Developing recruitment and retention strategies through "design4practice" curriculum enhancements

Tester, John T.; Scott, Demaris Vernice; Hatfield, Jerry; Decker, Rand; Swimmer, Fonda

doi:10.1109/fie.2004.1408535

Cited by 15 publications

(15 citation statements)

References 23 publications

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“…Retention indicators include academic preparation (measured by SAT [ACT] scores), academic ability (measured by high school academic rank [GPA]), and confidence in study habits (Tester et al, 2004). The majority of new students entering higher education leave their initial college of choice without a degree, and the most critical time is the first year (Cuseo, 2003).…”

Section: Introductionmentioning

confidence: 99%

Biology Intensive Orientation for Students (BIOS): A Biology “Boot Camp”

Wischusen

2007

LSE

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The Biology Intensive Orientation for Students (BIOS) Program was designed to assess the impact of a 5-d intensive prefreshman program on success and retention of biological science majors at Louisiana State University. The 2005 pilot program combined content lectures and examinations for BIOL 1201, Introductory Biology for Science Majors, as well as learning styles assessments and informational sessions to provide the students with a preview of the requirements of biology and the pace of college. Students were tracked after their BIOS participation, and their progress was compared with a control group composed of students on the BIOS waiting list and a group of BIOL 1201 students who were identified as the academic matches to the BIOS participants (high school GPA, ACT score, and gender). The BIOS participants performed significantly better on the first and second exams, they had a higher course average, and they had a higher final grade than the control group. These students also had higher success rates (grade of "A," "B," or "C") during both the fall and spring semesters and remained on track through the first semester of their sophomore year to graduate in 4 yr at a significantly higher rate than the control group.

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Section: Introductionmentioning

confidence: 99%

Biology Intensive Orientation for Students (BIOS): A Biology “Boot Camp”

Wischusen

2007

LSE

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“…The undergraduate research experience is a prominent retention strategy that engages students with faculty, graduate students and the lab community [18] and that promotes graduate study [13]. Transfer students often require additional prerequisite courses to fully prepare for required classes in the new institution [19]. Participation in student professional organizations also improves retention [20].…”

Section: Related Workmentioning

confidence: 98%

Partners in Transitioning to Tech: Supporting Students Who Follow Nontraditional Paths to Engineering Degrees

Wills

Auerbach

Hughes

2006

Proceedings. Frontiers in Education. 36th Annual Conference

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The Partners in Transitioning to Tech (PITT) program in Georgia Tech's School of Electrical and Computer Engineering (ECE) supports students from underrepresented groups who follow nontraditional paths to an ECE degree, specifically through the dual-degree program. The PITT program addresses issues that arise as students join the engineering program mid-stream by using a variety of strategies, including peer partnerships, mentoring and tutoring from program-specific graduate teaching assistants, group seminars featuring distinguished alumni who have taken nontraditional educational paths, and exposure to research opportunities.The PITT program has been extremely successful in its first year. The retention rate of the students in the PITT program is 100% (contrast with a 58% retention rate in Spring 2004) and the average cumulative GPA, 2.43, is an improvement over the Spring 2004 average cumulative GPA of 2.03. This program encourages student success among underrepresented groups and ultimately contributes to the institutional benefit of a diverse student population.

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“…Retention of students in the major field of choice, as well as retention at the college or university in general, is increasingly important to postsecondary institutions (Cuseo, 2003). University-level retention predictors include academic preparation (as measured by SAT or ACT scores), academic ability (as measured by high school academic ability [GPA]), learning styles, motivation (Garton, Dyer, King, & Ball, 2000;Upcraft, Gardner, & Barefoot, 2005), and confidence in study habits (Tester, Scott, Hatfield, Decker, & Swimmer, 2004). Studies show that in the United States over 50% of new students entering higher education leave their first institution without completing a degree, and over 42% leave higher education all together (Cuseo, 2003).…”

Section: Introductionmentioning

confidence: 99%

Impact of a Short Pre-Freshman Program on Retention

Wischusen

Pomarico

2011

Journal of College Student Retention: Research, Theory & Pr

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The Biology Intensive Orientation for Students (BIOS) Program at Louisiana State University was designed to increase the success of incoming freshman biology majors in the first course in their major. The program combined content lectures and examinations for BIOL 1201-Introductory Biology for Science Majors, the first course in their major, as well as learning styles assessments and informational sessions intended to provide the students with a preview of the requirements of biology, and the pace of college. BIOS participants showed increased success and retention in the biology major, and remained on track to graduate in 4 years at a significantly higher rate than students who did not participate in BIOS.

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Developing recruitment and retention strategies through "design4practice" curriculum enhancements

Cited by 15 publications

References 23 publications

Biology Intensive Orientation for Students (BIOS): A Biology “Boot Camp”

Biology Intensive Orientation for Students (BIOS): A Biology “Boot Camp”

Partners in Transitioning to Tech: Supporting Students Who Follow Nontraditional Paths to Engineering Degrees

Impact of a Short Pre-Freshman Program on Retention

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