The project focused initially on understanding the underlying reasons behind high DFW (a D grade, Fail, Withdraw) rates in gateway courses, specifically MATH 220, MATH 235, CHEM 131, PHYS 240, and BIO 290. Through quantitative and qualitative data analysis, we aimed to identify the root causes of these challenges, encompassing both student and faculty experiences. The project's outcomes are framed explicitly around student and faculty success, shifting the focus from mere identification to tangible improvements. We aspire to witness a significant decrease in overall course DFW rates, indicating an improvement in student retention and academic performance. Additionally, our efforts target equity-based gaps within the DFW rates, with the goal of narrowing and ultimately eliminating these disparities. Importantly, our project sought to create a model that not only addresses current challenges but also provides a sustainable framework for ongoing improvement. By prioritizing student and faculty success through data-informed decision-making, we aim to foster an inclusive learning environment and set a precedent for equitable data practices in education.

The goal of this project is to better understand the underlying reasons behind high DFW rates in gateway courses. With this information and resulting action, we aspire to witness a significant decrease in overall course DFW rates, indicating an improvement in student retention and academic performance.

Information was gleaned from student interviews conducted in summer 2024. Characteristics of student and faculty success were identified along with aspects of courses that made them challenging for students. While it is challenging to recruit students for interviews, conversations with more students in the future will enhance the understanding of opportunities and challenges and offer more insights on which to build action.