This research aims to identify the reasons behind high DFW rates in introductory accounting courses and propose effective, evidence-based solutions. The persistent high DFW rates in introductory accounting courses have raised significant concerns about student success. These rates impact students' academic trajectories, progress, retention, morale, and their overall perception of the discipline. By understanding the root causes of these high rates, we can develop targeted interventions to ensure that our students have a robust foundation in accounting and are well-prepared for success in subsequent business courses. By probing into and addressing the DFW rates, we strive to ensure that all students, irrespective of their background or preliminary preparation, have equal opportunities to excel in our accounting courses. Our project is grounded in a robust quantitative analysis of institutional data, course schedules, and syllabi. This methodology offers a comprehensive understanding of the underlying causes of high DFW rates and aids in developing practical, inclusive solutions.

We implemented a comprehensive assessment framework for the Genetics course (BIOL340) at Cal Poly Humboldt, revealing consistent disparities between underrepresented minority (URM) and non-URM students. In collaboration with the Office of Diversity, Equity, and Inclusion (ODEI) and Office of Institutional Research, Analytics, and Reporting (IRAR), we conducted a five-year quantitative analysis (2016-2021) of BIOL340 using CSU Student Success Dashboard data and our inhouse data. Our examination exposed a persistent academic performance gap between URM and non-URM students, first-gen and non-first-gen students, and Pell and non-Pell recipients in BIOL340 from 2016 to 2021. We also assessed the impact of supplemental courses (BIOL198) on student success in BIOL340, revealing that co-enrollment improved understanding, particularly benefiting female students, non-first-gen students, and non-Pell recipients from 2018 to 2021. In our second year, the BIOL340 DFW Faculty Working Group, comprising six instructors, was established to address DFW rates in BIOL340. Weekly meetings focus on identifying causes of student challenges, including class size, advising, medical conditions, employment, academic skills, and motivation. Ongoing initiatives aim to implement new approaches, reduce DFW rates, bridge equity gaps, and enhance URM student retention in BIOL340 and other STEM courses at Cal Poly Humboldt.