Raising the Bar in Student Success Courses: Expect, Give, and Get - - PowerPoint PPT Presentation

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

1. Discuss and apply study skills and student success research to daily practices as a college student. 2. Identify and critically evaluate information related to success in college. 3. Develop personally meaningful oral, visual, and written summaries of student success concepts. 4. Identify and engage in productive and ethical student behaviors. 5. Demonstrate effective interpersonal skills in groups and connections outside of the classroom.

Student Success Research

• Credibility for

students and campus

• Beyond “advice”
• Research based

practice

QUESTION: SHOULD STUDENTS CHANGE THEIR ANSWER ON A TEST?

• 1. YES
• 2. NO

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.

Di Milia (2007)

Judges reviewed changed answers for 2776 international students Wrong to Right Right to Wrong Wrong to Wrong

50% 25% 25%

Note: Not many answers were changed (around 2%)

Shatz and Best (1987) 72% Wrong to Right if:

Misread or Misinterpreted the question Read something later that provided a hint or clue

Not worth the time if GUESSING!

Student Success Research: Doing What Works!

Critical Thinking Information Literacy Reading

GIVE

Support

• Believe in their Ability
• Tasks within Reach:

Breaking it down

• Tutorials and Models

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?

Subjects

113 undergraduates taking a learning course (mostly juniors) 91 Females 22 Males

Method

Trained in Operational Definitions Studied and Tracked Strategies Used Took Test 1.Reading 2.Reviewing 3.Organizing

ORGANIZING

WAS THE ONLY VARIABLE THAT WAS LINKED TO GRADES!

More Results

Average Number of Minutes per Week High Performers M (n = 20) Low Performers M (n = 19) Organizing * 43.13 10.28 Studying* 190.18 136.53 Reading 90.79 80.10 Reviewing 56.03 44.85 *p < .01

So What?

Link material to what you know Find connections Discover structure and hierarchies

GET

Students:

• High academic self-efficacy
• Know what student success

strategies work

• Know value of peer reviewed

research

• Comfortable using databases

and reading research

SSD 101 Data

• Self-assessment
• Multiple choice

questions

• Presentation Rubric
• Focus groups

SSD 101 Data

Multiple Choice Question Topic Percentage Correct Plagiarism 83 Evaluating websites 86 Optimal study environments 93 Combating test anxiety 93 Peer reviewed research 60 Needs work!

SSD 101 Data

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

HOW?

Introduction: What question did the researcher seek to answer? Method: Who participated in the study? What did the researchers ask the participants to do? Results: What were the findings? Application: So What? How can you use this information as a student? What should we do with this information?

Zooming in on Research Worksheet

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

Investigating Cell Phone Ringing in a Classroom Setting

End, Worthman, Mathews, and Wetterau (2010)

Watch Video and Take Notes No Interruption Cell Phone rings for 5 seconds

Outcome Measures

• Note Quality
• Test Performance

71 Students (23 Males; 48 Females)

Results

Cell Phone Group:

• Missed information
• Performed worse on

test items

Results

Task No Cell Phone Cell Phone

Correct Answers Item #1 94.9% 68.8% Item #2 79.5% 50.0% Important Information in Notes Item #1 79.5% 53.1% Item #2 82.1% 43.8%

Here’s the Plan:

Teach the “elements” of research studies No Stakes- Read with Modeling Low to Moderate Stakes- Individual or Group Assignments In Class Peer Review and Support Feedback, Review and More Models

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

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?

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?

Work Collaboratively with Other Departments on Campus

• Library
• English
• Communications

THANK YOU: KEEP EXPECTING SUCCESS!

Questions? Contact Dr. Christine Harrington at charrington@middlesexcc.edu or Alice Picardo at apicardo@middlesexcc.edu