scholarly journals Implementation Plans for Course Redesigns: An Exploration of Identified Strategies

2021 ◽  
Vol 40 (2) ◽  
Author(s):  
Rebecca Campbell ◽  
Benjamin Blankenship
Keyword(s):  
Student Success ◽  
Student Performance ◽  
Learning Strategies ◽  
Course Design ◽  
Content Assessment ◽  
Student Success Course ◽  
Assessment Feedback ◽  
Gateway Courses ◽  
Lower Division ◽  
And Mathematics

Institutions are redesigning gateway courses—lower-division courses known to create student success bottlenecks—to influence persistence and completion goals. These initiatives, student success course redesigns (SSCR), are specialized versions of course design institutes (CDIs). This investigation into SSCRs uses content analysis to examine the implementation plans created during a SSCR. Results demonstrated that the majority of the strategies planned focused on the Learning key performance indicator (KPI), and the minority of the planned-for strategies focused on the Monitoring Student Performance KPI. A more granular analysis of the Learning strategies revealed five themes: Content, Assessment, Pedagogy, Syllabus, and Student Success. Additional results indicated the majority of planned strategies would occur out of class, and disciplinary differences between science, technology, engineering, and mathematics (STEM) and non-STEM faculty for pedagogical and content design changes. Results also demonstrated a need for more faculty to utilize actionable language for course redesign strategies. Moreover, the implementation plans provided useful assessment feedback of the CDI itself.

scholarly journals Learning How to Learn: A Student Success Course for At Risk Students

2017 ◽  
Vol 8 (3) ◽  
Author(s):  
Elizabeth R. Bowering ◽  
Joanne Mills ◽  
Allison Merritt
Keyword(s):  
At Risk ◽  
Student Success ◽  
Learning Strategies ◽  
Study Skills ◽  
At Risk Students ◽  
Cognitive Strategies ◽  
Student Success Course ◽  
Success Course ◽  
Post Test ◽  
Premier Cycle

It is well known that university students with ineffective learning strategies and low motivation are at risk for lowered grades and stress. Given the needs of these students, Mount St. Vincent University developed the Student Success Course (SSC), a 14-week intervention that offers instruction in learning strategies, self-management, and motivation. The purpose of this study was to evaluate the effectiveness of the SSC for 100 undergraduates on academic probation. From pre- to post-test, participants reported a significant increase in cognitive strategies, study skills, and motivation as well as a significant decrease in test anxiety and procrastination (ps < .05). Over time, participants also demonstrated a significantly improved GPA (p < .0001). These results support the hypothesis that the SSC is an effective intervention, at least in the short-term, for improving learning and motivational strategies in at risk students. Il est reconnu que les étudiants d’université dont les stratégies d’apprentissage sont inefficaces et qui ont une faible motivation risquent de souffrir de stress et d’obtenir de mauvaises notes. Au vu des besoins de ces étudiants, Mount St. Vincent University a mis en place un cours pour faciliter la réussite des étudiants (Student Success Course - SSC). Il s’agit d’une intervention de 14 semaines au cours de laquelle on enseigne des stratégies d’apprentissage, de gestion autonome et de motivation. L’objectif de cette étude est d’évaluer l’efficacité de ce cours dans le cas de 100 étudiants de premier cycle placés en probation. Les participants ont rapporté, avant et après le test, une augmentation significative de leurs stratégies cognitives, de leurs compétences en matière d’apprentissage et de leur motivation, ainsi qu’une baisse importante de leur anxiété face aux examens et de leur procrastination (ps < .05). Avec le temps, les participants ont également démontré une augmentation de leur moyenne pondérée cumulative (p < .0001). Ces résultats soutiennent l’hypothèse selon laquelle le cours en question représente une intervention efficace, tout au moins à court terme, pour améliorer les stratégies d’apprentissage et de motivation chez les étudiants à risque.

