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Modifying the Learning Environment to Improve Student Retention

Andrew Milks, Gregory Harstine, Richard Hartmann II Stark State College

Abstract

This paper addresses the modification of the classroom-learning environment, from the traditional lecture format to a learner-centered approach, in order to increase student retention. Historically the trend is that a significant number of students who register for the first course in a two semester, circuit analysis sequence do not complete the sequence and consequently do not go on to take upper division courses. The first course in the sequence is DC Circuit Analysis (DCA) and the second is AC Circuit Analysis (ACA). This retention problem leads to reduced class size and potential cancellation of second year course sections. Additionally the National Science Foundation1, National Research Council 1 and ABET 2 are calling for educational reforms that focus on student learning outcomes instead of the traditional material coverage.

Introduction

For this paper, “retention” is defined as the percentage of students who either take the next course in the sequence, ACA, or repeat the first course, DCA. Several factors lead to low retention. Based on faculty perspective, student performance feedback, and analysis of the college student database, a number of causes have been identified. First, students do not have a sufficient math background for DCA nor do they obtain mastery of the fundamental DCA topics. Additionally, students do not feel connected with their classmates, and do not find the material interesting and relevant to the “real world.” A significant number of students inconsistently attend early morning classes and are focused on obtaining grades, not learning the course material. Based on these issues, modification to the classroom environment was implemented beginning with the Fall 2001 semester.

Classroom Modifications

The following techniques and changes to the traditional lecture-oriented classroom were incorporated into the DCA course.

· Grade homework based on effort, not the number of correct answers

The goal of the homework is to provide students with experience in solving circuit problems with increasing levels of difficultly. Students need to understand that the assignments are to help them practice important concepts, not to provide justification for a course grade.

“Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition Copyright Ó 2002, American Society for Engineering Education”

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Hartmann, R., & Harstine, G., & Milks, A. (2002, June), Modifying The Learning Environment To Improve Student Retention Paper presented at 2002 Annual Conference, Montreal, Canada. 10.18260/1-2--10115