scholarly journals Utilizing Assessment and Student Experiences to Build a Collaborative Residential Curriculum

2020 ◽  
Vol 27 (2) ◽  
Author(s):  
Kyle Flowers
Keyword(s):  
Student Learning ◽  
Learning Strategies ◽  
Student Experience ◽  
Comprehensive Assessment ◽  
Student Experiences ◽  
First Year ◽  
Residential Areas ◽  
Community Learning ◽  
Academic Year ◽  
Macalester College

In the 2019-2020 academic year, Macalester College conducted a comprehensive assessment of the residential curriculum model through a pedagogical lense. We identified three larger findings: 1) There is a pedagogical misalignment with the implementation of learning strategies in residential areas, 2) Larger, sequential stressors exist for the First-Year and Sophomore Year Experience (FYE & SOYE), and 3) Campus partners are interested in increasing collaboration within the residential curriculum to improve the student experience. These findings drove larger recommendations centered around a 3rd version of our Community Learning Model (CLM), where learning strategies are sequenced to maximize student learning.

scholarly journals Learning Strategies for First-Year Biology: Toward Moving the “Murky Middle”

2018 ◽  
Vol 17 (3) ◽  
pp. ar42 ◽  
Author(s):  
Angelique Kritzinger ◽  
Juan-Claude Lemmens ◽  
Marietjie Potgieter
Keyword(s):  
Learning Strategies ◽  
Classroom Practice ◽  
Learning Analytics ◽  
Demographic Data ◽  
Student Attrition ◽  
First Year ◽  
Targeted Interventions ◽  
Teaching Learning ◽  
Enabling Institutions ◽  
Academic Year

Higher education faces the challenge of high student attrition, which is especially disconcerting if associated with low participation rates, as is the case in South Africa. Recently, the use of learning analytics has increased, enabling institutions to make data-informed decisions to improve teaching, learning, and student success. Most of the literature thus far has focused on “at-risk” students. The aim of this paper is twofold: to use learning analytics to define a different group of students, termed the “murky middle” (MM), early enough in the academic year to provide scope for targeted interventions; and to describe the learning strategies of successful students to guide the design of interventions aimed at improving the prospects of success for all students, especially those of the MM. We found that it was possible to identify the MM using demographic data that are available at the start of the academic year. The students in the subgroup were cleanly defined by their grade 12 results for physical sciences. We were also able to describe the learning strategies that are associated with success in first-year biology. This information is useful for curricular design, classroom practice, and student advising and should be incorporated in professional development programs for lecturers and student advisors.

scholarly journals The Implementation of Think Talk Write Learning Strategy to Improve Student’s Learn Activities in Biology Learning Class X-1 SMA Al Islam 1 Surakarta of 2009/2010 Academic Year

BIO-PEDAGOGI ◽  
2013 ◽  
Vol 2 (1) ◽  
pp. 1
Author(s):  
Dwitya Nadia Fatmawati ◽  
Slamet Santosa ◽  
Joko Ariyanto
Keyword(s):  
Student Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Learning Activities ◽  
Student Activities ◽  
Average Percentage ◽  
Student Activity ◽  
Biology Learning ◽  
Student Information ◽  
Academic Year

<p>The purpose of the research to improve student learning activities in teaching and learnig activities with the implementation of Biology learning strategy <em>Think Talk Write </em>on Environmental Pollution material. This research is a classroom action research. The experiment was conducted in two cycles, with each cycle  consisting of the  planning, observation, evaluation, analysis,  and reflection. Subjects  were  students  of class  XI  SMA  Al  Islam  1 Surakarta  academic  year 2009/2010. Source  of data  derived from  teacher  and  student  information,  observation,  and documentation. Techniques and tools of data collection is a questionnaire, observation, and interviews. Validate  data  using  triangulation techniques  of data  sources. Data  analysis techniques used are qualitative analysis. Research procedure is a spiral model of inter-related. The results showed that the application of learning strategies can improve  student  activities  in biology  learning  in class  X-1 SMA  Al  Islam  1 Surakarta 2009/2010 academic  year. Improved student  learning  activities  can be  viewed through a questionnaire and observation sheet. The average percentage based on observation of student activity  sheets  for 41.90% of pre  cycle, a  cycle  of 73.07% and 87.23%  for  cycle  2.Questionnaire  pre-cycle  calculation results  indicate  student  activity  at  70.49%, a  cycle  of 73.83%, and the second cycle result indicate that student activity of 77.96%.</p><p> </p><p class="0jTULISANKATAKUNCIKEYWORDS">Key Words: Think talk write learning strategy, student activity, biology learning.</p>

scholarly journals Personalised Emails in First-Year Mathematics: Exploring a Scalable Strategy for Improving Student Experiences and Outcomes

