1 / 36

Raising the Bar in Student Success Courses: Expect, Give, and Get

Raising the Bar in Student Success Courses: Expect, Give, and Get. Dr. Christine Harrington Alice Picardo Middlesex County College charrington@middlesexcc.edu apicardo@middlesexcc.edu. Expect. SSD 101-Learning Outcomes.

sen
Download Presentation

Raising the Bar in Student Success Courses: Expect, Give, and Get

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. Raising the Bar in Student Success Courses: Expect, Give, and Get Dr. Christine Harrington Alice Picardo Middlesex County College charrington@middlesexcc.edu apicardo@middlesexcc.edu

  2. Expect

  3. SSD 101-Learning Outcomes • Discuss and apply study skills and student success research to daily practices as a college student. • Identify and critically evaluate information related to success in college. • Develop personally meaningful oral, visual, and written summaries of student success concepts. • Identify and engage in productive and ethical student behaviors. • Demonstrate effective interpersonal skills in groups and connections outside of the classroom.

  4. Student Success Research • Credibility for students and campus • Beyond “advice” • Research based practice

  5. QUESTION: SHOULD STUDENTS CHANGE THEIR ANSWER ON A TEST? YES NO

  6. Di Milia, L. (2007). Benefitting from multiple-choice Exams: The positive impact of answer switching. Educational Psychology, 27(5), 607-615. Shatz, M.A., and Best, J. B. (1987). Students’ reasons for changing answers on objective tests. Teaching of Psychology, 14 (4), 241 -242.

  7. Di Milia (2007) 50% 25% 25% Note: Not many answers were changed (around 2%)

  8. Shatz and Best (1987) Not worth the time if GUESSING!

  9. Student Success Research: Doing What Works!

  10. give

  11. Support • Believe in their Ability • Tasks within Reach: Breaking it down • Tutorials and Models

  12. Dickinson, D.J., & O’Connell, D. Q. (1990). Effect of quality and quantity of study on student grades. Journal of Educational Research, 83 (4), 227- 231. Does quantity or quality matter more?

  13. Subjects

  14. Method Reading Reviewing Organizing

  15. ORGANIZING WAS THE ONLY VARIABLE THAT WAS LINKED TO GRADES!

  16. More Results *p < .01

  17. So What?

  18. get

  19. Students: • High academic self-efficacy • Know what student success strategies work • Know value of peer reviewed research • Comfortable using databases and reading research

  20. SSD 101 Data • Self-assessment • Multiple choice questions • Presentation Rubric • Focus groups

  21. SSD 101 Data Needs work!

  22. SSD 101 Data • Presentation Rubric: • Consistent scores of 3+ on 4 point scale • Self-assessment: • Ability to locate and identify components of research studies • General Course: 74% • Course with Research: 81%

  23. How?

  24. Zooming in on Research Worksheet

  25. Are cell phone policies important? Does a ringing cell phone impact academic performance?

  26. Investigating Cell Phone Ringing in a Classroom SettingEnd, Worthman, Mathews, and Wetterau (2010) 71 Students (23 Males; 48 Females)

  27. Results Cell Phone Group: • Missedinformation • Performed worse on test items

  28. Results

  29. Here’s the Plan:

  30. Reading, Critical Thinking and Information Literacy Reading • What do you do when you don’t know a word? • Taking notes while reading • Extracting key ideas and points

  31. Reading, Critical Thinking and Information Literacy Critical Thinking • Can the results of the study apply to you? • How do you know the findings are accurate? • Look for additional evidence! • What else should the researchers investigate?

  32. Reading, Critical Thinking and Information Literacy Information Literacy • How do you access information? • What type of information is available? • How do you evaluate whether the information is credible? • Where do you find scholarly sources like journal articles?

  33. Work Collaboratively with Other Departments on Campus • Library • English • Communications

  34. Questions? Contact Dr. Christine Harrington at charrington@middlesexcc.edu or Alice Picardo at apicardo@middlesexcc.edu Thank You: Keep expecting success!

More Related