Overall Trends. Based on the coding system used, the most frequently cited reasons
why students chose chemistry as their initial major was their high school chemistry experience and/or connection with chemistry. Several students mentioned positive experiences in their high school chemistry classes and with their chemistry teachers, and/or being “good” at chemistry in high school. Students also mentioned connecting with chemistry, meaning they found chemistry interesting, had a passion for chemistry, liked that it is application-‐based, and enjoyed the challenge. Two students commented:
“I chose this major for the love of what chemistry studies and involves. In my opinion it's the best science as it applies mathematical skills and not simply remote memorization like biology. It also involves many conceptual problems that need to be understood before solving a problem (similar to physics also but not as abstract thankfully) and is heavily involved in experiments and laboratory work. I also feel comfortable with my major since I was privileged enough to take 2 years of chemistry in high school. Honors Chem my junior year and AP
Chem my senior to finish off strong. A strong science and math background will serve me well and will develop and refine my abilities to perform research and experiments that help promote change and facilitate progress.”
“Throughout high school, chemistry was my favorite subject. I've always had a passion for almost every subject of science, but what tipped the scale to chemistry was the teacher I had in my high school career. She was so passionate about the subject and that ultimately influenced me on choosing chemistry.”
However, students cited other reasons for initially choosing chemistry as their major as well, with a few differences between those who left the major and those who persisted in the major. See Table 17. Specifically, more students who left the major indicated that chemistry was not their first choice and were redirected by some other program such as chemical engineering or computer science. Leavers also cited social pressures, such as from family.
Table 17. Open-‐Ended Survey Results: “Describe Your Reasoning for Your Initial Major.”
Emerged Categories Respondents: Leavers # Times Cited by Respondents: Persisters # Times Cited by # Times Cited by Respondents: TOTAL
High School Chemistry Experience 21 47 68 (29.7%)
Chemistry “Connection” 17 47 64 (27.9%)
Career Options & Prospects 15 17 32 (14.0%)
Chemistry Major NOT First Choice 15 3 18 (7.9%)
Health Career Goals 9 27 36 (15.7%)
Research & Lab Experiences 4 5 9 (3.9%)
Social Pressures 2 0 2 (0.9%)
For those students that switched into the chemistry major, the main reasons cited for choosing their initial major was because they were undecided, interested in that major coming into the university, their initial major aligned well with their career options and goals, they were admitted into the university as undeclared (e.g., redirected from engineering), had a positive high school experience in that field, and/or social pressures. (To see a full report of the open-‐ ended survey results including Emerged Category definitions, consult Appendix Q.) When those same students that switched into the chemistry major were asked to describe all of the reasons why they switched into the chemistry major, the most frequently cited reason was because of a connection with chemistry. Two students commented:
“I found once i started organic chemistry that I really liked it. It fascinated me that chemistry is involved with everything in our day to day lives and could be applied anywhere. This versatility made me choose chemistry because no matter what I decided to do career-‐wise, I would be knowledgeable about a very important topic.”
“I am fascinated by science and how things work and feel chemistry is the basic building blocks of everything. I also really enjoy learning about space and I feel that this has also encouraged me to pick chemistry because chemistry plays a big role in space exploration and I like to be able to understand information I read about it. I also feel, that even though chemistry is one of the first sciences studied, I believe there is still much to be learned and explored in the field. I would like to take part in being one of the first people to discover or work on
something. I feel like chemistry can offer me that.”
Other cited reasons included alignment with career goals, positive experiences with professors, research and lab experiences, could not succeed in another major such as chemical
engineering, and some were in transition and planned to transfer to chemical engineering once the requirements were met. See Table 18.
Table 18. Open-‐Ended Survey Results: “Describe All of the Reasons Why You Decided to Switch Majors.”
