mpltl mid-point findings

8/14/2019 MPLTL Mid-Point Findings

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Chemistry

for Undergraduate Studentswith Learning and Attention Disabilities

RDE-DEI Grant #0726664

Christine Street, J.D., LL.M. and David R.Parker, Ph.D.

Washington University in St. LouisJoint Annual Meeting (JAM) of RDE

Investigators and Project Teams -June 18,2008


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Mastery PLTL (MPLTL)Project Goal Overall Goal of Grant Project - Develop and evaluate

supports that can enhance the academic proficiency andretention of WU undergraduates with learningdisabilities (LD) and/or Attention-Deficit/Hyperactivity

Disorder (ADHD) in science, technology, engineering, ormathematics (STEM) coursework.

Our Mission Cornerstone: The Center for AdvancedLearning was established to help ensure the academicsuccess of all undergraduates. Its formation represents

a strong institutional commitment to excellence inacademic student support services, which includes theprovision of services to students with disabilities.

Students with LD/ADHD - Of the 321 undergraduatescurrently registered with Disability Resources, 59% have

a diagnosis of LD and/or ADHD.


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Rationale for MPLTLProject Migration- Fall 2005 to Spring 2007: Large number of

students who initially declared interest in a STEM majorchanged to a non-STEM discipline after disappointingacademic performances. Migration rate for all WU

undergraduates (40%); students with disabilities (55%). Academic Success Final Grade of C+ or Below in

STEM Courses

Impact of PLTL - Fall 2005 to Spring 2007: Studentswith disabilities who participated in PLTL earned a

course GPA average of 2.68 (n = 26). Students withdisabilities who took the same STEM courses but did not

50%40%Chemistry111A 25%20%Calculus 1

Students withDisabilities

ClassAverage

Course


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PLTLModel

The PLTL model was developed by a consortium consisting ofCity College of New York, New York City Technical College, St.Xavier University, and University of Rochester.www.sci.ccny.cuny.edu/~chemwksp/index.html

WUs PLTL was introduced in General Chemistry in 2001; sincethen, it has been expanded to General Physics and courses inthe Calculus sequence.

Unlike most campuses, WU makes PLTL participation optional.

The PLTL model consists of study groups containing 6-8students facilitated by a student (peer) leader who has closeinteraction with the instructor of the class. The purpose of thePLTL model is to accomplish the following goals:To teach undergraduates how to effectively use group studyTo improve students problem-solving skillsTo provide facilitated help for students

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PLTL Model MPLTLProject

WhatDid We Change?

MPLTL Sessions (Chemistry 112A, Calculus 3)

Training of Peer Leaders (Principles of Universal Design for

Instruction; Learners with LD/ADHD) http://www.facultyware.uconn.edu/

Pairing of Peer Leaders (Community of Learners; Weeklyobservations)

MPLTL Group Composition (sections for students with

LD/ADHD only)

Addition of Academic Coaching Seminar

Strategy Instruction and Coaching

Increased Knowledge about LD/ADHD Issues and Peers

Experiences


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Spring 2008 Overview

Student (Participant) Information

20 students (LD/ADHD) enrolled in CHEM 112A, CALC 233

Total of 586 students registered for these two courses:

SAT Math Average (740); ACT Composite (32); no

differences due to disability Cumulative GPA of students in both courses (3.27); GPA of

students with disabilities (2.9)

8 participated in MPLTL:

CHEM 112A (5 out of 17)

CALC 233 (3 out of 3)

Demographic Information about 20 students with disabilities:

Race/ethnicity: 2 African-American, 15 Caucasian, 1Hispanic, 2 Not Reported

Gender: 4 female, 16 male


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Spring 2008 ProductsCreated MPLTL Sessions

Training workshop, weekly activities

7 self-talk videos, 10 written templates to date

Generation of formal, informal data

Academic Coaching Seminar

Seminar syllabus, instructional materials

LASSI online pre- and post-test scores

mpltl.org website

Primary dissemination siteTo register:

http://www.mpltl.org/index.php?option=com_user&task=register


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Spring 2008 Findings(Quantitative) Persistence in STEM

All 20 students with LD and/or ADHD successfully completedthe courses regardless of MPLTL participation. In Chemistry112A, 42 students withdrew from the course (approximately

10%). In Calculus 233, only one student withdrew from thecourse.

16 of the 20 students are registered to continue in STEMcourses as of this date; four students have not registered forcourses as yet. In recent years, nearly one-third of WU

students migrated out of STEM fields. Academic Success

Final course grades reiterate success of CALC participants andthe persistence (as well as academic needs) of CHEMparticipants.

3.2N/A2.78CALC 233

1.722.342.69CHEM 112A

MPLTLNon-MPLTLClassAverage

Grades


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Spring 2008 Findings(Qualitative) Two Focus Groups

Conducted by Assistant Director of Evaluation

MPLTL participants (3 in Chemistry 112A, 2 in Calculus 233);Non-MPLTL participants (3).

Explored STEM barriers, decision-making factors, MPLTLexperiences

Themes

1) STEM courses are often more challenging than other coursesfor all students.

2) Divergent views about impact of LD/ADHD on STEMoutcomes/majors.

3) Limited strategies for recognizing need for academicassistance in STEM courses.

4) Students utilize individualized methods, however, to obtainthis assistance.


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Students Perspectives(STEM) [STEM courses] are not up to interpretation to a large

extent, whereas a philosophy course where your opinion isused [is]. Its a lot easier to use semantics and othertechniques to get around what you are supposed to do.STEM courses tend to be black and whiteand [Im] now

trying to adjust to those different restrictions so I feel likeits a lot harder to BS.

In high school they drew on the board, in college they tendto use slides. They dont draw on the board and thedrawing on the board actually explains it and follows the

process it shows. Whereas with slides its really hard tosee the order that something happens [in] and so its a lotharder to follow.

So far this year Ive had more issues or problems attendinglecture. I can monitor how well Im doing in a class by how

often I go to lecture. If I miss two weeks in Calc I know Ihave a lot of work to do in Calc.


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Students Perspectives(MPLTL) I think for me [MPLTL] gets me to think a little bit about

math before Monday or I find myself forgetting about it andnot remembering last weeks work. Its also a great forumto ask questions you fundamentally dont understand. Toreally clarify fundamental questions in Calc that I wouldnt

ask otherwise or I wouldnt seek out; I figure Ill ask thequestions in MPLTL.

The biggest problem was that I needed time to keep upwith other activities and classes. There wasnt enoughtime to attend. If it had been offered for credit, I would

have made it a greater priority.

The [Academic Coaching Seminar] was a bit elementary aswell. It would have helped to be more focused on specificskills such as test taking, studying skills, and

reinforcement. Just being more practical would be a bighelp.


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Next Steps

Summer 2008

Finalize remaining data analysis (LASSI, MPLTL courseevaluations)

Establish Academic Coaching Seminar as 1 credit course

Actively recruit Fall 08 participants Hire additional Peer Leaders

Refine Peer Leader Seminar topics, Academic CoachingSeminar content

Present current findings at AHEAD 08 conference

Develop qualitative manuscript

Fall 2008

Replicate projects interventions (MPLTL sessions, AcademicCoaching Seminar)

Study use of self-talk videos (proficient problem solving)

mpltl mid-point findings

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