BCSER: Optimal Timing of Introductory Biology I: Implications for Motivation and Achievement

Performance in introductory college coursework is directly correlated with retention and degree completion. Therefore, identifying the factors that affect success in these courses is a core goal of science education research. The semester in which students enroll in a given introductory course may vary according to students’ readiness or other factors. Preliminary data indicate that undergraduates who complete Introductory Biology I later in their college career earn lower grades and are more likely to fail or withdraw than are students who complete the course within the first year of college. However, little is known about how the timing of course completion is related to factors that affect success in introductory courses. This research project aims to identify the underlying elements that contribute to the performance gap between first-year and upper-level students in introductory biology. The project will harness the statistical power of a large introductory biology course to identify latent variables that drive differences in performance between first-year and upper-level students. Variables examined will include academic indicators of biology readiness and motivational factors such as self-beliefs, values, and mindset. The PI’s current position affords a unique opportunity both to execute biology education research (BER) and to make pedagogical and instructional changes based on findings. The PI will build upon experience using evidence-based best teaching practices and existing expertise in BER. The PI’s professional development plan will utilize the considerable expertise in educational research methods at the University of Kentucky. Through the combination of a certification program in educational research methods, mentorship from a leader in educational psychology, and participation in working groups, the PI will gain skills in survey design and advanced statistical analysis. She will use these skills to implement a mixed-method study and perform analyses to draw valid conclusions from the data. The successful completion of this project and professional development plan will enable the PI to fill gaps in her understanding of educational and social science research methods, perform rigorous fundamental research, and contribute new knowledge to the field of biology education.