Student Retention Beyond First Year

1. Student Retention Beyond First Year Jill and Ian Brindle Elizabeth Ilnicki-Stone Brock University

2. Our current situation • Retention rates are low relative to other Faculties • 37% of mathematics and science declared major students are on academic probation • Upper-year students on probation ??? • First-generation students often perceive mathematics and sciences as direct entry routes to careers • 13% of Brock science and math students are 1st generation

3. One solution: peer tutorsPeers vs. TAs: Student perceptions • TA advantage - they know the course material • Students unwilling to reveal weaknesses to TAs, who are evaluators • Students at risk most vulnerable • Perception changes in second year - students see TAs as more approachable • First generation students - reluctance heightened by lack of experience. Parents (helicopter) have all kinds of advice • First generation students “don’t know the rules”

4. Remedies:1. Peer support • Peers are usually 3rd year or above - recommended by prof (criteria include sociability and warmth: people skills) • Students don’t have to make an appointment • Help rooms near labs • Student-directed • Good hours (after lab; evening hours) • Peer has access to course texts • Group experience - common problems • Problems not solved; strategies suggested • Regular hours - repeat users

5. Survey of Peer Mentoring • 1/3 of students successful and happy where they are; just looking to improve • 1/3 slightly concerned about failure • 1/3 at significant risk of failure

6. Remedies:2. Workshops • Learning Skills Services workshops not content-based. Skills-based but directed at science students - e.g. exam preparation for sciencestudentsleads tomore registrants, . Endorsed by professors. • Labelling and factoring for problem-solving; particularly useful in dimensional analysis • Nomenclature - chemistry • Practice - strategies for problem-solving. Students want practical problems to solve • Numbers show that attitudes to learning strategies change as they go through workshops • Shows up on evaluations - very positive responses to workshops • Writing training - put into science context

7. Students prepared for university:“Scientifically Yours” • Female students from 59 schools in the“Golden Horseshoe” • Provides role models in a social setting - laughing and joking • Panel discussion by student peers (1st year to grad students) talk up relevant topics • Taking notes • Part-time jobs • Sports • “What is neuroscience?”

9. Preparation and Access • First Year Transition: Access to Major programs - Retention of students in the sciences. - What do we offer students as an introduction to science? - What do we expect of students as they transition to a Major?

10. Preparation and Access • First Year Transition: Access to Major programs - Retention of students in the sciences. - What do we offer students as an introduction to science? - What do we expect of students as they transition to a Major? “How many of us completed the program we thought we started?”

11. Preparation and Access • First Year Transition: Access to Major programs - Retention of students in the sciences. - What do we offer students as an introduction to science? - What do we expect of students as they transition to a Major? “How many of us completed the program we thought we started?” • Problem of Preparation Screening, placement exams, and remedial courses. Enrichment programs (in addition to student support and peer mentorship).

12. Retention of students within the Major (Keeping students on track and preventing leakage to the professional schools) • Research Career • The undergraduate research experience (Enrichment of programs with research opportunities, including summer). (The issue of for-credit research experience). • Access to Graduate Programs (Retention of students in research career). (Integration of undergraduate and graduate students to facilitate transition to graduate school). .

13. Retention of students within the Major (Keeping students on track and preventing leakage to the professional schools) • Research Career • The undergraduate research experience (Enrichment of programs with research opportunities, including summer). (The issue of for-credit research experience). • Access to Graduate Programs (Retention of students in research career). (Integration of undergraduate and graduate students to facilitate transition to graduate school). “How many of us had an undergraduate research experience?” “How many of us were influenced by a non-faculty mentor at the undergraduate level?” .

14. Retention of students within the Major (Keeping students on track and preventing leakage to the professional schools) • Research Career • The undergraduate research experience (Enrichment of programs with research opportunities, including summer). (The issue of for-credit research experience). • Access to Graduate Programs (Retention of students in research career). (Integration of undergraduate and graduate students to facilitate transition to graduate school). “How many of us had an undergraduate research experience?” “How many of us were influenced by a non-faculty mentor at the undergraduate level?” • Careers in Industry • Industrial Co-ops; Experiential Learning (Practical workforce experience and work placement).

15. Assessment assessment for improvement and accountability – national and international designed to inform program delivery and evolution • High-Impact Practices e.g. • One-on-one 1st year experience • Learning Communities • Enhanced Writing Experience • Collaborative Work Experience • Research at the Undergraduate Level • Experiential Learning • Internship / Co-op Programs • Capstone Courses “Where do we choose to allocate limited resources?”