Use of the Colorado Learning Attitudes About Science Survey to Predict Early College Success for STEM Undergraduates
Keywords:
STEM Education, Academic Intervention, Retention, College SuccessAbstract
STEM courses can be difficult for students adjusting to college. Effectively and equitably identifying students who could benefit from academic support is challenging, especially with changing strategies around use of standardized test scores. Alternative tools to identify those in need of academic support interventions are needed. The authors explored correlations between student responses to the Colorado Learning Attitudes About Science Survey (CLASS) for biology, chemistry, and physics and early college success, as evaluated by course grades and GPAs. Based on this pilot, they recommend CLASS tools as a possible means to identify students who could benefit from early academic support.
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