Transcript Strategies for Student Success and Retention

Best Practices that
Impact Student
Learning and
Retention
MIMSAC 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 Stay
O Dr. Peter Bridson, Chemistry Faculty
O Dr. Barbara Taller, Biology Faculty
O Dustin McDaniel, Instructor ACAD 2200
O Dr. William Matlock, Professor Political
Science
O Kate Howard, Director Recruitment Services,
ACAD 1100 Instructor
O Evan Morrison, Graduate Student
What Can We Learn from
Others?
O Where to start
O When to start
O Where students go
O Students need to learn that we care
O Longer students stay—less likely to finish
Tinto’s Conditions for
Retention
1.
2.
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5.
Students persist and graduate in settings that
expect them to succeed
Students persist and graduate in settings that
provide clear and consistent information about
institutional requirements…road map to
completions and achievement of personal goals
Students persist and graduate in settings that
provide academic, social, and personal support
Students persist and graduate in settings where
they have frequent and quality contact with faculty
and staff
Students persist and graduate in settings that
foster learning
Dr. Peter Bridson
O Chemistry Faculty
Active learning increases student performance in
science, engineering, and mathematics.
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.
O
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 learning
O 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 inquiry
O 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
homework
O 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
classroom
O 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 Taller
O Biology Faculty
Dustin McDaniel
O ACAD 2200 Instructor
Dr. William Matlock
O Political Science Faculty
Kate Howard
O Director Recruitment Services
O ACAD 1100 Instructor
Foster Learning
O Actively involved in learning
O Spend more time on task
O Spend more time on task especially with
others
Support for Learning
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Commitments to students learning
Focus on ALL students
Faculty Office Hours
Appointments
Collaborations
Academic Involvement and support out-of-class:
O Tutoring@ESP Learning Centers
O The Chemistry Community Learning Center
O Supplemental Instruction
O Learning Communities
O Learning is taken seriously
Catherine Middleton
Assessment Coordinator TBR
O Look for achievement gaps
O Close the achievement gaps
O Increase retention
O Increase college completion
O Non-minority 6-yr graduation rate 35%
O Minority 6-yr graduation rate gap 13%
Other Factors
O Point of Contact = Class
O Authority Figure = Professor
O Judgment = All
Q&A
O Thank you for joining our discussion today!
O [email protected]