Student Attrition Rates Research Articles

Predict Students' Dropout and Academic Success with XGBoost

The attrition rate of students in higher education is a worldwide issue that profoundly affects both individuals and institutions. Students who fail to complete their studies often encounter economic and social difficulties, while educational institutions suffer a deterioration in reputation and operational efficacy. This paper proposes the creation of a prediction model utilizing the XGBoost algorithm to assess students' academic progress and dropout risk. The model incorporates several elements, such as academic, demographic, and socio-economic, to yield comprehensive insights into students' educational trends. This research utilizes the Predict Students' Dropout and Academic Success dataset, comprising 4,424 data points and 36 attributes. The data underwent normalization via StandardScaler and was divided into five scenarios for training and testing, ranging from a 50:50 to a 90:10 split. The evaluation of the model was conducted utilizing accuracy, precision, recall, and F1-Score criteria. The findings indicate that the model attains peak performance in the 80:20 scenario, exhibiting 88% precision and an 81% F1-Score, signifying an ideal equilibrium between predictive accuracy and risk identification capability. This study demonstrates that XGBoost can serve as a dependable predictive instrument to aid decision-making in the education sector. These findings establish a foundation for formulating targeted interventions aimed at enhancing student retention. Subsequent study may investigate the use of real-time data and sophisticated models to enhance predictive accuracy.

University Biology Classrooms as Spaces for Anti-racist Work: Instructor Motivations for Incorporating Race, Racism, and Racial Equity Content.

Science is often portrayed as a meritocratic endeavor, but university biology programs exhibit high rates of student attrition, particularly among students of Color, despite similar interest and aptitude for science, technology, engineering,and mathematics (STEM) as White students. Culturally relevant pedagogy is associated with student persistence in STEM. One way to practice culturally relevant pedagogy in biology courses is to engage students in discussions of race, racism, or racial equity. Guidance exists to help instructors incorporate race-related topics into the biology curriculum, but the reasoning behind the decision of whether to adopt this practice is not well characterized. Understanding instructors' perceptions and experiences in implementing these topics will help identify supports and address barriers to instructor adoption. In this study, we examine university biology instructors' motivations for incorporating topics of race, racism, or racial equity in biology courses and contextual factors that influence this motivation. We found that the instructors were primarily motivated by intrinsic factors, desire to promote student learning and success, and social injustice events despite lacking external incentives. The instructors also held anti-racist perspectives when developing learning experiences for their students. How change agents can leverage these findings to promote rightful presence in biology courses is discussed.

Embodied curriculum mapping as a foundation for critical self-reflection and culture change

This article describes a first-person qualitative research study to understand how common pedagogical approaches and cultural learning environments in STEM impact individuals. Prior to the study, the author observed that many students who were successful in advanced undergraduate neuroscience courses reported having struggled academically, socially, or emotionally in introductory STEM courses. The objective was to generate new ideas for approaches to address high rates of student attrition from introductory STEM courses related to this full range of issues through curriculum development. The author, a neurobiologist and tenured faculty member at the institution, audited four introductory STEM courses: Introduction to Cellular and Molecular Biology, Atoms & Molecules, Calculus 1, and Introductory Physics 2: Electromagnetism, Optics, and Modern Physics, offered by tenured colleagues in four different departments. A total of approximately 600 hours was spent by the author attending lectures, participating in classroom activities, completing homework, and studying for assessments. Homework, quizzes, and exams were marked by the course faculty using the same criteria as were applied for student work. In addition to measures of academic performance collected through the normal assessments, the author made note of her own emotional responses throughout the course of the study, which is why the process was dubbed ‘embodied’ curriculum mapping. The emotional responses revealed high levels of emotional stress associated with assessment, sensitivity to disciplinary boundary reinforcement, and a complex role of social and academic identity in all aspects of the experience. Given the first-person nature of the study, the potential future generalizability of the findings must be considered in light of the various revealed aspects of identity and experience of the author and subjected to further study using a broader range of empirical methodologies. The focus of this article’s conclusions and recommendations is therefore the impact of the process on the author and the potential for a similar process to serve as a foundation for critical self-reflection and learning for other STEM educators. The author recommends the process as a generative tool for pedagogical innovation and building faculty capacity for culture change in STEM.