2020 ◽  
Vol 11 (1) ◽  
Author(s):  
Sarah Dart ◽  
Belinda Spratt
Keyword(s):  
Higher Education ◽  
Student Experience ◽  
Student Experiences ◽  
First Year ◽  
Widening Participation ◽  
Mathematics Courses ◽  
Education Environment ◽  
University Systems ◽  
Student Cohorts ◽  
Students First

Widening participation initiatives in higher education have grown overall student numbers while also increasing the diversity of student cohorts. Consequently, enhancing student experiences and outcomes has become increasingly challenging. This study implemented personalised emails in two first-year mathematics courses as a scalable strategy for supporting students with diverse needs. Impact on student experience and outcomes was assessed through surveying and statistical comparisons to previous cohorts. It was found that students perceived the personalised emails favourably and believed the intervention would contribute to them achieving better grades. This translated to a statistically significant improvement in both student experience and academic performance in one of the courses. The results imply that personalised emails are well-suited to courses taken in students’ first semesters of university study, aiding those transitioning to the higher education environment by fostering feelings of belonging, supporting effective engagement, and easing navigation of university systems and processes.

scholarly journals Strategi Pembelajaran Quick on the Draw untuk Meningkatkan Aktivitas dan Hasil Belajar Mahasiswa Pada Materi Interpolasi

2019 ◽  
pp. 19-30
Author(s):  
Septi Dariyatul Aini ◽  
Sri Irawati
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Student Learning Outcomes ◽  
Test Methods ◽  
Learning Activities ◽  
Education Data ◽  
Academic Year ◽  
Improve Student Learning

This research aims to determine the increase in student learning activities and outcomes after being taught by using the quick on the draw learning strategy in the interpolation material. This type of research is classroom action research with a qualitative approach. This research was conducted at Madura University and those who were the subjects of the study were fourth semester students of 2017/2018 academic year mathematics education. Data collection techniques used are observation and test methods. From the data analysis it can be concluded that: (1) student activity has increased from 3.20 (good category) in the first cycle to 3.76 (excellent category) in the second cycle, (2) student learning outcomes have increased from 42.86 in the first cycle then increased to 85.71% in the second cycle. From the results of this study it can be concluded that the application of quick on the draw learning strategies can improve student learning activities and outcomes in interpolation material.

scholarly journals Pengalaman Belajar Mahasiswa Terkait Peran Skenario dalam Tutorial

2013 ◽  
Vol 2 (1) ◽  
pp. 62
Author(s):  
Nindya Aryanty ◽  
Gandes Retno Rahayu ◽  
Efrayim Suryadi
Keyword(s):  
Student Learning ◽  
Learning Experience ◽  
Group Discussion ◽  
Case Analysis ◽  
Learning Objectives ◽  
Independent Learning ◽  
First Year ◽  
Learning Session ◽  
Starting Point ◽  
Academic Year

