A Controlled Intervention to Improve Freshman Retention in a STEM-Based Physiology Major

Autor/inn/en	Leary, Miriam; Morewood, Aimee; Bryner, Randy
Titel	A Controlled Intervention to Improve Freshman Retention in a STEM-Based Physiology Major
Quelle	In: Advances in Physiology Education, 44 (2020) 3, S.334-343 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1043-4046
Schlagwörter	College Freshmen; Academic Persistence; Teaching Methods; Learning Processes; At Risk Students; Physiology; Student Attitudes; Comparative Analysis; Academic Advising; Intervention; Positive Attitudes; Outcomes of Education; Grades (Scholastic); Majors (Students); School Holding Power; STEM Education + Suchen Sie Ihr Suchwort? Studienanfänger; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Physiologie; Schülerverhalten; Akademischer Rat; Lernleistung; Schulerfolg; Notenspiegel; STEM
Abstract	Using a Scholarship of Teaching and Learning lens, this study systematically examined if a targeted intervention in at-risk students within a science, technology, engineering, and mathematics (STEM)-based physiology program would elicit positive student perceptions and higher retention rates into the second year. Those students who were considered at risk for attrition (retention; n = 82) were compared against a control group (non-retention; n = 165), and outcomes were evaluated with an End-of-Semester Survey and university enrollment data. Students in the retention group reported more favorable responses to questions pertaining to a first-year seminar course and academic advising. By the start of the following (spring 2019) semester, 48 students transferred out of the program (20%) with little difference between groups (non-retention 19%; retention 22%). At the start of fall 2019 term, 55% of the 2018 freshman class were retained within the program (non-retention 66%; retention 39%), and 85% were retained within the university (non-retention 91%, retention 74%). The intervention was successful in eliciting positive student perceptions of the major, but did not improve retention of at-risk students within the physiology major. (As Provided).
Anmerkungen	American Physiological Society. 9650 Rockville Pike, Bethesda, MD 20814-3991. Tel: 301-634-7164; Fax: 301-634-7241; e-mail: webmaster@the-aps.org; Web site: https://www.physiology.org/journal/advances
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01