Science Whiz Kid to Failing Science Whiz Kid to Failing College Student: What are College Student: What are

the Odds?the Odds?

NACADA National ConferenceNACADA National Conference

October 8, 2005October 8, 2005

PresentersPresenters

Kathleen Sindt, Ph.D.Kathleen Sindt, Ph.D.Senior Academic AdvisorSenior Academic AdvisorKrieger School of Arts and SciencesKrieger School of Arts and SciencesJohns Hopkins UniversityJohns Hopkins UniversityBaltimore, MDBaltimore, MDksindt@jhu.eduksindt@jhu.edu

Heather Bisher, M.A.E.Heather Bisher, M.A.E.First Year AdvisorFirst Year AdvisorResidence Life and New Student Residence Life and New Student

ProgramsProgramsMiami UniversityMiami UniversityOxford, OhioOxford, Ohiobisherh@muohio.edubisherh@muohio.edu

Carmen Etienne, M.A.Carmen Etienne, M.A.Academic AdvisorAcademic AdvisorSchool of Engineering and Computer School of Engineering and Computer

ScienceScienceOakland UniversityOakland UniversityRochester, MIRochester, MIetienne@oakland.eduetienne@oakland.edu

IntroductionIntroduction

“Moving from adolescence to adulthood involves detaching from parents, finding career direction, achieving autonomy, and developing a mature relationship, among several processes described by developmental theorists…Exceptional ability does not exempt individuals from struggles associated with accomplishing these tasks. In fact, heightened sensitivity, which has been associated with high ability…may make “uncontrollable: developmental transitions uniquely challenging for the highly able. Difficult developmental transitions may in turn place such individuals at risk for poor post-high-school academic performance.” (Peterson, 2002)

Comparison of the InstitutionsComparison of the InstitutionsMiami Miami UniversityUniversity

Oakland Oakland UniversityUniversity

Johns Hopkins Johns Hopkins UniversityUniversity

Established 1809Established 1809 Established 1959Established 1959 Established 1886Established 1886

State-assisted, focus on State-assisted, focus on undergraduate teachingundergraduate teaching

State-assisted, focus on State-assisted, focus on undergraduate teachingundergraduate teaching

Private, founded as 1Private, founded as 1stst research institution in research institution in USUS

16,019 16,019 undergraduatesundergraduates

13,115 13,115 undergraduatesundergraduates

4,201 4,201 undergraduatesundergraduates

45.6% male, 45.6% male, 54.5% female54.5% female

37.3% male, 37.3% male, 62.7% female62.7% female

55% male, 45% 55% male, 45% femalefemale

Ave. age: 18-22Ave. age: 18-22 Ave. age: 23Ave. age: 23 Ave. age: 18-22Ave. age: 18-22

Diversity ComparisonDiversity Comparison

Miami Miami UniversityUniversity

Oakland Oakland UniversityUniversity

Johns Hopkins Johns Hopkins UniversityUniversity

90.6% White and Unknown90.6% White and Unknown 82.1% White82.1% White 62% White, non-Hispanic62% White, non-Hispanic

3.4% African-American3.4% African-American 8.8% African-American8.8% African-American 5% African-American, 5% African-American, Black, non-HispanicBlack, non-Hispanic

1.7% Hispanic1.7% Hispanic 1.6% Hispanic1.6% Hispanic 5% Hispanic5% Hispanic

3.0% Asian-American3.0% Asian-American 3.9% Asian/Pacific 3.9% Asian/Pacific IslanderIslander

22% 22% Asian-American/Pacific Asian-American/Pacific IslanderIslander

0.5% Native American0.5% Native American 0.5% Native 0.5% Native American/Alaskan NativeAmerican/Alaskan Native

<1% American Indian<1% American Indian

2.6% Foreign National2.6% Foreign National

Comparison of Science and Comparison of Science and Engineering MajorsEngineering Majors

Miami University – 4.6% engineering, 11.2% Miami University – 4.6% engineering, 11.2% sciences, 15.8% in engineering or sciencesciences, 15.8% in engineering or science

Oakland University – 9% engineering, 4.5% Oakland University – 9% engineering, 4.5% sciences, 14.5% engineering or sciencesciences, 14.5% engineering or science

Johns Hopkins University – approx. one-third Johns Hopkins University – approx. one-third in engineering, sciences – depends on in engineering, sciences – depends on definition (pre-med!)definition (pre-med!)