Emerged Categories # Times Cited by Respondents: Switchers
Chemistry “Connection” 30 (49.2%)
Career Options & Prospects 11 (18.0%)
Professors/Teachers 7 (11.5%)
Health Career Goals 4 (6.6%)
Research & Lab Experiences 3 (4.9%)
Could Not Succeed in Other Major 3 (4.9%)
“In Transition” 3 (4.9%)
When Leavers were asked to describe all of the reasons why they left the chemistry major, the two most frequently cited reasons were because they didn’t find the chemistry degree a “useful” degree to earn and they became interested in another major. Students commented:
“I still enjoy chemistry, but the major was very math and physics based. I felt that I was gaining general knowledge on several subjects and felt lost in what I wanted to do as a career. The food science major still includes chemical aspects and feels more specific and inclusive to its students. The food science advisers were much more supportive and helpful and I felt like I knew what kind of careers I could have while still enjoying chemistry.”
“Human Nutrition is much more focused, and I realized it is a more useful degree to have.”
“I think chemical Engineering is more practical. I figured out that graduating as a chemical Engineering will give me more opportunities than chemistry. I still like chemistry. In fact, I enjoy my chemistry classes more than my chemical engineering one's.”
“I feel Chemical Engineering is a more marketable major, and the amount of work and dedication that is needed for it gives a more comprehensive feel of Chemistry for me, as well as carries a higher prestige.”
Other cited reasons included that the other major was more relevant to future career goals, they were redirected from another major (and desire to return to that original major), issues with supporting coursework such as calculus or physics, poor first semester experience, not connecting with chemistry, poor grade performance in chemistry, overwhelmed with the course load, feeling socially isolated, and poor advising with the academic advisors. See Table 19.
Table 19. Open-‐Ended Survey Results: “Describe All of the Reasons Why You Decided to Switch Out of the Chemistry Major.”
Emerged Categories # Times Cited by Respondents
Engagement/Interest in Other Major 21 (18.8%)
Usefulness of BS Chemistry Degree 21 (18.8%) Other Major More Relevant to Future Career Goals 12 (10.7%)
Redirect 9 (8.0%)
Issues with Supporting Coursework 9 (8.0%)
First Semester Experience 8 (7.1%)
Not Connecting with Chemistry 8 (7.1%)
Chemistry Grade Performance 7 (6.3%)
Overwhelmed with Course Load 6 (5.4%)
Social Isolation 6 (5.4%)
Chemistry Advising 5 (4.5%)
Students wrote:
“Chemistry at UIUC was considered a weed out course for me. The structure was difficult and I wasn't engaged. The professor was also not very helpful. No matter how hard I tried, I always seemed to fail and it took a toll on me. Why would I continually hurt myself like this with something I'm not even passionate about?”
“I think that there are several factors that impaired my ability to succeed in the chemistry major. First of all, the large group setting for instruction was new and inconsistent to how I had always learned in the past. The fear of not knowing who to ask for help was also very strong my freshman year. Finally, the grades I received in math and science courses at the U of I were so much different from my grades in high school that I felt very
discouraged.”
“I hated my chemistry class and I wanted to not be miserable for four years. My classes were isolating.”
“I switched to geology and I am still doing the secondary education minor. I decided to switch because the initial course load (my freshman year) was overwhelming and I was not prepared for the level and pace at which the classes were moving at.”
“[Professor X] made me really uncomfortable. He was unapproachable, and when I actually tried to approach him to introduce myself he was standoffish and really impolite. It made me feel like he didn't actually care about his students and just wanted to get on with his life after class was over. I realized Chemistry is still a male dominated STEM field and I didn't want to continue feeling inferior.”
“I knew after the first week at the University of Illinois that I wanted to change my major. In the first week of chem102, I felt very overwhelmed and realized that college chemistry was going to be very different from what I had experienced in high school. I had a gut feeling it just was not for me and knew I would spend too much time struggling. I debated switching to biology, but after taking a kinesiology course, I knew I had found the right fit. Not only did I have no desire to continue on as a chemistry major, I also no longer wanted to be a teacher. Prior
to deciding on chemistry education, I had considered athletic training and later learned about physical therapy. I felt kinesiology would allow me to develop skills specifically for this field.”
