<br/>Grinnell College students interested in chemistry, biochemistry, biology, or preparation for health professions graduate study typically complete one semester introductory courses in chemistry and biology in their first year and then, in the fall semester of their second year, enroll in the first semester of organic chemistry and a course in cellular and molecular biology. Data analysis suggested that successful completion of these two courses was lower for domestic students of color (SOC) and first generation (FG) college students than for other groups. A survey was implemented followed by focus groups and interviews to understand the student perspective on their second-year science studies. We implemented a variety of programs, including better content links between the courses, including linked homework assignments, and presentations in both biology and chemistry courses. A variety of efforts were put in place to help students to feel like they are a part of a supportive community. In addition, substantial faculty development efforts including metacognition, cooperative learning, dealing with stereotype threat, to help them assist with the typical struggles of students. These efforts were aimed at improving student learning and student success. Over several years, the rate of completing these courses with a C grade or better improved so that SOC and FG students’ rates were comparable to other students, about 85-90%.

Improving the success rate for domestic students of color and first generation college students in the second year—focus upon organic chemistry and cell and molecular biology

254th National Meeting (2017)

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