Background: Tutorial in Problem-based Learning is a learning method where faculty prepares a scenario to trigger students learning through small group discussion. In the first meeting of tutorial, a group of students analyze the scenario given by raising and answering questions to explore phenomenon described in the scenario. Unresolved questions then become students’ learning issues which are a starting point for their independent learning. Answers gathered during individual learning then being reported and synthesized on the second meeting. The aim of this study is to investigate student learning experience regarding the role of scenario in tutorial.Method: Reflective writings of 36 medical students about learning experience using PBL collected at the end of first year were analyzed qualitatively through within-case analysis and cross-case analysis. Methods chosen to increase credibility are peer review and verbatim.Results: Students found that some scenarios stimulated their learning since it increase students’ curiosity. Scenarios discussing the latest news in medicine also attract to students to learn more. However, majority students admitted that some scenarios not providing enough clues to guide student determining learning objectives. Student preferred to discuss and formulate learning objectives by listing the title/topic of lecture scheduled on the same week as related tutorial session. Scenario that found identical to scenario given on the previous academic year also demotivates students to learn deeply. Students admitted learning from their senior notes in preference to learning from other valid resources. In addition, this study found that scenarios that lead students to discuss topic beyond their first-year competencies also disencourage students learning.Conclusion: Scenario plays an important role in student learning. Therefore, scenario have to be carefully designed by determining students’ prior knowledge, the length of independent learning session needed and learning resources available for students. It is also necessary to always renew the scenario for every academic year and improve its quality, for example by adding visual trigger along with written text.

scholarly journals First year medical student experiences with a clinical skills seminar emphasizing sexual and gender minority population complexity

2020 ◽  
Author(s):  
Laurence Biro ◽  
Kaiwen Song ◽  
Joyce Nyhof-Young
Keyword(s):  
Medical Student ◽  
Focus Groups ◽  
Student Learning ◽  
Clinical Skills ◽  
Standardized Patients ◽  
Student Experiences ◽  
First Year ◽  
Minority Population ◽  
Adaptive Expertise ◽  
And Gender

Purpose: Patients identifying as sexual and gender minorities (SGMs) face healthcare barriers. This problem is partly due to medical training.1 We evaluated first year medical student experiences during a novel four-hour seminar, in which students answered discussion questions, participated in peer role-plays, and interviewed two standardized patients Method: A constructivist qualitative design employed audio-recorded and transcribed student focus groups. Using generic content analysis, transcripts were iteratively coded, emergent categories identified, sensitizing concepts applied, and a thematic framework created. Results: Thirty-five students (71% female) participated in five focus groups. Two themes were developed: SGM bias (faculty, standardized patients [SPs], students, curriculum), and Adaptive Expertise in Clinical Skills (case complexity, learner support, skill development). SPs identifying as SGM brought authenticity and lived experience to their roles. Preceptor variability impacted student learning. Students were concerned when a lack of faculty SGM knowledge accompanied negative biases. Complex SP cases promoted cognitive integration and preparation for clinical work. Conclusions: These students placed importance on the lived experiences of SGM community members. Persistent prejudices amongst faculty negatively influenced student learning. Complex SP cases can promote student adaptive expertise, but risk unproductive learning failures. The lessons learned have implications for clinical skills teaching, learning about minority populations, and medical and health professions education in general.

PENGARUH STRATEGI PEMBELAJARAN EKSPOSITORI OLEH GURU PAK TERHADAP MOTIVASI BELAJAR SISWA KELAS XII SMA SWASTA HKBP 1 TARUTUNG KABUPATEN TAPANULI UTARA T.P. 2019/2020

2020 ◽  
Vol 18 (1) ◽  
pp. 89-96
Author(s):  
Pestaria Sihombing
Keyword(s):  
High School ◽  
Student Learning ◽  
Learning Strategies ◽  
Significant Influence ◽  
Hypothesis Test ◽  
T Test ◽  
Learning Motivation ◽  
Statistical Research ◽  
Private High School ◽  
Academic Year

