Model students in foundation science courses improves retention and performance in undergraduate STEM programs (531.21)

Abstract

The college years are a time of intense attrition from science, technology, engineering and mathematics (STEM) fields, negatively impacting the nation’s scientific capacity and economic competitiveness. Attrition is especially prominent between the first and second years of college for STEM students. Many students coming out of high school are ill prepared to perform the critical thinking and rigorous academic work required in STEM fields, and the initial gateway courses in these fields tend to favor a “weed out” philosophy, providing a less than hospitable environment in which to begin a college career. In an effort to ameliorate these two factors, we developed a supplemental peer instruction program (the Model Student Program) as a collaborative effort between the Biology Department and the Center for Academic Achievement (CAA) that allows proficient peers to help first year students digest complex material and to model the behaviors required for success in STEM at the college level. We hypothesized that this program would improve retention and performance of in the initial gateway courses required for the Biology major. Data from three consecutive years of implementing this program provides evidence of reduced attrition from the university by 50%, and improved average course grades. In addition, the students report numerous academic and social benefits from their interactions with the model student, and the model students report that they value the close working relationship with the course instructor and a better understanding of the course content. Due to the demonstrated success of the program, it is now standard practice in all foundational natural science courses, including Physics, General Chemistry and Organic Chemistry. Therefore, this program appears to be successful at helping students navigate the gateway courses required for persistence as STEM students.