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Access to Success

Access to Success. Course Redesign. Sue Minzlaff – Convener Diane Reddy – Psychology Michael Hero & Kelly Kohlmetz – Math. Access to Success Campus Goals. Increase first-year retention rates. Eliminate the retention gap between students of color and white students.

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Access to Success

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  1. Access to Success Course Redesign Sue Minzlaff – Convener Diane Reddy – Psychology Michael Hero & Kelly Kohlmetz – Math

  2. Access to SuccessCampus Goals Increase first-year retention rates. Eliminate the retention gap between students of color and white students. Eliminate the retention gap between students placing at developmental versus college level Math and English. A2S

  3. Academic Self-efficacy Amplified Assistance Mastery-based learning Learning Academic Success Perceived Control Course-related Expectations A2S How U-Pace Contributes to A2S Goals Retention

  4. Cumulative Exam Performance by Teaching Method A2S t(71) = 2.441, p = .017

  5. A2S Performance and Retention Impact of U-Pace • Academic Success outcomes based on 5,000 students: • Compared U-Pace instruction to conventional instruction • Same course content • Same textbook • Same exam questions

  6. 40 35 Performance and Retention Impact of U-Pace 25.47 6.23 20.14 11.23 15.20 8.14 6.95 6.47 0 A2S Percent of U-Pace and Conventionally Taught Psych 101 Earning As and Bs by Disadvantaged Status 100% P < .001 30% = As = Bs 25% Percent of Students 20% 15% 10% 5% 0% Conventional Conventional U-Pace U-Pace Disadvantaged Not Disadvantaged Disadvantaged Not Disadvantaged 25% 15%

  7. 40 35 Performance and Retention Impact of UPace 26.05 6.38 17.88 10.94 16.05 9.69 6.98 4.62 0 A2S Percent of U-Pace and Conventionally Taught Psych 101 Students Earning As and Bs by Student Academic Preparation 100% P > .05 = As 30% = Bs 25% 20% 15% Percent of Students 10% 5% 0% Conventional Conventional U-Pace U-Pace Underprepared Prepared Underprepared Prepared

  8. A2S Continuous Improvement: Aspirational Models • Expand U-Pace instructional model to other disciplines. • Increase access to U-Pace for students who would benefit most. • Expand U-Pace instructional model to Supplemental Instruction.

  9. A2S Focus Question: Perceptions and Value • What is the faculty/instructional staff perception of the value of U-Pace? • What is the student perception of the value of U-Pace?

  10. A2S Dear Professor Reddy,Finishing up my last quiz in your Introduction to Psychology U-Pace course acouple of weeks ago was very self-fulfilling. It is a great feeling ofaccomplishment.Although at first I was skeptical about how much knowledge Iwould actually obtain without the personal influence of an instructor I wasvery much surprised about the amount of material that I can recall and actuallyintegrate into my everyday life.Your TA's were absolutely awesome in providinghelp and encouragement.Everyone has busy schedules these days includingmyself. While only a freshman at UWM, I am trying to pull off an almost fulltime job in order to pay for my schooling. I also live off campus. Thisopportunity allowed me to take the free time that I do have and put it to gooduse. This U-pace course was absolutely wonderful and I would love to takeanother of the same type in my future endeavors here at UWM. Accomplishment Learning Support Access to Success

  11. A2S Focus Question: Increasing Participation Strategies • How do students find out about the U-Pace course? • How/when are students referred to the U-Pace course by faculty/instructional staff/student success staff?

  12. A2S Access to Success Math Combination Courses (Math 090/095, Math 095/105) Dr. Michael Hero Kelly Kohlmetz

  13. How the Math Combination CoursesContribute to A2S Goals A2S • Retention rates increase (see http://www4.uwm.edu/acad_aff/assessment/intranet/retreat09/index.cfm) • Success rates improve for all students: around 90% of the students receive a final grade of B or better in the second course (as compared to pass rate of C- or better 75% for a regular math course)

  14. Performance and Retention Impact of Math Combination Courses A2S • Many students experience success in mathematics for the first time in their lives and use this to find success in other academic areas as well • Increased face-to-face time allows instructors to relate more personally with their students • Provides the motivated student the opportunity to position themselves to take the required courses in their major

  15. Focus Question: Perceptions and Value A2S • What is the faculty/instructional staff perception of the intervention?  Value? • What is the student success staff perception of the value of the intervention?  Value? • What is the student perception of the value of the intervention?  Value?

  16. Focus Question: Increasing Participation Strategies A2S • How do students find out about the service? • How/when are students referred to the service by faculty/instructional staff/student success staff?

  17. For More Information: A2S • Professor Eric Key ericskey@uwm.edu • Dr. Michael Hero mwhero@uwm.edu • Kelly Kohlmetz kellyk2@uwm.edu

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