This project is addressing student learning in the natural sciences through integrated science literacy instruction in an introductory, prerequisite biology course. The materials being developed address the student needs of learning a new language that includes the use of symbols, learning to think more abstractly and make associations between concepts, and learning how to read a scientific textbook to build on prior knowledge, read and interpret charts and graphs, and make sense of static drawings of active processes. These materials are increasing the retention and graduation rates and better preparing students for certification testing and/or transfer to a four-year institution. The project also focuses on instruction for faculty on how to best use these materials in the classroom.
Underrepresented students, students from rural areas, and women are gaining the science literacy skills necessary to successfully complete the first two years of the science curriculum and either transfer to a four-year institution or pass certification exams for career pathways.
