Pub Date : 2023-10-03DOI: 10.1080/87567555.2023.2264443
Salvador Ruiz, Donald M. Stenhoff, Lauren K. Schnell-Peskin
AbstractGuided notes are an evidence-based instructional strategy that helps students retain information. The use of guided notes in post-secondary student populations has mixed results. The current study examines the use of guided notes in a post-secondary graduate program with students who have completed approximately half of their degree requirements. Results indicated that guided notes did not impact student scores, however, students prefer the use of guided notes. Implications for practice explore the use of guided notes in post-secondary education.Keywords: Guided notesonline instructionpostsecondary intervention Disclosure statementThe authors declare that they have no conflict of interest. Availability of data and material: The datasets generated during and/or analyzed during the current study are available from the corresponding author on reasonable request.
{"title":"The Effects of Guided Notes on Graduate Student ABA Knowledge Retention","authors":"Salvador Ruiz, Donald M. Stenhoff, Lauren K. Schnell-Peskin","doi":"10.1080/87567555.2023.2264443","DOIUrl":"https://doi.org/10.1080/87567555.2023.2264443","url":null,"abstract":"AbstractGuided notes are an evidence-based instructional strategy that helps students retain information. The use of guided notes in post-secondary student populations has mixed results. The current study examines the use of guided notes in a post-secondary graduate program with students who have completed approximately half of their degree requirements. Results indicated that guided notes did not impact student scores, however, students prefer the use of guided notes. Implications for practice explore the use of guided notes in post-secondary education.Keywords: Guided notesonline instructionpostsecondary intervention Disclosure statementThe authors declare that they have no conflict of interest. Availability of data and material: The datasets generated during and/or analyzed during the current study are available from the corresponding author on reasonable request.","PeriodicalId":53429,"journal":{"name":"College Teaching","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135695440","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-30DOI: 10.1080/87567555.2023.2257349
Kalif E. Vaughn, Perilou Goddard, Douglas S. Krull
AbstractRetrieval practice has been shown to improve learning and memory, but most of these studies occurred within laboratory settings. We explored whether external review websites influenced exam performance in university-level psychology courses. The websites randomly assigned students to either a read condition (i.e., the question and answer were presented simultaneously) or a test condition (i.e., the question was presented by itself, with the answer being revealed after a retrieval attempt). Students could utilize the websites as frequently as they desired throughout the semester, and separate websites were created for each exam within a particular course. Results suggested that the review websites improved exam performance, but there was no advantage for those in the test versus read group. Implications and limitations are discussed.Keywords: Collegepsychologyretrieval practicewebsites Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 First key press latencies reflect the amount of time that elapses between the presentation of the question and the first key press when typing a response (and thus can only reflect trials wherein the student responded in the test group), whereas total test time reflects the amount of time that elapses from the question being presented to the time that the participant clicks the submit button to display the answer (which is again limited to the test group as the question and answer were displayed simultaneously in the read group). Total time reflects the total amount of time that a student spent on a given trial before advancing to the next question (note that both groups were eligible for this analysis).2 For exams in which they used the website to review.
