Implementation Plans for Course Redesigns: An Exploration of Identified Strategies

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.

Harnessing the Predictive Power of Lower-division Statistics of Cricketers to Predict Their Rates of Success at the International Level

Statistics has always been an integral part of the sporting world. Selectors pick players based on numerous factors such as averages, strike-rates, runs scored or goals scored. Teams have exclusive ‘talent hunters’, who spend weeks, if not months, trying to uncover talent from different parts of the world. With the rise of this new niche field called Sports Analytics, teams can now perform player evaluations on tons of data that is available. This paper aims to examine the factors that truly indicate the capacity of cricket players to perform at the top-most level – international cricket. Though this research has been carried out on cricket data, it is hoped that similar methods can be used to hunt for true talent in other sports! Keywords: Cricket Analytics, Random Forest, Principal Component Analysis, Dimensionality Reduction.

Evidence-based teaching practices correlate with increased exam performance in biology

Evidence-based teaching practices are associated with improved student academic performance. However, these practices encompass a wide range of activities and determining which type, intensity or duration of activity is effective at improving student exam performance has been elusive. To address this shortcoming, we used a previously validated classroom observation tool, Practical Observation Rubric to Assess Active Learning (PORTAAL) to measure the presence, intensity, and duration of evidence-based teaching practices in a retrospective study of upper and lower division biology courses. We determined the cognitive challenge of exams by categorizing all exam questions obtained from the courses using Bloom’s Taxonomy of Cognitive Domains. We used structural equation modeling to correlate the PORTAAL practices with exam performance while controlling for cognitive challenge of exams, students’ GPA at start of the term, and students’ demographic factors. Small group activities, randomly calling on students or groups to answer questions, explaining alternative answers, and total time students were thinking, working with others or answering questions had positive correlations with exam performance. On exams at higher Bloom’s levels, students explaining the reasoning underlying their answers, students working alone, and receiving positive feedback from the instructor also correlated with increased exam performance. Our study is the first to demonstrate a correlation between the intensity or duration of evidence-based PORTAAL practices and student exam performance while controlling for Bloom’s level of exams, as well as looking more specifically at which practices correlate with performance on exams at low and high Bloom’s levels. This level of detail will provide valuable insights for faculty as they prioritize changes to their teaching. As we found that multiple PORTAAL practices had a positive association with exam performance, it may be encouraging for instructors to realize that there are many ways to benefit students’ learning by incorporating these evidence-based teaching practices.

Using Sociological Images to Develop the Sociological Imagination

We present a two-assignment series that developed students’ sociological imaginations and that could be done in a face-to-face or online course. The series used the Sociological Images blog and students’ own visual images (e.g., photographs) to meet course learning goals: (1) link sociological theories and concepts to social events/trends, (2) apply these ideas to real life by identifying sociologically relevant images in daily life, and (3) communicate sociological analysis in academic and popular written forms. The use of a blog encourages students to embrace public sociology. We present faculty and student assessment data (pretest from nonequivalent comparisons group) from six lower division sociology classes at a regional university (N = 157). Students entered with little a priori ability to examine images using a sociological lens, and students who completed the series successfully applied sociological concepts and theories to critically examine elements of their lives, achieving core sociology disciplinary learning goals.

Assessing the validity and reliability of standard examination as a yardstick for admission exercise in higher institutions of learning in Yobe State, Nigeria

The purpose of the study was to examine the academic performance of students admitted for the Nigeria Certificate in Education (NCE) program in colleges of education using Joint Admission and Matriculation Board (JAMB) West African Examinations Council ,( WAEC), National Examinations Council (NECO), and National Business and Technical Examinations Board (NABTEB) as the bases for direct entry admission exercise and compare with the academic performance of students admitted through college remedial exercise in order to ascertain the validity, reliability and usability of a standardized examination, if it is worthy of recommendation for placement evaluation in colleges of education and university system. Four different departments were selected at random, academic status of 284 students from the four departments were extracted and used for the study 116 students from first group being direct entry students and 168 students from the second group being Nigeria Certificate in Education (NCE) candidates. The mean Cummulative Grand Point Avarage (CGPA) of two groups were compared from the four departments, the results revealed that mean CGPA of the direct entry students falls between 2.0 and 2.5 in all the departments from NCE I to NCE III while that of the pre Nigeria Certificate in Education (NCE) students were between 2.45 and 3.0 at all levels for the four departments. This implies that students admitted through direct entry scores can be classified as third Class students (Merit) while those admitted through Pre- Nigeria Certificate in Education (pre- NCE) screening can be classified as Second Class Lower Division (Credit) students. The results reveal that standard test is not 100% worthy of consideration as the only criteria for admission into higher institutions of learning as it does not give us the best candidates for admission at most times.