Comparison of the InstitutionsComparison of the Institutions Miami UniversityMiami University

Mid-sized, public institution with private atmosphere (public ivy)Mid-sized, public institution with private atmosphere (public ivy) Academic advising occurs in the residence halls during the first yearAcademic advising occurs in the residence halls during the first year Considerably older than other two institutionsConsiderably older than other two institutions

Oakland UniversityOakland University Slightly more women attending Slightly more women attending Slightly older students attendingSlightly older students attending Similar in size to Miami UniversitySimilar in size to Miami University

Johns HopkinsJohns Hopkins Much more diverse populationMuch more diverse population Research institutionResearch institution Smaller undergraduate population Smaller undergraduate population

Literature ReviewLiterature Review

Much of the published work can be Much of the published work can be grouped into three areas:grouped into three areas:

Self-regulated learning and motivationSelf-regulated learning and motivation Personality and attitudePersonality and attitude Academic backgroundAcademic background

Self-Regulated Learning and Self-Regulated Learning and MotivationMotivation

Self-regulated learning can be defined as the Self-regulated learning can be defined as the process by which students actively use self-process by which students actively use self-

generated cognitions, behaviors and emotions generated cognitions, behaviors and emotions to achieve a goal. to achieve a goal.

These students plan their learning, practice a These students plan their learning, practice a variety of learning strategies and apply old variety of learning strategies and apply old

techniques to new settings, evaluate their own techniques to new settings, evaluate their own learning in the context of their goals, and learning in the context of their goals, and

reflect upon what worked. reflect upon what worked.

Self-Regulated Learning and Self-Regulated Learning and MotivationMotivation

Several articles show that high-achieving students report more use Several articles show that high-achieving students report more use of self-regulated strategies than lower achieving studentsof self-regulated strategies than lower achieving students

A “positive motivational orientation” is highly related to use of self-A “positive motivational orientation” is highly related to use of self-regulated strategies (Tamsen & Livingston, 1999)regulated strategies (Tamsen & Livingston, 1999)

Achievement goals in an introductory psychology class do appear to Achievement goals in an introductory psychology class do appear to play a role in the student’s longer term success (Harackiewicz et al., play a role in the student’s longer term success (Harackiewicz et al., 2002)2002)

Students who use more intrinsic regulation strategies (internal Students who use more intrinsic regulation strategies (internal values) tend to report a stronger goal of learning the material, versus values) tend to report a stronger goal of learning the material, versus those with extrinsic regulation strategies (concrete rewards) who those with extrinsic regulation strategies (concrete rewards) who report a goal of a grade. “Students monitor and regulate their report a goal of a grade. “Students monitor and regulate their motivation for completing academic tasks” (Wolters, 1998). motivation for completing academic tasks” (Wolters, 1998).

Personality and AttitudePersonality and Attitude Attitude does not predict achievement in physics (Willson et al., 2000) Attitude does not predict achievement in physics (Willson et al., 2000)

even though other studies suggest it does (all engineering students?) even though other studies suggest it does (all engineering students?) Learning physics concepts does lead to greater achievement over time. Learning physics concepts does lead to greater achievement over time.

