best practices that impact student learning and retention mimsac 2014 university of memphis
TRANSCRIPT
Best Practices that Impact Student
Learning and RetentionMIMSAC 2014
University of Memphis
“Students Should Learn as They Stay”Vincent Tinto
Student Learning & Retention
O Students: Diversity of demographics O Learning: Changes in behaviors O Retention: School holding power O Retention Goal: College completion
Retention Panel Member:Students Should Learn as
They StayO Dr. Peter Bridson, Chemistry Faculty O Dr. Barbara Taller, Biology FacultyO Dustin McDaniel, Instructor ACAD
2200O Dr. William Matlock, Professor
Political ScienceO Kate Howard, Director Recruitment
Services, ACAD 1100 InstructorO Evan Morrison, Graduate Student
What Can We Learn from Others?
O Where to startO When to startO Where students goO Students need to learn that we careO Longer students stay—less likely to
finish
Tinto’s Conditions for Retention
1. Students persist and graduate in settings that expect them to succeed
2. Students persist and graduate in settings that provide clear and consistent information about institutional requirements…road map to completions and achievement of personal goals
3. Students persist and graduate in settings that provide academic, social, and personal support
4. Students persist and graduate in settings where they have frequent and quality contact with faculty and staff
5. Students persist and graduate in settings that foster learning
Dr. Peter BridsonO Chemistry Faculty
Active learning increases student performance in science, engineering, and
mathematics.
O Scott Freeman, Sarah L. Eddy, Miles McDonough, Michelle K. Smith, Nnadozie Okoroafor, Hannah Jordt, and Mary Pat Wenderoth, PNAS May 12, 2014: doi: 10.1073/pnas.1319030111
O Meta-analysis of 225 studies that reported data on examination scores or failure rates when comparing student performance in undergraduate science, technology, engineering, and mathematics (STEM) courses under traditional lecturing versus active learning indicate that average examination scores improved by about 6% in active learning sections, and that students in classes with traditional lecturing were 1.5 times more likely to fail than were students in classes with active learning.
O Critics counter that extra-credit is awarded for most active learning as incentive to getting students to participate, leading to grade inflation. Long-term studies of learning gains are still few and far between.
What is meant by the term traditional lecture?
O Traditionally, lectures occur at regularly scheduled class times and students are expected to attend. Presentation might use a board, slides, or both, and sometimes live demonstrations or videos. Occasionally the lecturer might ask a question to the class, maybe wait a few seconds for one student to provide an answer, and then answer the question. To cover the intended content, extensive question-and-answer, discussion, and problem-solving must take place outside of lecture.
O Each lecture in a course outlines what students should learn, makes connections between topics, and weaves in history, biography, and applications in society. Science lectures make students aware of facts and the methods used for analysis and problem solving.
What is meant by the term traditional lecture?
O Independent, highly motivated, well qualified students can learn after attending traditional lectures, but many students give up after encountering problems while studying alone.
O Excellent examples of traditional lectures in many disciplines can now be found online. Can independent study and contact time in the classroom be put to better use?
Examples of active learning are distributed throughout the UM
Chemistry program.O Organic Chemistry (3310 and 3511)
– Blended learningO Voice-over-PowerPoints, reading, and
online problems are assigned for review and completion before class meets; clickers are used for a preliminary quiz; short lectures are interspersed with group problem-solving; understanding is monitored using clickers in class and online problem sets after class.
Examples of active learning are distributed throughout the UM
Chemistry program.O Physical Chemistry (3411) – Guided
inquiryO Old lecture transcripts and textbook
readings are assigned for review prior to class; in class, groups of students work through guided inquiry worksheets – analysis of data, descriptions, and figures develop understanding of concepts. Traditional ungraded homework is assigned.
Examples of active learning are distributed throughout the UM
Chemistry program.
O General Chemistry (some sections of 1110 and 1120) – Interactive lectures and online homeworkO Traditional lectures are interspersed
with clicker questions; responses guide lecture emphasis; students are assigned graded online homework for individual study after class.
Examples of active learning are distributed throughout the UM
Chemistry program.O Introductory Chemistry (1100) –
Flipped classroomO Online content is provided for review
before class. Classroom time is spent with a computer working problems, with professor and learning assistants available to answer questions.
Dr. Barbara TallerO Biology Faculty
Dustin McDanielO ACAD 2200 Instructor
Dr. William MatlockO Political Science Faculty
Kate HowardO Director Recruitment ServicesO ACAD 1100 Instructor
Foster LearningO Actively involved in learningO Spend more time on taskO Spend more time on task especially
with others
Support for LearningO Commitments to students learningO Focus on ALL studentsO Faculty Office HoursO AppointmentsO Collaborations O Academic Involvement and support out-of-class:
O Tutoring@ESP Learning CentersO The Chemistry Community Learning CenterO Supplemental Instruction
O Learning CommunitiesO Learning is taken seriously
Catherine MiddletonAssessment Coordinator TBR
O Look for achievement gapsO Close the achievement gapsO Increase retentionO Increase college completionO Non-minority 6-yr graduation rate
35% O Minority 6-yr graduation rate gap
13%
Other FactorsO Point of Contact = ClassO Authority Figure = ProfessorO Judgment = All
