Improving the Success of First Term General Chemistry Students at a Liberal Arts Institution
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Department of Chemistry, Benedictine University, Lisle, IL 60532, USA
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Department of Chemistry, Southeast Missouri State University, Cape Girardeau, MO 63701, USA
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Authors to whom correspondence should be addressed.
Educ. Sci. 2018, 8(1), 5; https://doi.org/10.3390/educsci8010005
Received: 30 November 2017
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Revised: 19 December 2017
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Accepted: 30 December 2017
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Published: 3 January 2018
(This article belongs to the Special Issue Science Education)
General Chemistry is a high impact course at Benedictine University where a large enrollment of ~250 students each year, coupled with low pass rates of a particularly vulnerable student population from a retention point of view (i.e., first-year college students), make it a strategic course on which to focus innovative pedagogical development. Although our institution is not alone in the challenges that this particular course presents, we have prioritized implementing interventional strategies targeting academically underprepared students to increase their success by providing a preparatory course prior to this gateway course. Focusing on the persistence framework to guide curricular decisions, progress towards aligning our general chemistry curriculum to the academic profile of our students has afforded much higher pass rates than even two years ago.
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MDPI and ACS Style
Stone, K.L.; Shaner, S.E.; Fendrick, C.M. Improving the Success of First Term General Chemistry Students at a Liberal Arts Institution. Educ. Sci. 2018, 8, 5. https://doi.org/10.3390/educsci8010005
AMA Style
Stone KL, Shaner SE, Fendrick CM. Improving the Success of First Term General Chemistry Students at a Liberal Arts Institution. Education Sciences. 2018; 8(1):5. https://doi.org/10.3390/educsci8010005
Chicago/Turabian StyleStone, Kari L., Sarah E. Shaner, and Carol M. Fendrick. 2018. "Improving the Success of First Term General Chemistry Students at a Liberal Arts Institution" Education Sciences 8, no. 1: 5. https://doi.org/10.3390/educsci8010005
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