Openness to new ideas and being conscientious were related to higher Openness to new ideas and being conscientious were related to higher GPA, but extroversion and quality of effort in personal/social items GPA, but extroversion and quality of effort in personal/social items have a negative effect (Bauer & Liang, 2003)have a negative effect (Bauer & Liang, 2003)

Persisters in engineering attribute their success to their efforts while Persisters in engineering attribute their success to their efforts while non-persisters attribute their failures to their own perceived lack of non-persisters attribute their failures to their own perceived lack of ability (Nauta et al., 1999).ability (Nauta et al., 1999).

Scores on a physics quiz were reflective of how the students predicted Scores on a physics quiz were reflective of how the students predicted they would do. An internal locus of control was positively correlated they would do. An internal locus of control was positively correlated to higher scores on a physics quizto higher scores on a physics quiz (Norvilitis, 2002). (Norvilitis, 2002).

Academic BackgroundAcademic Background Numerous studies show that high school GPA and SAT/ACT scores are predictors of Numerous studies show that high school GPA and SAT/ACT scores are predictors of

college performance college performance

Students who completed calculus in high school were 28 times more likely to be a high Students who completed calculus in high school were 28 times more likely to be a high achiever in college (Ruban & Nora, 2002)achiever in college (Ruban & Nora, 2002)

Reasoning ability appears to be a predictor of achievement in introductory college Reasoning ability appears to be a predictor of achievement in introductory college biology courses while prior knowledge was not shown to be a predictor (Johnson & biology courses while prior knowledge was not shown to be a predictor (Johnson & Lawson, 1997)Lawson, 1997)

Students who had previously completed more math course did better on a physics quiz Students who had previously completed more math course did better on a physics quiz (Norvilitis et al., 2001)(Norvilitis et al., 2001)

Those who attended class performed better (Editoral)Those who attended class performed better (Editoral)

Older students and students who took chemistry later in their college years did better in Older students and students who took chemistry later in their college years did better in chemistry than those who took the class as a freshman (Burdge & Daubenmire, 2001)chemistry than those who took the class as a freshman (Burdge & Daubenmire, 2001)

Biology faculty value the skills of writing ability, integration of themes, math skills, and Biology faculty value the skills of writing ability, integration of themes, math skills, and ability to ask questions in a student (Daempfle, 2002)ability to ask questions in a student (Daempfle, 2002)

Johns Hopkins UniversityJohns Hopkins University

Talking PointsTalking Points

1.1. Reviewed the information available in the academic Reviewed the information available in the academic permanent record of poor performers in chemistry permanent record of poor performers in chemistry and biology and biology

2.2. Differences in advising between Krieger School of Differences in advising between Krieger School of Arts and Sciences and Whiting School of Arts and Sciences and Whiting School of EngineeringEngineering

Performance vs. BackgroundPerformance vs. Background

Out of 296 students in Out of 296 students in General Biology I and General Biology I and 277 students in Intro 277 students in Intro Chemistry I: Chemistry I:

17 KSAS freshmen 17 KSAS freshmen received D’s or F’s received D’s or F’s

(Note: surveyed only sec 01 of chemistry)(Note: surveyed only sec 01 of chemistry)

The General Biology The General Biology class is about half class is about half freshmen, mainly AS freshmen, mainly AS students.students.

Intro Chemistry I class Intro Chemistry I class is nearly all freshmen, is nearly all freshmen, but about one-third are but about one-third are EN students. EN students.

SummarySummary 7 male (2 African-American/Black) and 10 females (4 7 male (2 African-American/Black) and 10 females (4

African-American/Black and 1 Hispanic)African-American/Black and 1 Hispanic) 35% African-American/Black (5% undergrad. pop.)35% African-American/Black (5% undergrad. pop.) 6% Hispanic (5% undergrad. pop.)6% Hispanic (5% undergrad. pop.) 10 had at least one low SAT score if not both (low 10 had at least one low SAT score if not both (low

defined as <600). JHU “middle 50%” verbal is 640-defined as <600). JHU “middle 50%” verbal is 640-730, math is 660-760730, math is 660-760

