Student Enrollment in a Supplement Course for Anatomy and Physiology Results in Improved Retention and Success

Autor/in	Hopper, Mari
Titel	Student Enrollment in a Supplement Course for Anatomy and Physiology Results in Improved Retention and Success
Quelle	In: Journal of College Science Teaching, 40 (2011) 3, S.70-79 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-231X
Schlagwörter	Physiology; Educational Change; Anatomy; Enrollment; Academic Achievement; Science Education; Science Instruction; Higher Education; School Holding Power; Surveys; Educational Improvement; College Students; Undergraduate Students; Academic Persistence; Likert Scales; Statistical Analysis; Time Management; Indiana + Suchen Sie Ihr Suchwort? Physiologie; Bildungsreform; Anatomie; Einschulung; Schulleistung; Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Survey; Umfrage; Befragung; Teaching improvement; Unterrichtsentwicklung; Collegestudent; Likert-Skala; Statistische Analyse; Zeitmanagement
Abstract	Anatomy and Physiology I (A&P 1) has one of the highest failure and withdrawal rates on campus. To increase academic success, a course to supplement A&P 1 (Supplement) was developed and taught by anatomy and physiology faculty. Primary goals for the Supplement included (1) early identification of students at risk for failing or withdrawal; (2) understanding student demographics; (3) using a multifaceted approach in the classroom; and (4) developing a strong sense of community. A variety of activities were incorporated to address the needs of a diverse group of students. A two-part survey was administered during the first and last weeks of class. The survey assessed demographics of students and factors known to affect student academic performance. Results indicate that students who participated in the Supplement course achieved a grade of C or better at a much higher rate than those students who did not participate (63% vs. 38%). Students enrolled in the Supplement course were also retained at a higher frequency (89% vs. 64%). Survey results indicate that improvements in student success and retention were likely due to changes in student skills and behaviors as a result of participation in the Supplement. (Contains 5 tables and 1 figure.) (As Provided).
Anmerkungen	National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10