A desire to improve student success in the first semester of a two-semester General Chemistry sequence led to the development of a college-level preparatory course. A liberal withdrawal policy and stringent grade requirements for continuation of (Hope) scholarships, coupled with inexperience in taking college-level science courses, has led to 25% withdrawal rates and DFW rates above 35%. Using a chemistry diagnostic test and math placement tests given before classes and an early hour examination given two weeks into the semester has helped identify students at risk. Availability of SCALEUP classrooms in a new Science Learning Center afforded the opportunity to teach the new preparatory chemistry class in that setting. Student activities include case-based worksheets, browser-based activities, and clicker problems as part of the didactic approach. Identification of the targeted students, the interventions and some outcomes will be described.

Improving student success in general chemistry: Implementing a drop-back course

253rd National Meeting (2017)

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