{"title":"Review Websites Improve College Exam Performance, but Review Strategy Might Not Matter","authors":"Kalif E. Vaughn, Perilou Goddard, Douglas S. Krull","doi":"10.1080/87567555.2023.2257349","DOIUrl":"https://doi.org/10.1080/87567555.2023.2257349","url":null,"abstract":"AbstractRetrieval practice has been shown to improve learning and memory, but most of these studies occurred within laboratory settings. We explored whether external review websites influenced exam performance in university-level psychology courses. The websites randomly assigned students to either a read condition (i.e., the question and answer were presented simultaneously) or a test condition (i.e., the question was presented by itself, with the answer being revealed after a retrieval attempt). Students could utilize the websites as frequently as they desired throughout the semester, and separate websites were created for each exam within a particular course. Results suggested that the review websites improved exam performance, but there was no advantage for those in the test versus read group. Implications and limitations are discussed.Keywords: Collegepsychologyretrieval practicewebsites Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 First key press latencies reflect the amount of time that elapses between the presentation of the question and the first key press when typing a response (and thus can only reflect trials wherein the student responded in the test group), whereas total test time reflects the amount of time that elapses from the question being presented to the time that the participant clicks the submit button to display the answer (which is again limited to the test group as the question and answer were displayed simultaneously in the read group). Total time reflects the total amount of time that a student spent on a given trial before advancing to the next question (note that both groups were eligible for this analysis).2 For exams in which they used the website to review.","PeriodicalId":53429,"journal":{"name":"College Teaching","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136342203","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-28DOI: 10.1080/87567555.2023.2257832
Hannah M. Lewis, Kady Schneiter, David Lane Tait
AbstractScientific evidence highlights the positive impact of a growth mindset on student achievement. Students with a growth mindset view errors and obstacles as opportunities for growth and welcome challenges and the opportunity to learn from their mistakes. Much has been written about promoting growth mindset through lectures and attitudes, however, assessments can also be an important avenue for encouraging a growth mindset in students. In this paper, we describe how we used assessments to promote growth mindset in a college algebra class. In the sections that follow, we discuss the need for these assessments and the principles that underly their development. We then describe the three-part structure of the assessments we created, how they were implemented, how feedback and scoring was addressed, and student response to them. This is a novel approach to assessment that promotes growth mindset and lowered anxiety levels as was shown in the student survey responses. This reframed how we looked at summative assessments and allowed us to introduce formative assessment elements, like reworks and group feedback, into many aspects of the summative assessments. Later research will be used to show more definitive results for the change in mindset of students.Keywords: Assessmentformativegrowth mindsetsummative Disclosure statementNo potential conflict of interest was reported by the author(s).
{"title":"Using Assessments to Promote Growth Mindset in College Algebra","authors":"Hannah M. Lewis, Kady Schneiter, David Lane Tait","doi":"10.1080/87567555.2023.2257832","DOIUrl":"https://doi.org/10.1080/87567555.2023.2257832","url":null,"abstract":"AbstractScientific evidence highlights the positive impact of a growth mindset on student achievement. Students with a growth mindset view errors and obstacles as opportunities for growth and welcome challenges and the opportunity to learn from their mistakes. Much has been written about promoting growth mindset through lectures and attitudes, however, assessments can also be an important avenue for encouraging a growth mindset in students. In this paper, we describe how we used assessments to promote growth mindset in a college algebra class. In the sections that follow, we discuss the need for these assessments and the principles that underly their development. We then describe the three-part structure of the assessments we created, how they were implemented, how feedback and scoring was addressed, and student response to them. This is a novel approach to assessment that promotes growth mindset and lowered anxiety levels as was shown in the student survey responses. This reframed how we looked at summative assessments and allowed us to introduce formative assessment elements, like reworks and group feedback, into many aspects of the summative assessments. Later research will be used to show more definitive results for the change in mindset of students.Keywords: Assessmentformativegrowth mindsetsummative Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":53429,"journal":{"name":"College Teaching","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135386943","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-28DOI: 10.1080/87567555.2023.2262676
Phebe Lam, Sadie R. Pyne, Laura Cutler, Silvia von Kluge, Laszlo A. Erdodi
AbstractDifferentiating engagement from attendance is important for understanding predictors of academic achievement. In 613 students, engagement was psychometrically operationalized, whereas attendance was defined as physical presence in the classroom. Achievement was operationalized as exam scores. Significant correlations emerged between engagement and achievement (.26–.43), and attendance and achievement (.25–.40). Correlation coefficients increased in the tails of the distribution (.35–.62). Engagement explained an additional 6–10% of the variance in achievement (22–38%) compared to attendance (16–28%). Students who never attended class scored in the failing range on the final exam. In contrast, students who attended every class scored 20% higher on the same exam. Students with perfect attendance and perfect engagement scores outperformed students with perfect attendance but less than perfect engagement on exams. Perfect engagement provided a relative advantage of 0.33–0.44 Cohen’s d units above and beyond perfect attendance. Since attendance alone fails to capture essential aspects of student behavior that predict academic achievement, developing instruments that measure the quality of engagement has the potential to capture additional variance in student participation. Making the difference between attendance and engagement explicit to students may have pedagogical value.Keywords: Attendanceeffortgrade inflationmotivationstudent engagement Disclosure statementNo potential conflict of interest was reported by the author(s).