Establishment and validation of a nomogram for dropout intention in Chinese early year medical undergraduates

BackgroundThe attrition rate of Chinese medical students is high. This study utilizes a nomogram technique to develop a predictive model for dropout intention among Chinese medical undergraduates based on 19 individual and work-related characteristics.MethodA repeated cross-sectional study was conducted, enrolling 3536 medical undergraduates in T1 (August 2020-April 2021) and 969 participants in T2 (October 2022) through snowball sampling. Demographics (age, sex, study phase, income, relationship status, history of mental illness) and mental health factors (including depression, anxiety, stress, burnout, alcohol use disorder, sleepiness, quality of life, fatigue, history of suicidal attempts (SA), and somatic symptoms), as well as work-related variables (career choice regret and reasons, workplace violence experience, and overall satisfaction with the Chinese healthcare environment), were gathered via questionnaires. Data from T1 was split into a training cohort and an internal validation cohort, while T2 data served as an external validation cohort. The nomogram’s performance was evaluated for discrimination, calibration, clinical applicability, and generalization using receiver operating characteristic curves (ROC), area under the curve (AUC), calibration curves, and decision curve analysis (DCA).ResultFrom 19 individual and work-related factors, five were identified as significant predictors for the construction of the nomogram: history of SA, career choice regret, experience of workplace violence, depressive symptoms, and burnout. The AUC values for the training, internal validation, and external validation cohorts were 0.762, 0.761, and 0.817, respectively. The nomogram demonstrated reliable prediction and discrimination, with adequate calibration and generalization across both the training and validation cohorts.ConclusionThis nomogram exhibits reasonable accuracy in foreseeing dropout intentions among Chinese medical undergraduates. It could guide colleges, hospitals, and policymakers in pinpointing students at risk, thus informing targeted interventions. Addressing underlying factors such as depressive symptoms, burnout, career choice regret, and workplace violence may help reduce the attrition of medical undergraduates.Trial registrationThis is an observational study. There is no Clinical Trial Number associated with this manuscript.

Virtual interprofessional education for the African continent: AFRI-VIPE

This article details how multiple universities came together in 2019 during the Africa Interprofessional Education Network (AfrIPEN) conference in Nairobi, Kenya, to create an interprofessional, multi-continent, multi-university opportunity to give their students an asynchronous and synchronous virtual interprofessional experience through a programme known as VIPE (virtual interprofessional education). The programme, which was created after the conference, was entitled AFRI-VIPE (Africa virtual interprofessional education). From that conference, four AFRI-VIPE events have been implemented to date. Asynchronous material was created, and synchronous sessions were held that utilised problem-based learning to reinforce the Interprofessional Education Collaborative (IPEC) core competencies. Students’ competency attainment was assessed using the Interprofessional Collaborative Competencies Attainment Survey (ICCAS), and analysis of those data showed significant improvements across all six interprofessional subscales for students at both North American- and African-based institutions, as well as across professional groups. All data were kept anonymous. Challenges experienced during AFRI-VIPE included the difference in time zones, student attrition, connectivity and survey response rates. Through their participation in the VIPE model, students and facilitators from a variety of countries and professions appreciated the opportunity to learn with, from and about other students through exposure to authentic case studies.

DEMOTIVATION IN MANDARIN AS A FOREIGN LANGUAGE AMONG MALAYSIAN TERTIARY STUDENTS

Background and Purpose: Demotivation has been acknowledged as a significant factor in the decrease of student enrolment and the increase in student attrition rates within the domain of Mandarin as a foreign language (MFL) learning. This study seeks to identify the causes of demotivation among learners of MFL at a public tertiary institution in Malaysia. Methodology: The study's sample consisted of 72 undergraduate students enrolled in an introductory-level MFL elective course. Data were collected using online questionnaires at the end of the academic semester. The online questionnaire consisted of two sections: the first focused on the demographic information of the participants, and the second contained open-ended questions. Participants were asked to characterize the learning experience that (1) negatively impacted their motivation and (2) caused them to feel frustrated or want to quit their MFL studies. The data was subjected to thematic analysis, and the themes from the responses were identified and categorized. Findings: The factors that contribute to demotivation can be classified into two categories: internal and external. Internal categories include psychological states such as anxiety and boredom. In contrast, external categories include test performance, course content, workload, and significant others (teachers and peers). External factors, particularly test performance, course content, and workload, have a greater impact on the demotivation of MFL learners compared to internal factors. The most frequently cited factor is test performance, primarily due to the difficulty of learning course content, particularly Chinese characters. One-third of the students in this study spent more than three hours per week on MFL learning outside of class. However, many students struggle to manage their Mandarin study time due to other academic or extracurricular obligations. Contributions: The current research offers additional insights into the nature and characteristics of demotivation in foreign language learning, specifically among non-native Mandarin learners with little or no prior knowledge, in the context of MFL as an elective course. Keywords: Demotivation, LOTE, Mandarin as a foreign language, Malaysian tertiary institution, elective. Cite as: Paee, R., Lam, K. C, Kuan, W. L, & Kopli, N. H. (2024). Demotivation in Mandarin as a foreign language among Malaysian tertiary students. Journal of Nusantara Studies, 9(2), 40-56. http://dx.doi.org/10.24200/jonus.vol9iss2pp40-56

