The achievement gap between the well-represented and underrepresented students continues to be one of the most urgent problems in higher education. One of the reasons students leave STEM majors is their experience of poor performance in first-year major courses such as general chemistry which is a foundational course for STEM majors. A disproportionate number of students who do poorly in foundational courses are underrepresented. We suggest that helping students gain more self-confidence by applying aspects of metacognition and growth mindset can help them to be more successful. To test the hypothesis, an intervention has been developed called Roar in Chemistry (RIC). Using an algorithm based on available data such as high school GPA, ACT or SAT score when available, chemistry placement exam scores and/or a grade from a prep course for first semester general chemistry, students who may be ‘at risk’ were identified and invited to participate in full-semester weekly sessions that focus on growth mindset, study skills, and belongings along with solving chemical problems. This presentation will focus on the development and outcome of RIC intervention program for two semesters

New intervention program to improve retention in general chemistry

ACS Spring 2022

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