“I took a class with a professor who didn't teach us general chemistry and taught quantum mechanics which was things that our graduate student TAs had not learned yet. I didn't enjoy it and the labs were a lot more than I could handle. I loved to cook and so food science was a perfect fit.”
“I decided to switch to be honest because I felt terribly unwelcomed in any chemistry advising office every time I tried to visit. I was quickly rushed out and didn't get thorough answers to any questions I had regarding the major. When I signed up for classes as an incoming freshman, my advisor forgot to put me into a lab which was Chem 103 at the time. Being a clueless freshman I went through alms it a month of classes before realizing I was supposed to be in a lab. When I went to the chemistry advisors for guidance they blamed it on me and told me I should have registered myself for it. Also I had a very careless Chem 102 TA. He did not explain things at all to us and left me really struggling in what was my first chemistry class at u of I.”
“As previously stated, the advisers in the food science department made the school seem very small and inclusive. I was told about research opportunities and invited to info nights and clubs. After planning my courses with an adviser, I felt that I knew what to do and where to go toward getting a job and starting my career, where as in the chemistry department my education felt very general and I felt that I was not important enough to get accepted to research or internship positions.”
“Calculus is ridiculous here. Professors are much more focussed on showing off their knowledge then actually teaching when it comes to Math.”
“It was all just a one big combination of my personal interests in other subjects, lack of
substantial/effective/passionate teaching, courses designed to basically try to accumulate as many points as possible rather than test adequate knowledge of the given subject, not being clearly aware of student
interest/confusion/ability/etc, and/or having obscure grading policies that are subjected towards unfair bias or consequences (i.e-‐ not curving an exam if the class average is around a 40% or having too much/too little weight to a given category (such as having a commutative final exam only account for 10% of the final grade or having 2 or 3 exams that are worth 50%-‐90% of one's overall total grade)), and just the sheer apathetic nature
researcher-‐based lecturers have when teaching the class. The unenthusiastic, uninspired, and seemingly bored professors really do take a huge toll on student performance and how they go about adapting the course by other means (if that is such a case). These factors also played a major role for me as well. I guess this isn't so much a problem for the students who may plan on going into research themselves as it is for pre-‐health students respectively.”
“Another thing that played a role in my switch was my advisor at the time. I do not think she was supportive and she did not provide me with essential information needed to make my decision.”
When Leavers were asked what major they intended to pursue, the most frequently selected major was chemical engineering (21 out of the 75 responses). Multiple selected responses also included molecular & cellular biology (7), integrative biology (4), computer science (4), food science (3), community health (3), geology (2), kinesiology (2), mathematics (2), and psychology (2). Several other majors were selected once and are included in Appendix Q.
All students were also openly asked to describe their career goals to get a sense of what they hoped to do in the future. The most frequently cited plans included becoming a
researcher, working in industry, becoming a medical doctor, and going to graduate school. Among Leavers, the most frequently cited career goal was to work for industry. Among those who switched into chemistry, the most frequently cited career goals were to work for industry or become a medical doctor. Among Persisters, the most frequently cited career goal was to become a researcher. Overall, a wide variety of career goals were cited among all three groups and can be found in Appendix Q.
The survey also asked students to provide general feedback about their experiences in the UIUC Chemistry Department. Although these responses cannot be specifically linked to retention or recruitment, they are very helpful in understanding the climate in which students experience the chemistry major. When asked what were the most positive aspects of
interacting with the Department of Chemistry, students most frequently cited the chemistry professors and chemistry classes. See Table 20. Other frequently cited aspects included the academic advisors, overall staff experience in the department, learning a lot, and
undergraduate research.
Table 20. Open-‐Ended Survey Results: “What Have Been the Most Positive Aspects of Interacting with the Department of Chemistry?”