Innovate and empower: the malate dehydrogenase course-based undergraduate research experiences and community of practice.

College science programs exhibit high rates of student attrition, especially among Students of Color, women, members of the LGBTQ+ community, and those with disabilities. Many of the reasons students choose to leave or feel pushed out of science can be mitigated through participation in faculty-mentored research. However, faculty resources are limited, and not every student has access to faculty mentoring due to systemic or structural barriers. By bringing authentic scientific research into the classroom context, course-based undergraduate research experiences (CUREs) expand the number of students who participate in research and provide benefits similar to faculty-mentored research. Instructors also benefit from teaching CUREs. Using a systematic review of 14 manuscripts concerning the Malate Dehydrogenase CUREs Community (MCC) and malate dehydrogenase (MDH) CUREs, we demonstrate that CUREs can be implemented flexibly, are authentic research experiences, generate new scientific discoveries, and improve student outcomes. Additionally, CURE communities offer substantial advantages to faculty wishing to implement CUREs.

Enhancing accessibility in STEM: a survey of accessibility errors in STEM academic databases

Academic libraries must provide accessible electronic and information technology to patrons using assistive technology to access library materials. Accessibility of scholarly material is particularly important in the STEM disciplines, where attrition rates of students with disabilities is higher than in other fields. In this study, the accessibility of STEM indexing databases was evaluated using the WAVE accessibility tool, and the frequency of errors, alerts, and features encountered during the completion of typical searching tasks for each database was noted. The use of accessibility-checking tools like WAVE can supplement other methods used to verify the accessibility of vendor-created library databases.

Photorefractive Keratectomy in Student Naval Aviators: Outcomes of the U.S. Navy Accessioning Study.

To present the outcomes of the U.S. Navy photorefractive keratectomy (PRK) accessioning study conducted between 2000 and 2005 that helped lead to the acceptance of laser vision correction within the U.S. aviation industry. In this prospective masked study, a total of 301 students who had PRK and underwent naval flight training were compared to 4,368 untreated peers. Three training pipelines were compared: propeller/jet transport, jet fighters, and helicopters. The evaluated metrics were flight and academic performance (assessed for the primary and advanced stage of the training as normalized Navy Standard Score [NSS]), as well as the student attrition rate from training. The attrition rate was lower in the PRK group compared to controls (15.9% vs 23.2%; P = .004). In the primary stage of training, students who had PRK outperformed controls in flight training performance in the propeller/jet transport pipeline (average NSS after PRK: 52.4 ± 7.5 vs controls: 50.7 ± 6.4, P = .02), but the flight performance in the jet fighter and helicopter pipelines was comparable between the two groups. Academic performance in the primary stage of training was approximately 7% to 13% higher in students who had PRK for all training pipelines. During the advanced training stage, there was no difference in the flight performance between the groups in any of the presented pipelines. Academic performance was significantly better for students who had PRK in the helicopter pipeline (51.2 ± 11.0 vs 46.7 ± 11.7 P < .001) but comparable between the two groups in the remaining pipelines. Refractive surgery did not have adverse effects on flight performance metrics. Pilots who had PRK had comparable or better outcomes than their untreated peers. [J Refract Surg. 2024:40(3):e173-e181.].

