A reason for dropping

A way to prevent

A low math background.

When beginning to learn elementary physics, students do not have to have any previous background in physics, but it is very important having developed a set of specific math skills. Students lacking some of the important math skills quickly fall behind and at the highest risk of dropping the class.

1. Developing tools for early identification of students with a low math background.

2. Intensification of collaboration between the departments and the math department aiming at closer alignment of the general math curricula and specific needs of other courses.

3. Conducting a series of workshops for students targeting the specific math skills they are lacking.

4. Publishing (including online) resources for self-assessment and self-training in the specific math skills needed for mastering physics and other subjects.

5. Within course, forming a group with an extra time (a half of an hour) for a discussion lead by an experienced instructor (not a TA).

6. Within course, forming a group with an extra meeting per a week lead by an experienced instructor (not a TA).

7. Offering “ a light” pre-course for students who have never been taking Physics (and/or math) before, as well as students who had taken physics a long time ago and would like to refresh it before taking a required credit course (It could be a 1 or 2 credit course, offered among other elective courses. This would be a one-semester course, which could be offered in all semesters).

8. Conducting a study of correlation between the math background and BU students’ learning outcomes.

9. Conducting a study on which factors affect the most the students’ learning outcomes.

10.  Developing an objective measuring tools to access learning outcomes (one of the approaches is separating teaching and testing by creating a group of educators for writing tests for courses, including professionals from school of education).

A low self-learning (self-propelling) background.

Getting higher education is very different from getting high school education; in particular, it requires much more planning and self-organization.

1. Offering a series of workshops for students on how to become a better self-learner.

2. Publishing a series of articles by BU publishers.

3. Peer-to-peer mentoring.

4. Offering a series of workshops for faculty on how to help students to become a better self-learner.

5. Developing a BU network of professionals who would be servicing BU faculty, helping on a daily basis with identification students at risk and drafting the approaches for preventing the students from dropping the class.

6. Supporting a broader implementation of the teaching strategies aiming at deeper involvement of students into active forms of learning.

A low self-esteem (not trusting in his or her own ability to master the subject).

Many students came in our University having formed already a wrong self-perception as not being able to learn math or physics. In many cases those students do not even try to do the best they can, do not visit office ours or use BU student services; they fall off the grid and often drop the class.

1. Offering a series of workshops for students aiming at proving that math and physics can be learned by anyone.

2. Publishing a series of articles by BU publishers.

3. Peer-to-peer mentoring.

4. Offering a series of workshops for faculty on how to help students to overcome their fear of math and physics.

5. Developing a BU network of professionals who would be servicing BU faculty, helping on a daily basis with identification students at risk and drafting the approaches for preventing the students from dropping the class.

6. Supporting a broader implementation of the teaching strategies aiming at deeper involvement of students into active forms of learning.