The Effect of First-Year Seminar Classroom Design on Social Integration and Retention of STEM First-Time, Full-Time College Freshmen
Table 1
Social integration survey responses.
Size
Format
Composition
Entire class
LM groups
Entire class
LM groups
LL
SL
LL LM
SL LM
SL
FC
SL LM
FC LM
CLM
SLM
Total enrollment
175
39
22 (13%)
6 (15%)
39
38
6 (15%)
8 (21%)
8 (21%)
38 (100%)
Survey response rate
123 (70%)
37 (95%)
12 (55%)
6 (100%)
37 (95%)
28 (74%)
6 (100%)
5 (63%)
5 (63%)
24 (63%)
Institution
“WVU is the right college for me”
93%
78%
100%
67%
78%
90%
67%
80%
80%
83%
I have made friends in college
98%
97%
100%
100%
97%
97%
100%
100%
100%
100%
Making new friends and fitting in was harder than expected
24%
46%
17%
67%
46%
17%
67%
0%
0%
21%
Major
“Exercise physiology is the right major for me”
84%
76%
83%
50%
76%
66%
50%
40%
40%
63%
Sense of connectedness with other faculty, students, and staff in exercise physiology
64%
57%
75%
67%
57%
62%
67%
60%
60%
54%
Students
Spends time with other EXPH students outside of class
78%
70%
83%
50%
70%
76%
50%
80%
80%
67%
I think I have a great deal in common with other students in exercise physiology
68%
59%
58%
17%
59%
76%
17%
60%
60%
58%
Satisfied with their overall social life in exercise physiology
73%
51%
83%
33%
51%
72%
33%
80%
80%
58%
Satisfied with the amount of class interaction had with the other students in the course
60%
70%
67%
67%
70%
79%
67%
40%
40%
71%
I have made friends with other students in the course
80%
84%
92%
100%
84%
90%
100%
100%
100%
75%
Faculty/course
Satisfied with the amount of class interaction with the instructors in class
70%
84%
75%
100%
68%
66%
83%
60%
60%
58%
Satisfied with the quality of the instruction
90%
92%
83%
83%
92%
93%
83%
80%
80%
88%
Enjoy the format of the class (lecture, small group, etc.)
59%
84%
50%
50%
84%
83%
50%
80%
80%
71%
The course helped me adjust to the college
72%
81%
83%
83%
92%
83%
83%
80%
100%
71%
LL: large lecture; LL LM: low math students in the large lecture; SL: small lecture; SL LM: low math students in the small lecture; FC: flipped classroom; FC LM: low math students in the flipped classroom; CLM: low math students in the combined flipped classroom; SLM: low math students in the separated flipped classroom; data reported as percent positive response (e.g., selected “strongly agree” or “somewhat agree” on 5-point Likert scale).
