ERIC Number: EJ1156660
Record Type: Journal
Publication Date: 2017-Nov
Abstractor: As Provided
Transfer Learning Community: Overcoming Transfer Shock and Increasing Retention of Mathematics and Science Majors
Scott, Timothy P.; Thigpin, Sara S.; Bentz, Adrienne O.
Journal of College Student Retention: Research, Theory & Practice, v19 n3 p300-316 Nov 2017
The College of Science at Texas A&M University developed a transfer student learning community with one 2-year institution after receiving National Science Foundation funds for scholarships to support students majoring in engineering and science. To date, 89% of the students that matriculated to Texas A&M University under this grant have completed their degrees or are on target to do so. Eighty-three percent of historically underrepresented students supported through the grant have completed their degrees. Lessons learned from success of the grant have been implemented to create a mandatory learning community for every incoming transfer student. Hallmarks of the program include an Academic Boot Camp prior to the start of the semester and monthly meetings. Monthly meetings include intentional advising, campus resources, academic policies, access to peer mentors, and introduction to undergraduate research opportunities. Overall retention rates to the university have risen through this expanded learning community, as have overall grade point averages.
Descriptors: Science Instruction, Mathematics Instruction, Majors (Students), School Holding Power, Mentors, STEM Education, Disproportionate Representation, Transfer Students, Focus Groups, Undergraduate Study, Grade Point Average, Peer Teaching
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Identifiers - Location: Texas
Grant or Contract Numbers: DUE0728685