Increased occurrence of ACL injuries for football players in teams changing coach and for players going to a higher division

Purpose To identify football-specific factors associated with ACL injuries that can be targeted for sport-specific injury prevention. Methods A study-specific questionnaire was developed to study the characteristics of ACL injuries in football including intrinsic, extrinsic, and injury specific factors. The questionnaire was available at the Swedish national knee ligament registry’s website for the football players to voluntarily fill out. Data are presented on group level for all football players in total and for females and males separate to examine gender-specific differences. The results are based on answers collected over a 3-year period from 2875 football players, 1762 (61%) males and 1113 (39%) females. Results ACL were more frequently sustained during games 66% than during practices 25%. The injury mechanism was non-contact in 59% and contact in 41%. For the contact injuries during games, no action was taken by the referee in 63% of the situation and a red card was shown in 0.5%. The risk of ACL injury was highest early in the football game with 47% sustained during the first 30 min and 24% in the first 15 min. Players changing to a higher level of play 15% had a higher rate of ACL injuries than players changing to a lower level 8%. This difference was especially seen in female football players with 20% of ACL injuries being sustained by players going to a higher division compared to 7% for those going to a lower division. 15% of the male and 21% of the female ACL injuries occurred in teams with a coach change during the season. Knee control exercises to warm up was used by 31% of the female players and 16% of the males. 40% of the players reported that they did not plan on returning to football. Conclusion Neuromuscular training programs have proven to reduce ACL injuries, but greater adherence to these remains a challenge as only 1 in 5 of the ACL-injured football players report using them. Teams changing coach and players going to a higher division appear to have an increased risk of ACL injury warranting attention and further investigations. Level of evidence IV.

Web-based authentic inquiry experiences in large introductory classes consistently associated with significant learning gains for all students

Background Continuous calls for reform in science education emphasize the need to provide science experiences in lower-division courses to improve the retention of STEM majors and to develop science literacy and STEM skills for all students. Open or authentic inquiry and undergraduate research are effective science experiences leading to multiple gains in student learning and development. Most inquiry-based learning activities, however, are implemented in laboratory classes and the majority of them are guided inquiries. Although course-based undergraduate research experiences have significantly expanded the reach of the traditional apprentice approach, it is still challenging to provide research experiences to nonmajors and in large introductory courses. We examined student learning through a web-based authentic inquiry project implemented in a high-enrollment introductory ecology course for over a decade. Results Results from 10 years of student self-assessment of learning showed that the authentic inquiry experiences were consistently associated with significant gains in self-perception of interest and understanding and skills of the scientific process for all students—both majors and nonmajors, both lower- and upper-division students, both women and men, and both URM and non-URM students. Student performance in evaluating the quality of an inquiry report, before and after the inquiry project, also showed significant learning gains for all students. The authentic inquiry experiences proved highly effective for lower-division students, nonmajors, and women and URM students, whose learning gains were similar to or greater than those of their counterparts. The authentic inquiry experiences were particularly helpful to students who were less prepared with regard to the ability to evaluate a scientific report and narrowed the performance gap. Conclusions These findings suggest that authentic inquiry experiences can serve as an effective approach for engaging students in high-enrollment, introductory science courses. They can facilitate development of science literacy and STEM skills of all students, skills that are critical to students’ personal and professional success and to informed engagement in civic life.

Achieving Equity: An Evaluation of a Multi-Component, Lower Division Student Success Program

The purpose of this study was to evaluate an academic support program that aims to improve persistence and graduation for lower-division students who are low income, first generation, and/or underrepresented. Students were organized in 10 academies that serve as a “school within a school” and have three main elements: a pathway of two linked general education courses that students follow, cohort-style, over four semesters; wraparound student services integrated into the classroom; and a 45-hour faculty development process. Program participants (<em>n </em>= 2,281) were compared to a matched comparison group (<em>n </em>= 2,276). Multimodal logistic regression analyses showed that program participants statistically significantly outperformed the comparison group on every outcome measure: GPA, completion of developmental coursework, persistence toward graduation, and graduation rates.