Presentation Details
| Write It to Win It: How Handwritten Notes and Second Chances Improve Success in Introductory Biology Clara/L Voorhees. D'Youville University, Buffalo, NY, USA |
Abstract
High C-DFW rates in introductory STEM courses remain a barrier to student persistence.During Fall 2025,two Title III-supported interventions were implemented to improve academic performance and retention: structured handwritten pre-class lecture notes and mastery-based quiz retakes.Students earned extra credit for submitting detailed handwritten notes on assigned video lectures before class.Students completing notes performed significantly better than non-participants on quizzes and final course grades.Frequency of submission did not significantly affect quiz averages;students completing notes at any level outperformed peers who did not participate.A second intervention allowed students scoring < 82% on quizzes to complete a structured metacognitive assignment before qualifying for a capped retake.Significant improvement occurred between first and second attempts.Course-level outcomes improved substantially:combined C-DFW rates decreased from Fall 2024-Fall 2025,and progression from BIO 101 to BIO 102 increased.These findings suggest structured preparation and reflective mastery-based reassessment improve student performance and may enhance retention in gateway biology courses.
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No part of this publication may be reproduced, distributed, or transmitted in any form or by any means, including photocopying, recording, or other electronic or mechanical methods, without the prior written permission of the author.
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