Spanish students’ perceptions of how they demonstrate their teachers’ positive impact on them to maintain their interest

Student attrition rates in K-12 and college Spanish programs in the United States continue to follow a disconcerting trend. While motivational and pedagogical interventions have been investigated, the student–teacher dynamic has not been sufficiently explored as a solution to the problem. A recent study (Pratt, 2023) on Spanish teachers’ perceptions revealed that the indicators of their positive impact on their students to maintain their interest in the language are students’ interest, motivations, feedback, teacher–student relationships, and engagement in classroom activities and academic success. This follow-up study ascertained what the students themselves believe they do to demonstrate their teachers’ positive impact on them to maintain their interest. An online survey was administered to one hundred and one middle school, high school, and lower-level college Spanish students, and the findings revealed that the indicators are: (1) participate in class, do their work, ask more questions, and smile; (2) tell teachers when they are doing a good job; (3) show teachers respect and listen to them; (4) work beyond the requirements; (5) thank teachers and give them gifts; (6) do nothing; (7) talk to teachers often; (8) take more classes with teachers; and (9) rate teachers high in course evaluations. The role of these findings in the execution of effective counteractions to the problem cannot be underestimated.

Relationships of Abstraction and Application Complexity in the Attainment between Mathematics and Electrical Engineering Modules in Diploma Courses of South Africa

In South Africa, universities are under pressure to meet increasing targets for student enrolment in engineering disciplines and fields. This has resulted in many students being enrolled in engineering programs without possessing the minimum required mathematical skills and understanding to tackle the challenging engineering disciplines. Hence, the engineering disciplines have a high student attrition and failure rate. This study aimed to evaluate the complex relationship of abstraction and application between mathematics attainment and principles of electrical engineering attainment by the students enrolled in diploma courses in technical universities of South Africa. A blend of quantitative and qualitative data was used. Legitimation code theory (LCT) was used to determine the complexity of higher learning levels. The relationships between six core courses in the Electrical Engineering curriculum were investigated to analyze the knowledge building from mathematics modules to principles of electrical engineering modules. The problem-solving, analytics, and abstract mathematical skills developed in these modules impact the overall progression into principles of electrical engineering courses at different levels for diverse students. The research examines the theoretical foundation, student performance, and practical application of mathematical ideas in electrical engineering using curriculum documents, student academic records, and interviews with electrical engineering lecturers. The study found a weak correlation between the two modules and examined how resources, cultural attitudes, and pedagogy affect student achievement. The results indicate an unexpected negative and fragile correlation between the lower mathematics and engineering modules at high levels. The LCT analysis showed the disconnect between the mathematics courses and the principles of electrical engineering in both the level of abstraction used in the studies and the extent of application principles taught.

Reimagining mentorship for doctoral student success: the potential utility of transformational leadership practices

ABSTRACT Doctoral student attrition has negative consequences for students, institutions, and society. Unfortunately, doctoral student attrition rates vary widely based on institutional and doctoral student characteristics, ranging from 30–70%. This conceptual article seeks to address the issue of doctoral student attrition through the use of transformational leadership behaviors. First, this paper presents an overview of factors influencing doctoral student success, with an emphasis on mentorship. Second, this paper identifies key characteristics of successful or productive doctoral students. Third, this paper proposes the use of transformational leadership to inform faculty mentorship of doctoral students. Lastly, the four components of transformational leadership will be applied to the key characteristics of doctoral student success or productivity.

The impact of integrating bioscience and nursing subjects in a first-year nursing curriculum: A retrospective study

AimThe aim of this study is to explore the effects of integrating bioscience and nursing units on academic achievement and perception in the first-year nursing curriculum. BackgroundNursing students have historically found biosciences difficult and struggle to relate it to nursing practice. In response, nursing and non-nursing academics have employed different teaching modes and integration strategies to enhance learning. Despite these efforts, substantial gaps still persist concerning the integration of biosciences within nursing curriculum and the effect of integration on student academic achievement and student perception. DesignRetrospective descriptive. The setting was a large University in Victoria Australia with two undergraduate nursing campuses (metropolitan and non-metropolitan). MethodStudent academic records and online evaluation surveys that were completed from 2014 to 2019 were examined. Students self-reported their experiences of the unit using a five-point Likert scale and two open-ended questions. Descriptive and inferential statistics were used to analyse the data. Content analysis was used to analyse the two open-response survey items. ResultsFirst-year student records from 2014 to 2016 (pre-integration) and 2017–2019 (post-integration) were examined. Student mean age was 24.5 years (SD 7.2) and 20.9 years (SD 4.8) pre-integration and post-integration respectively. There was a statistically significant decrease in student attrition from pre-integration (n=536, 29.9%) to post-integration (n=358, 20.2%) (p <0.001), and a significant improvement in students’ mean academic scores post-integration in the first semester 61.9 (SD 15.9) and 67.0 (SD 14.9) respectively, confidence interval 3.9–6.2 (p <0.001). Student satisfaction with the units improved post-integration, from 77.8% to 85.8% (χ2 = 10.1076) (p=0.001). However, there was no significant difference in students’ perception of feeling overwhelmed, and their self-reported ability to link theory to practice. ConclusionIntegrating bioscience and clinical nursing practice units in the first-year curriculum can help decrease student attrition rates, improve student academic results and increase student satisfaction which may lead to an overall improvement in student learning experiences.