7 were varsity athletes7 were varsity athletes 3 were withdrawn for poor academic performance 3 were withdrawn for poor academic performance

after spring semester after spring semester (18%, approx. 0.6% total AS pop. in spring 2005)(18%, approx. 0.6% total AS pop. in spring 2005) and one went on LOA in spring for financial reasons and one went on LOA in spring for financial reasons

All were in at least 2 math or science classesAll were in at least 2 math or science classes 12 of the 17 were in at least 3 math or science classes12 of the 17 were in at least 3 math or science classes

Summary ContinuedSummary Continued

5 had no AP math or science in high school. The rest 5 had no AP math or science in high school. The rest took at least one math or science AP classtook at least one math or science AP class

2 reported <15 hours per week study time in high 2 reported <15 hours per week study time in high school and expected to not study more in college school and expected to not study more in college

3 personally commented to an advisor that they took 3 personally commented to an advisor that they took on too much in co-curricular activities (no athletes)on too much in co-curricular activities (no athletes)

Summary ContinuedSummary Continued

11 appear relatively undecided judged by:11 appear relatively undecided judged by: Applied as humanities or social sciences major, but took Applied as humanities or social sciences major, but took

science classes (pre-med?)science classes (pre-med?) Switched out of all science classes by springSwitched out of all science classes by spring Comments made by students found in advising notesComments made by students found in advising notes

Examples:Examples: Creates artistic guitars, but parents want math/scienceCreates artistic guitars, but parents want math/science National Level Irish dancerNational Level Irish dancer Art History applicant, took 2 sciences, 2Art History applicant, took 2 sciences, 2ndnd semester confusion semester confusion One said “he has no short-term goals anymore”One said “he has no short-term goals anymore”

ConclusionsConclusions

Poorly prepared academically from high Poorly prepared academically from high school compared to their peersschool compared to their peers

Undecided about their major or career goalsUndecided about their major or career goals

Difficulty balancing extracurriculars (sports or Difficulty balancing extracurriculars (sports or otherwise) and math and science coursesotherwise) and math and science courses

““Unrealistic Expectations”Unrealistic Expectations”

Conclusion versus the LiteratureConclusion versus the Literature Self-regulated learning or motivation – Self-regulated learning or motivation –

Was high school easy and they never had to learn time Was high school easy and they never had to learn time management or master learning methods? management or master learning methods?

Are they undecided about their goals or feel pressure to pursue a Are they undecided about their goals or feel pressure to pursue a subject not of interest to them so therefore, may have waning subject not of interest to them so therefore, may have waning motivation?motivation?

Personality attitude – Personality attitude – Several were over-involved in activities; does this imply they are Several were over-involved in activities; does this imply they are

extraverts? extraverts? Do we know their locus of control? We often hear complaints Do we know their locus of control? We often hear complaints

about grading from this population – an example of external about grading from this population – an example of external locus of control.locus of control.

Academic background – Academic background – Like it or not, SAT scores have been shown to correlate to Like it or not, SAT scores have been shown to correlate to

college GPA, is this just what we should expect? college GPA, is this just what we should expect? Should we question their reasoning ability or their previous Should we question their reasoning ability or their previous

concept knowledge?concept knowledge?

KSAS vs. WSE Advising KSAS vs. WSE Advising PhilosophiesPhilosophies

Faculty advisors versus professional advisorsFaculty advisors versus professional advisors

First year requirements versus explorationFirst year requirements versus exploration

Weighing progression through major versus Weighing progression through major versus ability to handle materialability to handle material

Attraction of High-Achieving Attraction of High-Achieving Students to MiamiStudents to Miami

Average SAT Combined ScoresAverage SAT Combined Scores 1300 or above: 28%1300 or above: 28% 1200 or above: 63%1200 or above: 63% 1100 or above: 90%1100 or above: 90%

