Why do they come and why do they stay? Meeting the needs and expectations of undergraduate students in the life sciences

Abstract

Science undergraduate enrolments have declined steadily over the last few years. The Life Sciences have been somewhat buffered from this trend. However, with a changing student population, it is timely to investigate why students choose to enter university study, and what motivates them to continue. We aimed to identify which teaching and learning strategies are most effective in motivating students to begin, and to continue, study of Life Sciences at the University of Tasmania (UTAS), and where additional learning support or different teaching approaches may be required to better meet student needs. In 2002 and 2003, we administered anonymous surveys to undergraduates studying Life Sciences at the University of Tasmania. We sought information on their pre-tertiary education: factors influencing them to enrol at university, preferred learning activities and reasons for continuing/not continuing in Life Sciences. Over the four year-groups (1st, 2nd, 3rd, Honours), nearly 50% of surveys were returned. Regarding primary motivation for studying Life Sciences, a total of 50% or more from each year group cited interest, while a total of 23% or less from each year-group cited career. Inspiring teachers at secondary level were a factor in influencing students' choices. Once at university, students most appreciated learning experiences offered in practical classes. The most requested item for additional support was extra tutorials. This report aims to inform (i) undergraduate teaching programs in Life Sciences and (ii) secondary school teachers of their valuable contribution in instilling in their students an enthusiasm for science.