Predicting Community College and University Student Success

2016 ◽  
Vol 18 (4) ◽  
pp. 431-456 ◽  
Author(s):  
Monica L. Heller ◽  
Jerrell C. Cassady
Keyword(s):  
Community College ◽  
Academic Success ◽  
Student Success ◽  
Student Performance ◽  
Learning Strategies ◽  
Prediction Models ◽  
Performance Outcomes ◽  
College Level ◽  
Grade Point ◽  
Predicting Student Performance

The current study explored the differential influences that behavioral learning strategies (i.e., cognitive–metacognitive, resource management), motivational profiles, and academic anxiety appraisals have on college-level learners in two unique learning contexts. Using multivariate analysis of variance and discriminant analysis, the study first compared these variables across learners from a community college and traditional 4-year university located within the same regional area. The study also employed a series of multiple regression analyses to investigate the influence of these variables in predicting student performance outcomes (i.e., grade point average). The results illustrate that prior research on those factors most salient within student academic success prediction models within a social cognitive framework function as expected for the university population. However, the community college learner experience deviates significantly from this standard model. For the community college learner, it is the environmental factor that appears to be the most significant to predicting student success. These findings highlight those factors most influential in academic performance outcomes among diverse student populations.

scholarly journals Improving Student Success by Incorporating Instant-Feedback Questions and Increased Proctoring in Online Science and Mathematics Courses

2020 ◽  
Vol 9 (1) ◽  
Author(s):  
Yu Kay Law ◽  
Ryan Wesley Tobin ◽  
Neena R Wilson ◽  
Lora Ann Brandon
Keyword(s):  
Student Performance ◽  
Learning Strategies ◽  
Online Courses ◽  
Formative Assessments ◽  
Success Rates ◽  
Physical Sciences ◽  
Course Materials ◽  
Lecture Videos ◽  
Improved Performance ◽  
And Mathematics

Introductory courses in mathematics and the physical sciences are challenging for students and often have lower success rates than other comparable courses.  In online courses, this problem is magnified given the greater propensity for students to engage in surface learning strategies.  In particular, it has been shown that students are not actively utilizing learning materials provided in the structured course modules such as lecture videos.  To combat this problem, we have implemented two different solutions to improve student engagement and retention of knowledge.  Firstly, we have incorporated Quick Checks into courses in general chemistry and precalculus, where students answer auto-graded questions directly after viewing the course materials.  These aim to promote the viewing of course materials beyond homework and quizzes, including engagement with course lecture videos.  Secondly, with the incorporation of online proctoring options integrated into our LMS offerings, we have moved to increase the extent to which examinations are proctored. This encourages students to engage in more frequent reinforcement prior to examinations because they cannot use course materials during proctored examinations.  We show that these measures lead to greater engagement with course materials and improved performance on proctored examinations, although student performance on formative assessments remained relatively consistent.

A Novel Interdisciplinary Course: Musical Acoustics and Health Issues

2016 ◽  
Vol 1 (19) ◽  
pp. 15-25
Author(s):  
Donald Finan ◽  
Deanna Meinke
Keyword(s):  
Student Performance ◽  
Learning Strategies ◽  
Sound Production ◽  
Course Design ◽  
Education Student ◽  
Health Issues ◽  
Musical Acoustics ◽  
Active Learning Strategies ◽  
Speech Science ◽  
Course Outcomes

In response to a college call for new interdisciplinary coursework in the Natural and Health Sciences, an undergraduate level course was created with focus on the physics and biophysics of sound. The physics of sound production in musical instruments is used as a model for understanding vocal production and sound reception, with emphasis on relevant issues of vocal and hearing health promotion. This project-based course, titled “Musical Acoustics and Health Issues,” was designed in collaboration with faculty from Audiology, Speech Science, Public Health, Music, Physics, Music Technology, and Science Education. Student performance is assessed through a series of eight hands-on projects designed to maximize active learning strategies. Course projects center on the concept of “sound as energy” and include the construction of string-based (cigar box guitar) and tube-based (PVC pipe didgeridoo) instruments. Course design, project details, and course outcomes are presented.