                This study aims to determine the level of propensity of Expository Learning Strategies by PAK Teachers and the level of student learning motivation tendencies in HKBP 1 Tarutung Private High School 2019/2020 academic year, as well as to determine the positive and significant influence between Expository Learning Strategies by PAK Teachers on learning motivation XII grade students of HKBP 1 Tarutung North Tapanuli Utara District High School 2019/2020 academic year.               The hypothesis of this study is: there is a positive and significant influence of expository learning by PAK teachers on the learning motivation of class XII students of HKBP 1 Tarutung North Tapanuli North High School in 2019/2020. This type of research is quantitative descriptive inferential statistical research. The population in this study were all students of class XII HKBP 1 Tarutung Private High School who were Protestant Christians totaling 164 people and the sample was taken 50% of 164 people totaling 82 people. The research instrument was a closed questionnaire.               The result of a simple linear equation is Y = 62,59 + 0,424x. T test results show that the t-test value is 3,075 and t-table = 1,667, so the t-count value ˃ ttable (3,075 1,667) can be obtained. Furthermore, the analysis of the data for the hypothesis test with the f test obtained the value of fcount ˃ ftabel (9,46 3,11) so that it can be concluded that the hypothesis is accepted and based on the results of the coefficient of determination obtained the magnitude of the influence of expository learning by PAK teachers on the learning motivation of class XII high school students Private HKBP 1 Tarutung Utara Tapanuli Regency 2019/2020 Academic Year is 10,56% and another 89,44% is obtained from other inherent factors which are not examined in this study.Keywords: Expository Learning Strategies By PAK Teachers, Student Learning Motivation

scholarly journals Upaya Meningkatkan Hasil Belajar Dan Kemampuan Gerak Dasar Permainan Rounders Melalui Strategi Pembelajaran Berpasangan Siswa Kelas V SD Negeri 112 Pacciro Kabupaten Bone

2019 ◽  
Vol 3 (2) ◽  
pp. 128
Author(s):  
Haderiah Haderiah
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Positive Impact ◽  
Student Learning Outcomes ◽  
Fifth Grade ◽  
Class V ◽  
Academic Year ◽  
Basic Motion

The problem in this study is that most students lack basic motion in the rounders game. The effort taken is to implement a pairing learning strategy. The purpose of this study was to improve the basic mobility of rounders through pairing strategies in the fifth grade of SD Pacciro Elementary School, Ajangale District, Bone District 2017/2018 Academic Year. The object of the research is an increase in ball catching abilities in Rounders ball games. Research time for 6 months. Data collection techniques using observation, test and documentation methods. The data that has been obtained is then presented using descriptive statistics. From the results of classroom action research carried out that the application of the pairing learning strategy had a positive impact on improving the scholarship throwing ability of the fifth grade of SD Negeri 112 Pacciro Ajangale Subdistrict Bone District 2017/2018 Academic Year, this can be proven to increase student learning outcomes characterized by increased yields and completeness of student learning in each cycle. So it can be concluded that the application of paired learning strategies is proven to be able to improve the basic motion ability of ball catching at rounders game CLASS V SD Negeri 112 Pacciro Ajangale District Bone District 2017/2018 Academic Year.

scholarly journals 8. Creativity and Writing: The Postcard Project

2011 ◽  
Vol 3 ◽  
pp. 43
Author(s):  
Mercedes Rowinsky-Geurts
Keyword(s):  
Student Learning ◽  
Cognitive Abilities ◽  
Formative Feedback ◽  
First Year ◽  
The Public ◽  
Self Regulated Learning ◽  
Learning Behaviours ◽  
Writing Exercises ◽  
Academic Year ◽  
Public Exhibition

The purpose of the conference presentation upon which this paper is inspired was to present an innovative approach to motivate students to write in a second language during a first-year Spanish class. Usually, students comply with writing exercises that convey basic thoughts, due to constrained vocabulary and limited knowledge of grammatical concepts. The pieces they create are often simple repetitions of material already present in the textbook. In this case, the idea was to create a project that would be developed during the whole academic year. It consisted of creating a story of 100 words or less that would provoke the reader to think beyond the text and also motivate him/her to make connections between the title, the content, and the hidden message of the story. The format was a postcard, and the students had to add a creative piece of art on one side of the postcard and a story on the opposite side. The artwork was intended to add to the story. The objective of the project was for students to use their higher order cognitive abilities and subsequently realize higher levels of achievement (Burrowes, 2003; Railsback, 2002).The activity also aimed to encourage deeper student learning and self-regulated learning behaviours (Herington, 2008). The challenge was obvious: would students feel intimidated when presented with the project? How would they respond to the strict demands of the assignment? How would they deal with the creative aspect? How would they respond to formative feedback? How would they react to the public exhibition of their work? Throughout this article, responses to these queries are presented along with a discussion on how the activity could be applied across disciplines with similar end results. I hope this is the beginning of a productive dialogue.

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