Average ACT Composite ScoresAverage ACT Composite Scores 30 or above: 17%30 or above: 17% 26 or above: 60%26 or above: 60% 22 or above: 96%22 or above: 96%

78% are Advanced College Study Participants78% are Advanced College Study Participants 3% are National Merit Scholars3% are National Merit Scholars 6% are Valedictorians/Salutatorians6% are Valedictorians/Salutatorians

Living Learning CommunitiesLiving Learning Communities TheThe mission mission of Living Learning Communities at of Living Learning Communities at

Miami University is to create and extend student Miami University is to create and extend student learning opportunities outside of the classroom that learning opportunities outside of the classroom that heighten student intellectual and personal growth. heighten student intellectual and personal growth. Living Learning Communities are purposeful Living Learning Communities are purposeful attempts to integrate curricular and co-curricular attempts to integrate curricular and co-curricular experiences that complement and extend classroom experiences that complement and extend classroom learning. These communities foster faculty and learning. These communities foster faculty and resident interaction that enhances both intellectual resident interaction that enhances both intellectual and personal growth of the residents. Each and personal growth of the residents. Each community is built around a specific field of study or community is built around a specific field of study or area of interest and is structured so students have a area of interest and is structured so students have a high degree of involvement in its formation. high degree of involvement in its formation.

Living Learning Communities Living Learning Communities (LLCs) and Advising in the (LLCs) and Advising in the Residence Halls at MiamiResidence Halls at Miami

All first year students are advised by their first year adviser All first year students are advised by their first year adviser (graduate students and full-time employees; most are also hall (graduate students and full-time employees; most are also hall directors)directors)

Opportunity to build stronger relationships and have on-going Opportunity to build stronger relationships and have on-going conversations about academics and adjustment issuesconversations about academics and adjustment issues

All residence halls are living learning communities; many of All residence halls are living learning communities; many of these are themed communities (i.e. Women in Math, Science, these are themed communities (i.e. Women in Math, Science, and Engineering & Technology and Society)and Engineering & Technology and Society)

Students tend to be a little more academically successful in the Students tend to be a little more academically successful in the presence of LLCspresence of LLCs

Academic advising is centered on liberal education to explore Academic advising is centered on liberal education to explore options with a developmental philosophyoptions with a developmental philosophy

Living Learning Communities Living Learning Communities (LLCs)(LLCs)

Women in Math, Science, and Engineering (WiMSE) Women in Math, Science, and Engineering (WiMSE) & Technology and Society (TAS) LLCs& Technology and Society (TAS) LLCs Study groups form naturallyStudy groups form naturally Extracurricular events in hall relate to majors (i.e. faculty Extracurricular events in hall relate to majors (i.e. faculty

coming into the building at night for presentations/speaking coming into the building at night for presentations/speaking opportunities)opportunities)

Students feel the pressure to do well because all of their Students feel the pressure to do well because all of their neighbors are in the same coursesneighbors are in the same courses

Competition naturally occurs and can stress relationships Competition naturally occurs and can stress relationships (especially in roommate situations)(especially in roommate situations)

Fall Mid-term Interventions and Fall Mid-term Interventions and Spring Probation MeetingsSpring Probation Meetings

Students’ reactions to why they were failing or failed a courseStudents’ reactions to why they were failing or failed a course Did not know how to study for the courseDid not know how to study for the course Did not follow up on any resources provided to improve course gradeDid not follow up on any resources provided to improve course grade Overwhelmed by the large amount of material presented (crammed Overwhelmed by the large amount of material presented (crammed

into one test)into one test) Refused to ask for help from professors/advisersRefused to ask for help from professors/advisers Not enough time to concentrate on one subject they are struggling with Not enough time to concentrate on one subject they are struggling with

(i.e. Calculus because they were also taking physics and a computer (i.e. Calculus because they were also taking physics and a computer science course)science course)

Family or personal issues got in the way of preparing for tests (i.e. Family or personal issues got in the way of preparing for tests (i.e. would often wait till the last minute to study)would often wait till the last minute to study)