Emerged Categories # Times Cited by Respondents: Leavers
# Times Cited by Respondents:
Switchers
# Times Cited by Respondents:
Persisters
# Times Cited by Respondents:
TOTAL
Chemistry
Professor(s)/Classes 17 20 28 65
Chemistry Scholarships 0 0 4 4
Learned A Lot 5 4 7 16
Advisor(s) 17 7 7 31
Outside Help 0 1 3 4
SCS Career Services 2 2 4 8
Undergraduate Research 2 3 10 15
Mentoring 0 2 5 7
Overall Staff Experience 7 7 15 29
TAs 4 0 2 6
Chemistry Clubs 0 0 1 1
Being a TA 0 1 2 3
Merit Program 1 3 3 7
Support from/Community of
Chemistry Peers 0 0 7 7
Overall Not a Positive
When asked to write suggestions for improving the undergraduate student experience in the Department of Chemistry, students most frequently cited issues with academic advisors, improving the first-‐year chemistry class experience, and the need for a peer community in the chemistry major. See Table 21. Other frequently cited improvements included issues with the online Chemistry 232 organic chemistry I course, accessibility of undergraduate research, and issues with teaching assistants (TAs).
Table 21. Open-‐Ended Survey Results: “Please Write Any Suggestions You Have for Improving the Undergraduate Student Experience in the Department of Chemistry.”
Emerged Categories # Times Cited by Respondents: Leavers
# Times Cited by Respondents:
Switchers
# Times Cited by Respondents:
Persisters
# Times Cited by Respondents:
TOTAL
Smaller Class Sizes 2 1 1 4
First Year Chemistry Class
Experience 6 0 6 12
Community Needed 1 3 6 10
Cost 1 1 3 5
Online Chem 232 Course 1 5 3 9
Undergraduate Research 1 2 6 9
More Variety within Major 3 1 3 7
Issues with Lab Experience 2 1 4 7
Issues with TA(s) 4 1 3 8
Issues with Professor(s) 1 1 3 5
Issues with Advisor(s) 5 5 6 16
Issues with Career Advising 1 2 4 7
Mentoring 2 0 4 6
Everything is Fine 4 1 2 7
Other (e.g. improve 100 Noyes
Lab, not require calc 3) 2 3 4 9
Many students provided constructive feedback on these improvements. Some are highlighted below (with more included in Appendix Q):
“Build more of a community where students have the opportunity to interact with one another at social events. Perhaps even have t-‐shirts to bring everyone together.”
“Reach out to students for personal or small group meeting with professors. Don't make group emails. Some will naturally be able to connect and network, but others struggle with trying to do that and need more help. Maybe in the students sophomore year, reach out to the ones that have not gotten to know more of the staff.”
“I would have set groups of people who are willing to study together so no one is left behind.”
“I wish the Chemistry department would take the time to focus on people who are just chemistry majors. There is so much emphasis on Chemical Engineering, that people who are just Chemistry majors feel brushed to the side.”
“From the point of view of an innocent little high school graduate, coming to CHEM 202 right after a long summer vacation can be a frightening experience. The difficulty level of the questions we get asked, the amount of questions we are asked to solve in an unfairly small amount of time, combined with a 4-‐hour lab in which we have to stand and work with hazardous chemicals like hydrofluoric acid (it dissolves bone...that's scary stuff for 18-‐year olds) -‐ for a mere 2 credit hours, all gives a collective impression of Chemistry being a highly difficult field to pursue. While these things were exactly what attracted me to ChemE (I knew right from Day 1 what I was getting myself into), they are also the most commonly cited reasons given by dropouts. Such a competitive environment makes it difficult to get a good starting grade in Freshman Semester 1, which makes the students re-‐evaluate whether they have the aptitude to pursue the field. My suggestion would be to make the curriculum gradually increase in difficulty, so that you don't scare away students so quickly. It's like getting the frog in warm water, and gradually getting the water boiling.”
“I think its important to look at the student individually. If one thinks a student is not prepared for a class, they probably are not. The adviser asked my if I wanted to take physics in the spring and I said yes but in reality she should have looked at my grades from the fall and should have offered an alternative path even if it took longer.”