The role of bridging programmes in supporting student persistence and prevention of attrition: a UK case study

ABSTRACT Social mobility, and in particular, intergenerational mobility, can be driven by increased opportunities for extended education. Movement beyond a family’s social class will often see positive changes to overall life satisfaction, however, this movement can introduce feelings of alienation. This in turn can lead to detachment either from the social group or, more likely, from the educational provision. As such, institutions are spending time and resources to investigate strategies for retention. This study looks at the impact of foundation year bridging programmes and the potential they have to increase course retention and persistence of students. A retrospective statistical analysis of seven academic years (using chi square) highlighted that completion of a foundation year bridging programme before a traditional undergraduate degree increased the likelihood of persistency and decreased the attrition rate of students from low participation neighbourhoods. These findings, when considered alongside seminal theoretical frameworks such as Spady, Pascarella, and Tinto, confirm the role which family and social background must play in a student’s ability to complete an undergraduate degree. Family and other social support networks are known to play a role in the provision of a supportive environment for students and the undertaking of a bridging programme allows time for the adaptation and development of new friendship groups and increase a family’s familiarity with the pressures of higher education. Higher education providers may, therefore, be able to begin to tackle attrition and improve their course retention through family education and through the encouragement of social integration via bridging programmes.

Virtual Pathology Elective, Real Education: The PathElective.com Experience as a Model for Novel Pathology Pedagogy and a Primer for Curricular Evolution.

PathElective.com was created in response to the pandemic's restrictions on interactions with trainees, and since has been incorporated into many training programs worldwide, serving as a unique means of delivering high-quality pathology and laboratory medical education at multiple levels of training. To analyze student usage, performance, and satisfaction to provide insight into the effectiveness of virtual education to guide curricular evolution. Squarespace (Squarespace, Inc) was used for website development and to collect website analytics. Students were assessed before and after course participation using a dual-form crossover quiz design. Quiz data were anonymous and analyzed with a paired t test to account for varying student backgrounds. A novel analysis was performed aimed at examining the attrition rate of students across multiple modules. During the study period (May 1, 2020 to October 31, 2021), PathElective.com received 577 483 page views, 126 180 visits, 59 928 unique visitors, and 10 278 registered users who earned 15 305 certificates. A total of 7338 premodule and postmodule quiz pairs were analyzed. The overall average increase in score was 13.83% (P = .02). All but 5 of the 56 courses experienced a statistically significant increase in score. All courses received median scores of Very Satisfied/Satisfied in all 6 assessment domains. Aggregate attrition data revealed a unique, negative polynomial relationship (R2 = 0.656). PathElective.com is a free, effective means of enhancing anatomic/clinical pathology training in medical education. These analyses offer a unique perspective on the online user experience and could guide the development of future online medical education resources.

Association of Racial and Ethnic Identity With Attrition From MD-PhD Training Programs

This cohort study analyzes the attrition rates of students from MD-PhD training programs by race and ethnicity.

Information Technology as a Mechanism for Educational Transformations in a Changing Society

Education is a definite and ground-breaking channel for a high standard of living, an opportunity for intellectual interactions, social networking amongst current academic professionals, college and university graduates, at local, state, and community. The primary purpose of life-long education is to promote personal and professional development, and advancement of the national and world economy. Ancient times support the premise that after continued self-regulating attempts, the time has come for current and future graduates, professionals, and the entire education community to focus on the primacy of computer information technology, which has widened human access to vital data, video, and information transmission and communication, also created an irreversible phenomenon in instruction and learning endeavors, and continues to serve as the best medium for multiple sources of information and communication. The emergence of computer information technology has equally created a wide range of opportunities for greater production; doing away with the lingering global language barriers, and creating a working podium in the academic and political world. It is a proven tenet that the continued use of computer information technology and associated devices such as the Internet, mobile telephones, and electronic mail for data, information transmission, and communication has improved the standard of living and enhanced the exchange of ideas, effective method of learning endeavours, a decrease in alarming attrition rate of students dropping out of the degree programmes and improvement in academic performance.

