| Abstract | The transition from high school is critical to college success. Higher education institutions now offer a range of first-year transition programs designed to introduce first-year students to campus resources, academic expectations, and in some cases, specific disciplines. Exploring Biology is a first-year seminar course at the University of Wisconsin-Madison designed with the goals of broadening students’ understanding of biology, exposing students to the multitude of careers in the biosciences, and making students aware of campus resources, such as information about bioscience majors and ways to get involved in biology-related experiences. Using a mixed-methods approach we evaluated student survey responses and written reflections to assess the impact of the course on students’ comprehension of the breadth of biology and their intention to persist in biology as a major or career. Student written reflections revealed the utility of the class in introducing students to the broader field of biology and ways to get involved in biology-related experiences. In addition, required learning reflections encouraged metacognition and helped students to understand their interests in biology and factors that influence their interest in learning. Based on student responses we have evidence that low-stakes, first-year seminar courses can have strong impacts on student learning even if the course enrollment is high. In addition, a low-stakes learning environment provides an opportunity to engage with material in an autonomous way and allows students to think about their future career choices in light of their interests rather than worrying about making the grade. |
