An Examination of the Impact of a First Year Experience Course on STEM Persistence
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WelchertExaImpFir.pdf (2.194Mb)Abstract
A review of STEM literature indicates that increased attention is being paid to STEM
initiatives particularly with K-12 teachers and programs designed to foster interest in
STEM fields at the secondary education level, both of which feed the STEM pipeline.
The President of the United States, Barack Obama, Presidents of Higher Education
Institutions, and an increased global awareness of the shortfall of workers in the STEM
pipeline are driving the increased attention. Recognition that an inability to meet STEM
workforce demands may jeopardize the position of the United States as a world leader is
significant. The purpose of this study was to examine the impact of a first year
experience course, Biology 115: First Year Seminar, specifically with regards to
academic performance and retention, and to evaluate how the impact changes when
course instruction was delivered in a 16-week versus an 8-week model. Three sample
groups (N = 596) consisting of first time college freshmen declared as biology majors
from 2005-2012 at the University of Missouri-Kansas City were selected for
participation. Data was collected from student’s high school and college transcripts and
college applications by the Office of Institutional Research. A three phase analysis
including descriptive statistics and t-tests, principle component analysis, and binary
logistic regression were performed using a hierarchical model informed by Alexander
Astins’ Input-Environment-Output model. The majority of students were female,
residents of the State of Missouri, and White. Analysis results indicated that students
enrolled in the Biology 115 course earned higher grade point averages, were in better
academic standing, and were retained at a higher level than the control group.
Additionally, students enrolled in the course in the 8-Week model earned higher grade
point averages and had higher retention from Year 1 to Year 2 and retention as biology
majors over the 16-week model.
Table of Contents
Introduction -- Literature review -- Methodology -- Analysis -- Discussion -- Appendix A. Principle Component Analysis Control Sample Pre-College Variable
Correlation Matrix -- Appendix B. Principle Component Analysis Control Sample Pre-College Variable Correlation Matrix -- Appendix C. Principle Component Analysis Control Sample Pre-College Variable Correlation Matrix -- Appendix D. Principle Component Analysis Control Sample Pre-College Variable
Correlation Matrix -- Appendix E. Principle Component Analysis Control Sample Pre-College Variable Correlation Matrix -- Appendix F. Principle Component Analysis Control Sample Pre-College Variable Correlation Matrix -- Appendix G. Principle Component Analysis Control Sample Pre-College Variable Correlation Matrix -- Appendix H. Principle Component Analysis Control Sample Pre-College Variable Correlation Matrix -- Appendox I. Principle Component Analysis Control Sample Pre-College Variable Correlation Matrix
Degree
Ph.D.