“… because as we know, there are known knowns; there are things we know we know. We also know there are known unknowns; that is to say we know there are some things we do not know. But there are also unknown unknowns – the ones we don’t know we don’t know.”

-- Donald Rumsfeld

Bill WischusenAssoc. Chair, Introductory BiologyLSU Dept. of Biological Sciences

Sheri WischusenDirector of Retention LSU

BLC Webinar II: Biology Intensive Orientation for Students (BIOS)

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The “Why”, “How” and “What” of BIOS, a 5-day self-funded content-specific academic boot camp

Overview

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Why?Have you ever had a student who failed your first exam say that they ….. ?

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“Why” do freshmen struggle, especially on the first exam?

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13

18

Years of success

College is 13th grade

They are 18 and very (overly?) confident

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The result is:

BIOS Program Structure5 days

Built around course content and exams

Study skills and learning styles support

Learning communities formation

LSU orientation

BIOS was designed to allow students to:

• Get a preview of the content • Make mistakes ---that don’t count• Learn and practice new study skills• Meet and work with other students• Meet and work with university faculty and staff• Get a feel for the “Pace of College Life”

 

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Sunday12:00 pm Housing Check-in 3:00 pm Program check-in, and Dinner 7:00 pm Orientation (Introduction, Content Lecture 1)

Content Exams

Study SkillsLearning Community-building

LSU orientation

Monday Morning7:00 Breakfast8:00 Content Lecture 210:00 Break10:30 Study Skills Discussion 1, note taking, listening and metacognition

Afternoon12:00 Lunch1:00 Student Discussion 1, student organizations & BASC2:00 Group Work4:00 Content Lecture 35:30 Dinner6:15 Graduate Mentor Research Presentations7:30 Lab Tours

Content Exams

Study SkillsLearning Community-building

LSU orientation, comfort level, help

Tuesday Morning7:00 Breakfast & Review8:00 Exam 19:30 Content Lecture 411:00 Learning Strategies Discussion 2

Afternoon 12:00 Lunch1:00 Discussion of Exam Results 2:00 Study time/group work4:00 Content Lecture 55:30 Dinner 6:15 Graduate Mentor Research Presentations7:30 Lab Tours

Content Exams

Study SkillsLearning Community-building

LSU orientation, comfort level, help

WednesdayMorning7:00 Breakfast8:30 Content Lecture 610:00 Student Discussion 211:00 Lunch/Lab

Afternoon3:00 Study Time4:00 Content Lecture 75:30 Dinner (faculty visits)6:30 Graduate Mentor Research Presentations7:30 Lab Tours

Content Exams

Study SkillsLearning Community-building

LSU orientation, comfort level, help

ThursdayMorning7:00 Breakfast and Review8:00 Exam 29:30 Content Lecture 811:00 Student Discussion 3, how do I survive? Money Matters, Student Health Center

Afternoon12:00 Lunch1:00 Discussion of Exam Results2:00 Study Time/group Work4:00 Content Lecture 95:30 Dinner6:30 Graduate Mentor Research Presentations7:30 Lab Tours

Content Exams

Study SkillsLearning Community-building

LSU orientation, comfort level, help

FridayMorning7:00 Breakfast & Review8:00 Exam 3 10:30 How to be a Student Session 4, Undergraduate Research. What comes after you graduate?11:30 Final Exam Results

Afternoon1:00 Awards Luncheon and Closing Ceremonies3:00 Checkout of dorm

Content Exams

Study SkillsLearning Community-building

LSU orientation, comfort level, help

GroupsIntroductory Biology Course/Section

So what are the results from the first 6 years of this program?

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Before we show our data, what is the basic success rate in your introductory course?

Success in Core Courses

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Retention to the 2n

d

Year

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Retention in the Major

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4-Year Graduation Rate

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BIOS Keys to Success

1) Focus content material on a specific course directly related to their major.

2) Use real exams.

3) Group the students in small groups.

4) Infuse the program with study skills training.

5) Involve the faculty who teach the introductory course.

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Conclusions

BIOS participants performed significantly better than control students in introductory biology.

The percentage of BIOS students on-track was significantly higher than the control group.

Similarly their retention rate in the major was also greater than that of the control group.

The 4-year graduation rate was also significantly higher than the control

ConclusionsIn answers to the qualitative questions in the Exit

Evaluation and post-program focus groups BIOS participants indicated that they:

• learned valuable study habits

• felt more comfortable about starting college than they had before BIOS.

• Based on student comments they have formed and sustained study groups, i.e. “learning communities,” through their freshman year.

Acknowledgements

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Questions?

bios@lsu.edu

http://bios.lsu.edu

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Wischusen, S. M., E. W. Wischusen, and S. M. Pomarico. 2011. Impact of a Short Pre-Freshman Program on Retention. Journal of College Student Retention: Research, Theory and Practice, 12 (4):429-441

Wischusen, S. M. and E. W. Wischusen. 2007. CBE Life Sciences Education 6:172-178.