Understanding Physics and Chemistry college classroom contexts and students’ academic success and retention

This project is supported by our office and other campus partners through a SASR grant. This research project focuses on large-enrollment introductory courses in Physics and Chemistry. The study will identify how perceived course climate and instructional strategies relate to academic engagement, achievement, and retention in STEM and the university, directly and indirectly through the self-regulated learning components of sense of belonging and metacognitive learning strategy use.