Student Interest is the Strongest Determinant of Success in Introductory College Courses Related to Environmental Science.

Despite the remarkable range of student backgrounds and experiences, instructors often expect students to meet the same learning objectives. This study seeks to better understand how student background impacts learning by determining the predictive influences of four aspects of student background on academic performance in environmental science college courses: 1) student interest in environmental science, 2) previous environmental science education, 3) childhood exposure to the environment, and 4) childhood residence setting. About 800 students were surveyed in 12 environmental science college courses to determine which aspects of background predict success in the course (as measured by final grade). Interest in the natural environment was found to be the strongest predictor of success, where students that reported greater interest in the natural environment had increased odds of academic success in environmental science courses. This is useful because instructors can work towards developing student interest in course content through the use of engaging course materials. Childhood residence setting was also found to be a predictor of student success, where students that grew up in increasingly rural communities showed an increase in their odds of academic success in environmental science courses. Additionally, one demographic question, class rank, was shown to predict success, with higher ranked students (e.g. seniors) more likely to succeed than lower ranked students (e.g. freshmen). While instructors cannot influence the types of communities their students comes from or their students’ class ranks, it is important to be aware of these disparities and adjust teaching or institutional practices as needed. Previous environmental science education and childhood exposure to the environment were not found to predict the final grade in environmental science college courses. Ultimately, these findings may help instructors identify at-risk students and also inform teaching practices that support learning for all students regardless of background.