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Science Cohort Model: Expanding the Pipeline for Science Majors

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This article reports the findings of an academic progress and personal development study of first-year students interested in science and science-related majors who volunteered to participate in an academic-advising Science Cohort pilot program during the 1999-2000 academic year. Students were "clustered" with a group of faculty who taught all six of the courses in which they enrolled during each of the fall and spring semesters. One faculty member was the students' academic advisor. The Science Cohort students' academic progress is compared to that of a control group of entering students matched for SAT scores, mathematics placement test scores, and full-time course load. The findings indicate that students in the Science Cohort had higher grade point averages and completed more credit hours of course work than their control group counterparts. They reported they had gained substantial knowledge from all of their courses, improved their study, critical thinking, and time management skills, increased their self-understanding and interpersonal skills, and continued to progress toward their educational goals.
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Document Type: Research Article

Publication date: October 1, 2002

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  • The Journal of The First-Year Experience and Students in Transition is a semiannual refereed journal providing current research on the first college year and other significant student transitions. The primary purpose of the Journal is to disseminate empirical research findings on student transition issues that inform practice in all sectors of postsecondary education, such as explorations into the academic, personal, and social experiences (including outcomes related to success, learning, and development) of students at a range of transition points throughout the college years; transition issues unique to specific populations (e.g., non-traditional, traditional, historically underrepresented students, transfer students, commuters, part-time students); and explorations of faculty development, curriculum, and pedagogical innovations connected to college transitions.
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