What Works: Learning Outcomes Due to Design Variations in Community College Student Success Courses

2019 ◽  
Vol 121 (7) ◽  
pp. 1-46
Author(s):  
Deryl K. Hatch-Tocaimaza ◽  
Crystal E. Garcia ◽  
Naomi Mardock-Uman ◽  
Sarah L. Rodriguez ◽  
Dallin George Young
Keyword(s):  
Student Success ◽  
Course Design ◽  
Community College Student ◽  
College Knowledge ◽  
College Student Success ◽  
Student Success Course ◽  
Success Course ◽  
Success Skills ◽  
Student Success Skills ◽  
Success Courses

Background/Context Based on well-established evidence that certain student success skills and college knowledge are closely associated with academic achievement, persistence, and completion, community colleges increasingly implement various types of first-year student success courses and programs. However, by looking only at the distal impact of program participation, the question of whether these programs actually influence those mediating skills of college success has scarcely been investigated in the higher education literature, let alone which program features may be determining factors. Purpose/Objective This study examined the scope and design of community college student success courses to address which program features relate to learning objectives of student success skills, college knowledge, and engagement. Population/Participants/Subjects Participants were students and instructors drawn from 47 student success course sections at 42 public community colleges in 24 states, representing all U.S. geographic regions. Research Design The study adopted a multimodal research design, using both qualitative and quantitative research methods while primarily relying on quantitative analysis. Data Collection and Analysis Students in selected student success course sections completed a pre- and postsurvey. Instructors participated in a structured interview and provided course syllabi. Course design information was quantitized and merged with student-level data to model variation in learning outcomes as a function of course features, according to an activity theory conceptual framework. Data were analyzed using hierarchical linear modeling. Conclusions Findings from this research point to several recommendations for practice by highlighting the reality that one term may be too little to learn some student success skills and that particular features of course designs may result in unintended adverse effects. Results indicate that structural elements are the most impactful features and that the skills-based curricular features that receive the most attention may be in fact the least influential features in realizing desired skills and knowledge outcomes. The study points to methodological ways forward to further explore and unpack the relationship between success course design features and educational outcomes.

The Role of Test Anticipation in the Link Between Performance-Approach Goals and Academic Achievement

2016 ◽  
Vol 75 (3) ◽  
pp. 123-132 ◽  
Author(s):  
Marie Crouzevialle ◽  
Fabrizio Butera
Keyword(s):  
Learning Strategies ◽  
Test Performance ◽  
Longitudinal Design ◽  
Study Strategies ◽  
High Achievers ◽  
Course Content ◽  
And Mathematics ◽  
Set Up ◽  
Approach Goals ◽  
Goal Endorsement

Abstract. Performance-approach goals (i.e., the desire to outperform others) have been found to be positive predictors of test performance, but research has also revealed that they predict surface learning strategies. The present research investigates whether the high academic performance of students who strongly adopt performance-approach goals stems from test anticipation and preparation, which most educational settings render possible since examinations are often scheduled in advance. We set up a longitudinal design for an experiment conducted in high-school classrooms within the context of two science, technology, engineering, and mathematics (STEM) disciplines, namely, physics and chemistry. First, we measured performance-approach goals. Then we asked students to take a test that had either been announced a week in advance (enabling strategic preparation) or not. The expected interaction between performance-approach goal endorsement and test anticipation was moderated by the students’ initial level: The interaction appeared only among low achievers for whom the pursuit of performance-approach goals predicted greater performance – but only when the test had been scheduled. Conversely, high achievers appeared to have adopted a regular and steady process of course content learning whatever their normative goal endorsement. This suggests that normative strivings differentially influence the study strategies of low and high achievers.

Data Analytics and STEM Student Success: The Impact of Predictive Analytics-Informed Academic Advising Among Undeclared First-Year Engineering Students

2018 ◽  
Vol 22 (3) ◽  
pp. 497-521 ◽  
Author(s):  
Yu (April) Chen ◽  
Sylvester Upah
Keyword(s):  
Higher Education ◽  
Student Success ◽  
Academic Advising ◽  
Data Analytics ◽  
Predictive Analytics ◽  
First Year ◽  
Program Of Study ◽  
Science Technology ◽  
Mathematics Student ◽  
And Mathematics

