self-study to engage campus stakeholders 
and improve STEM student learning outcomes 
".  2025 Collaborative Network for Engineering & Computing Diversity (CoNECD), San Antonio, Texas, 2025, February.  ASEE Conferences, 2025.  https://peer.asee.org/54124 Internet.  25 Mar, 2025

\bibitem{asee_peer_54124}
  Jennifer Speed and Don Pair.
  "Use of a multi-level self-study to engage campus stakeholders 
and improve STEM student learning outcomes 
".
  \emph{2025 Collaborative Network for Engineering \& Computing Diversity (CoNECD), San Antonio, Texas, 2025, February}.
  ASEE Conferences, 2025.
  https://peer.asee.org/54124 Internet.  25 Mar, 2025

@INPROCEEDINGS{asee_peer_54124
author = "Jennifer Speed and Don Pair"
title = "Use of a multi-level self-study to engage campus stakeholders 
and improve STEM student learning outcomes 
"
booktitle = "2025 Collaborative Network for Engineering \& Computing Diversity (CoNECD)"
year = "2025"
month = "February"
address = "San Antonio, Texas"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/54124}
}

TY  - CPAPER
AB  - Spurred by longstanding concerns about inequities in STEM learning outcomes, including among students in a university’s growing engineering and computer science programs, a small team of faculty and staff at a midsized university undertook an institution-wide initiative to understand its entire STEM learning environment, i.e., the conditions that inform student learning inside and outside of the classroom. But first, however, the team had to determine how best to develop and implement a manageable, multi-level self-study that could offer meaningful insights into the complexity of barriers to STEM student success—and then begin to propose meaningful solutions. This paper describes how a diverse campus team designed and implemented such a self-study, and how a similar approach can be adapted for use at other institutions of higher learning seeking to improve STEM student success. The work described here is one part of a larger study that is still ongoing.
AU  - Jennifer Speed
AU  - Don Pair
CY  - San Antonio, Texas
DA  - 2025/02/09
PB  - ASEE Conferences
TI  - Use of a multi-level self-study to engage campus stakeholders 
and improve STEM student learning outcomes 

UR  - https://peer.asee.org/54124
ER  -