And when most institutions offer an overwhelming-and growing-number of program options, these pressures only intensify.Ī survey of students at Pennsylvania State University suggests that declaring a major is far from a sign of certainty. For perhaps the first time, they must grapple with questions of personal identity, career goals, and future aspirations. Maximizing degree-applicable creditįor many students, major choice is a dilemma approaching an existential crisis. The redesign effort, depicted below, took place over two phases over the course of about 16 months (or two academic years). They are also more likely to earn fewer credits during their first year in college-even after accounting for academic ability (measured by high school GPA).īoise State’s Center for Teaching and Learning invited mathematics faculty to participate in a course-based FLC, specifically to restructure Calculus I. Underrepresented students are overrepresented in non-credit-bearing remedial courses and so are immediately delayed in generating college-level credits when compared to their peers. The National Center for Education Statistics’ Beginning Postsecondary Students (BPS) national data set confirms what most university leaders already know: our current approach to degree progression systematically disadvantages two key constituencies, underrepresented minority students and transfer students. It is even more important that we get them started off right.” Michael Herndonĭirector, Office of Summer and Winter Sessions “Transfer students are constrained by Pell lifetime eligibility, but they also register last.
The unfortunate reality is that credit accumulation gaps between populations appear before students even set foot on campus.
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How to Promote Financial Wellness Encouraging early credit momentumĮquitable outcomes for underrepresented students are a mission imperative shared across institutional segments.
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