Spent too much time in unhealthy extracurricular activities (i.e. Spent too much time in unhealthy extracurricular activities (i.e. sleeping too much due to depression, regular alcohol use)sleeping too much due to depression, regular alcohol use)

Not interested in the course because they do not want to be in that Not interested in the course because they do not want to be in that major or degree program (i.e. family pressures to live up to)major or degree program (i.e. family pressures to live up to)

A Student’s ReflectionA Student’s Reflection

When Preparing for an ExamWhen Preparing for an Exam ““I wait until a day or two before the exam to start I wait until a day or two before the exam to start

studying”studying” ““I don’t know how to pick out the important stuff I don’t know how to pick out the important stuff

in my notes to study for the test”in my notes to study for the test” ““Studying in groups doesn’t help me because we Studying in groups doesn’t help me because we

always end up focusing on the person who doesn’t always end up focusing on the person who doesn’t know anything and then the rest of us can’t learn know anything and then the rest of us can’t learn what we need to for the test”what we need to for the test”

Other Students’ ReflectionsOther Students’ Reflections

Unrealistic Perceptions/ExpectationsUnrealistic Perceptions/Expectations ““I’ve always wanted to be a doctor, my dad’s a I’ve always wanted to be a doctor, my dad’s a

doctor, my mom’s a doctor, and my grandpa’s a doctor, my mom’s a doctor, and my grandpa’s a doctor”doctor”

““I hate math, but I have to do it ‘cause my family I hate math, but I have to do it ‘cause my family wants me to be a doctor”wants me to be a doctor”

““I have to get A’s, my parent’s expect A’s”I have to get A’s, my parent’s expect A’s” ““I study all the time, 4-5 hours each day and it’s I study all the time, 4-5 hours each day and it’s

not enough…I’m still getting a C in Chemistry”not enough…I’m still getting a C in Chemistry”

ConclusionConclusion How do we send the message to students that they How do we send the message to students that they

need to choose a major that’s right for them?need to choose a major that’s right for them? Students are not academically prepared for how to Students are not academically prepared for how to

study or to take good notes…how do we encourage study or to take good notes…how do we encourage them to get help when they think they have to be self-them to get help when they think they have to be self-sufficient?sufficient?

How do we help students find a balance between the How do we help students find a balance between the many demanding classes without them having to many demanding classes without them having to retake or spread them out so much that they don’t retake or spread them out so much that they don’t graduate in 4 years?graduate in 4 years?

How do we encourage students to take advantage of How do we encourage students to take advantage of campus resources that are there to help them succeed?campus resources that are there to help them succeed?

Oakland University AP ResearchOakland University AP Research AP results are compiled from our Institutional

Research Office. Until this presentation, OU had not really looked at

the AP history of our students. It is now going to be reviewed on a regular basis.

Students are usually required to receive a 3 or higher on most exams with some exceptions requiring a 4 or higher.

Results are from 2001-2002 and were found to be very positive

Comparison was made between common AP tests taken and overall gpa for the first year

2001 and 2002 FTIACs 2001 and 2002 FTIACs English Composition AP ExamEnglish Composition AP Exam

Overall Grade Point Results in First Overall Grade Point Results in First YearYear