Science, Technology, Engineering, and Mathematics student success is an important topic in higher education research. Recently, the use of data analytics in higher education administration has gain popularity. However, very few studies have examined how data analytics may influence Science, Technology, Engineering, and Mathematics student success. This study took the first step to investigate the influence of using predictive analytics on academic advising in engineering majors. Specifically, we examined the effects of predictive analytics-informed academic advising among undeclared first-year engineering student with regard to changing a major and selecting a program of study. We utilized the propensity score matching technique to compare students who received predictive analytics-informed advising with those who did not. Results indicated that students who received predictive analytics-informed advising were more likely to change a major than their counterparts. No significant effects was detected regarding selecting a program of study. Implications of the findings for policy, practice, and future research were discussed.

scholarly journals Grit in Online Education

2019 ◽  
pp. 1-11
Author(s):  
Nicole Buzzetto-Hollywood ◽  
Kathy Quinn ◽  
Wendy Wang ◽  
Austin Hill
Keyword(s):  
Student Achievement ◽  
Online Education ◽  
Student Success ◽  
Student Performance ◽  
Online Courses ◽  
Self Regulation ◽  
P Value ◽  
Learning Success ◽  
Promising Area ◽  
Learning Efficacy

Aim: This study sought to explore the role of the elusive non-cognitive skill set known as grit, or the resolve and determination to achieve goals regardless of impediments, on student success in online education. It represents an area of exploration where there is a dearth in the available literature and reports the results of a study conducted at a Mid-Atlantic minority-serving university that examined the relationship between grit and student performance in fully online courses. Methodology: Students were administered the standard 12-Question Grit Scale with the addition of a series of validated questions that sought to measure perceived self-learning efficacy. Additionally, student performances in online courses were recorded and correlations conducted. Basic statistical analyses such as mean, mode, standard deviation, variance, and confidence interval were calculated. Two hypotheses were introduced as part of this study and tested with Anovas and crosstabulations. Results: This study found that higher grit scores correlated progressively to both self-discipline and self-efficacy but that a positive relationship to student achievement in fully online courses as measured with a p value of greater than .05 could not be confirmed. Conclusion: As online education continues to grow, providing opportunities to foster and strengthen student success in online courses and programs is increasingly important. E-learning success requires that students exhibit strong self-regulation, self-discipline, resilience, dutifulness, conscientiousness, and low impulsivity all of which are attributes of grit. As such, grit is presented as a promising area of exploration for increasing student achievement in online education.

Virtual learning approach to biological engineering courses in Uruguay during COVID-19

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Camila Simoes ◽  
Parag Chatterjee ◽  
Lucía Paola Lemes ◽  
Andreína Tesis ◽  
Franco La Paz ◽  
...  
Keyword(s):  
Student Performance ◽  
Global Education ◽  
Course Design ◽  
Virtual Learning ◽  
Considerable Change ◽  
Biological Engineering ◽  
Transdisciplinary Approach ◽  
Content Type ◽  
The Republic ◽  
The University

PurposeIn times when digitized and blended learning paradigms are getting more profuse, the COVID-19 pandemic substantially changed the dynamics of this program, forcing all the courses to migrate to virtual modality. This study highlights the biological engineering courses at the University of the Republic (Universidad de la República) in Uruguay pertaining to the adaptations to virtual learning environments during the COVID-19 pandemic and analyzing its impact through the courses taught in the virtual setting.Design/methodology/approachGlobal education has seen a significant paradigm shift over the last few years, changing from a specialized approach to a broader transdisciplinary approach. Especially in life sciences, different fields of specializations have started to share a common space in the area of applied research and development. Based on this transdisciplinary approach, the Biological Engineering program was designed at the University of the Republic (Universidad de la República), Uruguay.FindingsThe new challenges posed by the virtual modality on the pedagogical areas like course design, teaching methodologies and evaluations and logistical aspects like laboratory-setting have sparked a considerable change in different aspects of the courses. However, despite the changes to virtual modality in this year, the student-performance showed an overall improvement compared to the last year.Originality/valueWith the changing direction of pedagogy and research in biological engineering across the world, it is quintessential to adapt university courses to the same, promoting an environment where the scientific and engineering disciplines merge and the learning methodologies lead to a dynamic and adaptive ubiquitous learning environment.

Sign in / Sign up

Export Citation Format

Share Document