4 How changes could affect retention BIO2010. 2003. BIO 2010 Transforming Undergraduate Education for Future Research Biologists.  Committee on Undergraduate biology education to prepare research scientist for the 21st century. National Academies of Science, Washington, D.C Enhancing the overall science learning experience in the introductory biology courses will:     1.    attract and retain more biology majors     2.    increase confidence in students, and     3.    increase preparedness level of students for post-undergraduate study BACKGROUND   Most incoming freshmen arrive at NCATSU from traditional science curricular pathways that promoted compartmentalized learning between biology and math. Students who enter undergraduate science degree programs at NCATSU are required to take courses in mathematics, biology, and chemistry in the first two years. However the majority of millennial students are not adequately engaged by traditional teaching modes in these courses, and many fail to gain understanding of the basic math, biology, and chemistry principles at the end of their first academic years. With an increasing diversity in the background and ability of incoming freshman, biology instructors are presented with the dilemma of how to engage all students (Lowe Jr., 1999). As noted in the BIO2010 report (2003), biology teachers need to implement innovations that engage students more actively in the learning process. OBJECTIVES AND GOALS The Department of Biology is working to increase retention of first-time full-time students from the first to second year. The goal of this project is to adapt and implement learning modules for our student population as an early intervention measure. We have identified 3 main objectives where supplemental instruction can significantly enhance science learning in introductory biology courses:     1.    improve student engagement with the course material     2.    provide students with measures that increase scientific learning, confidence, and communication skills     3.    provide an objective mechanism for instructors and students to determine their own progress in the classroom http://www.actionbioscience.org/education/allchin.html