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Preparing for INQ

Preparing for INQ . Getting students to come to class prepared. (Many thanks to Brent Wendling, The University of Central Oklahoma). What the research tells us: . Most college students report they routinely do not read course assignments (NSSE 2001)

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Preparing for INQ

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  1. Preparing for INQ Getting students to come to class prepared. (Many thanks to Brent Wendling, The University of Central Oklahoma)

  2. What the research tells us: • Most college students report they routinely do not read course assignments (NSSE 2001) • In a 16-year study, < 33% of students had adequately prepared for class on any given day (Burchfield & Sappington, 2000) • Connor-Greene (2000) report that 72% of their sample self-report that theyrarely or never read their assignments by the due date. • This rate has been stable for 30 years! (Marshall, 1974; McDougall and Cordeiro, 1993; Hobson, 2003).

  3. What the research tell us: • Students see a weak relationship between course required readings and course success. • Superficial learning and rote processing produce little significant learning (Fernald 2004)

  4. Further, students say that: • There is no obvious justification for the readings in the syllabus. • There is no clear differentiation between reading that is required to succeed and just “required” reading (NSSE 2001) • There are no in-class verification exercises (Boyd, 1998)

  5. Put another way . . . Students reason that not doing the readings carries no important consequences. Why should I do them? I didn’t do them in high school and still got good enough grades to get this far. The text is difficult and boring. The professor will probably lecture the Cliff Notes version of the chapter during the class—and maybe post or give us a study guide.

  6. Same planet, different worlds . . . “Having spent many years in a highly literate environment, we tend to take a similar level of literacy in our students as a given. Many of them, on the other hand, have gotten along reasonably well without getting too entangled in the subtleties of the written word.” (Leamnson, 1999)

  7. All of this can, as a result: • Negatively affect individual performance • Weaken class discussions • Encourage surface learning • Reduce comprehension • Undermine faculty effectiveness • Lead to immense faculty frustration, cynicism, disillusionment, heart disease, early retirement, suicide . . .

  8. Back to the research: • Connor-Green (2000) report that daily short answer quizzes in lieu of regularly scheduled exams produces an increase in student reading compliance before class from 16% to 92%. • Student effort is definitely and strongly connected with course performance (Sappington, Kinsey, & Munsayac, 2000)

  9. Quizzing prior to exams demonstrates the connection between effort & achievement to students (Sappington et al 2000) • Surprise quizzes reinforce & reward work ethic & commitment (Sappington et al 2000)

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