Illustrating Productive and Unproductive Cognitive Interactions in an Online Intermediate Algebra Course

Universities have drawn on an assortment of strategies to address the learning challenges and high attrition rates of developmental mathematics students. One of those strategies has been utilizing computer adaptive instruction (CAI) mathematics software. Reports about the efficacy of CAI vary from glowing to unfavorable. This article presents an instrumental case study, meaning that the purpose is to examine and describe a single case in depth to explain observed phenomena and illustrate a theory [Baxter and Jack 2008. Qualitative case study methodology: Study design and Implementation for novice researchers. The Qualitative Report. 14(4): 544–559]. The phenomena described in this article is productive and unproductive student interactions with a CAI environment. The vignettes in this article illustrate how students, even the same student, can have both productive and unproductive interactions with a CAI system. The vignettes are followed by recommendations for curriculum, instruction, assessment, and further research. Although these recommendations are gathered from observations of student interactions with CAI software in an asynchronous online Intermediate Algebra course, the observations have implications for different modes of instruction (e.g., synchronous online, flipped, hybrid, or face-to-face) that utilize online homework systems.

The implementation and evaluation of a mentoring program for Bachelor of Midwifery students in the clinical practice environment

AimTo describe the implementation and evaluation of a midwife/midwifery student-mentoring program in one Local Health District in Sydney NSW Australia. BackgroundEvidence suggests well designed and supported midwife/midwifery student mentorship programs can make a difference to the clinical placement experiences and attrition rates of midwifery students. DesignIn the evaluation of the mentoring program, we used surveys, focus groups and individual interviews. MethodsEighty-six participants, including midwife mentors, midwifery students, non-mentor midwives and midwifery managers participated in the evaluation. Quantitative data were analysed using descriptive statistics and qualitative data, content analysis. ResultsThe mentoring program increased midwives’ mentoring skills and was beneficial to their professional growth and leadership skills. Students reported positive outcomes including someone to talk to, emotional support and a sense of belonging. Mentoring programs require structure, mentor training, organisational support and transparency. ConclusionThe mentoring program provided benefits to both midwifery mentors and students and demonstrated the value of a structured and supported mentoring program for midwifery students.

Facilitated Study Groups for Undergraduate Organic Chemistry: Experience from a Large Public Canadian University

Undergraduate organic chemistry courses have a reputation for being difficult among students in biological and physical sciences programs. Due to the extensive problem-solving, visualization, and depiction of chemical structures/reactions required, students may perceive learning such content as similar to learning a new language. Several interventions such as course-integrated tutorials or discussion sessions have aimed to assist students. Another effective approach that chemistry educators might consider is Supplemental Instruction (SI), a well-established program that emphasizes student-driven learning whereby student SI leaders facilitate discussions to help students arrive at solutions while also developing effective communication and study skills. A type of SI, Facilitated Study Groups (FSG), established by the Centre for Teaching and Learning at the University of Toronto Scarborough (UTSC) in 2009, were introduced regularly into organic chemistry courses in 2012. This program provides semester-long optional small-group peer learning sessions, each of which corresponds to a course lecture. The aim of this paper is to provide comprehensive coverage detailing the structure of the organic chemistry FSG program, peer facilitation strategies employed, quantitative/qualitative synthesis of student outcomes indicating program uptake. We consistently find significantly higher grades and significantly lower attrition rates for students who regularly attend FSG sessions in comparison to those who do not (n=16 semesters). Given the growing diversity of undergraduate classes in terms of approaches to learning, language, and cultural barriers (international students, English second-language learners, learning and psychosocial disabilities), our FSG sessions seek to foster inclusion amongst our heterogeneous pool of attendees. Here, we describe strategies that tailored FSG sessions to a diverse group of undergraduate students as suggested by a sizable percentage of the class availing themselves of this resource and by a narrative synthesis of end-of-term surveys. Together, we demonstrate successful adoption of an SI-based model for organic chemistry and present a practical framework that includes pedagogically informed session strategies and cost estimates to guide design of similar programs for post-secondary students at other institutions.