0.00

1.0-1.9

2.0-2.9

3.0-3.5

3.6-4.0

2001 and 2002 FTIACs Statistics AP Exam

Overall Grade Point Results in First Year

0.00

1.0-1.9

2.0-2.9

3.0-3.5

3.6-4.0

2001 and 2002 FTIACs Chemistry AP Exam

Overall Grade Point Results in First Year

0.00

1.0-1.9

2.0-2.9

3.0-3.5

3.6-4.0

2001 and 2002 FTIACs Physics AP Exam

Overall Grade Point Results in First Year

0.00

1.0-1.9

2.0-2.9

3.0-3.5

3.6-4.0

2001 and 2002 FTIACs Computer Science AP Exam

Overall Grade Point Results in First Year

0.00

1.0-1.9

2.0-2.9

3.0-3.5

3.6-4.0

2001 and 2002 FTIACs Calculus AP Exam

Overall Grade Point Results in First Year

0.00

1.0-1.9

2.0-2.9

3.0-3.5

3.6-4.0

Conclusions for OU AP ResultsConclusions for OU AP Results

OU is a smaller institution. Tends to attract many OU is a smaller institution. Tends to attract many academically prepared students from 2 major academically prepared students from 2 major counties. Class size is also smaller with an average counties. Class size is also smaller with an average class size of 30-40 students.class size of 30-40 students.

Programs are not competitive as far as enrollment Programs are not competitive as far as enrollment caps. This may decrease the stress-level of more caps. This may decrease the stress-level of more difficult majors.difficult majors.

OU has several programs currently in place to help OU has several programs currently in place to help freshmen be successful – COM 101 (freshman freshmen be successful – COM 101 (freshman seminar course), Connections, Student Success seminar course), Connections, Student Success Coaches, and others.Coaches, and others.

Examples of OU High Achievers Examples of OU High Achievers That Are Having Academic That Are Having Academic

Difficulty and WhyDifficulty and Why 3.5 Asian student in engineering cheats on a 3.5 Asian student in engineering cheats on a

computer science lab – became ill and felt pressure to computer science lab – became ill and felt pressure to get work done on timeget work done on time

3.8 student in engineering diagnosed with 5 different 3.8 student in engineering diagnosed with 5 different mental health illnesses after 1 year and fails all of his mental health illnesses after 1 year and fails all of his classes more than onceclasses more than once

3.8 student in computer science starts failing courses 3.8 student in computer science starts failing courses after the first year due to drug addictionafter the first year due to drug addiction

Similarities Across Our CampusesSimilarities Across Our Campuses SimilaritiesSimilarities

Attracting high-achieving students who are Attracting high-achieving students who are academically unpreparedacademically unprepared

High expectations are placed on these students to High expectations are placed on these students to succeedsucceed

Time management is a huge issue (i.e. especially Time management is a huge issue (i.e. especially with multiple science courses and extracurricular with multiple science courses and extracurricular commitments)commitments)

* No significant differences were found despite different populations * No significant differences were found despite different populations

being attracted to each of the institutions*being attracted to each of the institutions*

Why Do Whiz Kids Fail?Why Do Whiz Kids Fail? Mental health issuesMental health issues Competitive majors – perhaps while they have a history of Competitive majors – perhaps while they have a history of

success, they may not be as well prepared as their peerssuccess, they may not be as well prepared as their peers Study skills – weak ability to self-regulate their learningStudy skills – weak ability to self-regulate their learning Lack of support from significant othersLack of support from significant others First generation college – lack of understanding of the time First generation college – lack of understanding of the time

commitment necessary or how to seek help commitment necessary or how to seek help Drugs and alcoholDrugs and alcohol Parental pressure and unrealistic expectationsParental pressure and unrealistic expectations Cultural issuesCultural issues

What Can We Do to Help These What Can We Do to Help These Students Succeed?Students Succeed?

We cannot assume that high achieving students can sail We cannot assume that high achieving students can sail through our math/science programs without failure.through our math/science programs without failure.

Get to know these students. Find out what motivates them as Get to know these students. Find out what motivates them as well as what worries them.well as what worries them.

Know when to refer!Know when to refer! Encourage student organization involvement outside of their Encourage student organization involvement outside of their

major.major. May need to assist the student in learning how to ask for help.May need to assist the student in learning how to ask for help. Review their background in comparison to their peers and Review their background in comparison to their peers and

tailor your advising to their academic history.tailor your advising to their academic history.

Questions?Questions?

Thank you!Thank you!