{"title":"Is Showing Up Half the Work? The Relationship among Student Attendance, Engagement and Test Scores","authors":"Phebe Lam, Sadie R. Pyne, Laura Cutler, Silvia von Kluge, Laszlo A. Erdodi","doi":"10.1080/87567555.2023.2262676","DOIUrl":"https://doi.org/10.1080/87567555.2023.2262676","url":null,"abstract":"AbstractDifferentiating engagement from attendance is important for understanding predictors of academic achievement. In 613 students, engagement was psychometrically operationalized, whereas attendance was defined as physical presence in the classroom. Achievement was operationalized as exam scores. Significant correlations emerged between engagement and achievement (.26–.43), and attendance and achievement (.25–.40). Correlation coefficients increased in the tails of the distribution (.35–.62). Engagement explained an additional 6–10% of the variance in achievement (22–38%) compared to attendance (16–28%). Students who never attended class scored in the failing range on the final exam. In contrast, students who attended every class scored 20% higher on the same exam. Students with perfect attendance and perfect engagement scores outperformed students with perfect attendance but less than perfect engagement on exams. Perfect engagement provided a relative advantage of 0.33–0.44 Cohen’s d units above and beyond perfect attendance. Since attendance alone fails to capture essential aspects of student behavior that predict academic achievement, developing instruments that measure the quality of engagement has the potential to capture additional variance in student participation. Making the difference between attendance and engagement explicit to students may have pedagogical value.Keywords: Attendanceeffortgrade inflationmotivationstudent engagement Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":53429,"journal":{"name":"College Teaching","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135386684","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-21DOI: 10.1080/87567555.2023.2255714
Andrea Lofgren
AbstractThis study examines the prevalence of poverty and illbeing among students attending a large urban university and investigates how these challenges affect attendance, including how failure to meet attendance requirements may negatively influence course outcomes for these students. Through an anonymous survey, 520 students responded to questions asking about professor inflexibility, food insecurity, housing insecurity, depression, anxiety, and chronic illness. Over half of survey respondents reported having some degree of food and housing insecurity, and over half reported having anxiety, depression, or chronic illness. A multiple regression analysis demonstrated that punitive attendance policies disproportionally impact students living in poverty and those who experience anxiety, depression, or other forms of chronic illness. Several students reported that inflexible attendance policies have led them to a lowered grade, course failure, or course withdrawal to avoid failure, even when they otherwise had a passing grade. Examining professorial power through French and Raven’s six power bases, I invite faculty to think about the ways in which their power intersects with students and the opportunities that course policies provide to actively contribute to social mobility for students facing opportunity gaps.Keywords: Classismfood insecurityhousing insecuritypower basesprofessorial powerstudent anxietystudent depressionstudent povertyuniversity attendance Disclosure statementNo potential conflict of interest was reported by the author(s).
{"title":"College Students and Class Attendance: How Poverty and Illbeing Affect Student Success through Punitive Attendance Policies","authors":"Andrea Lofgren","doi":"10.1080/87567555.2023.2255714","DOIUrl":"https://doi.org/10.1080/87567555.2023.2255714","url":null,"abstract":"AbstractThis study examines the prevalence of poverty and illbeing among students attending a large urban university and investigates how these challenges affect attendance, including how failure to meet attendance requirements may negatively influence course outcomes for these students. Through an anonymous survey, 520 students responded to questions asking about professor inflexibility, food insecurity, housing insecurity, depression, anxiety, and chronic illness. Over half of survey respondents reported having some degree of food and housing insecurity, and over half reported having anxiety, depression, or chronic illness. A multiple regression analysis demonstrated that punitive attendance policies disproportionally impact students living in poverty and those who experience anxiety, depression, or other forms of chronic illness. Several students reported that inflexible attendance policies have led them to a lowered grade, course failure, or course withdrawal to avoid failure, even when they otherwise had a passing grade. Examining professorial power through French and Raven’s six power bases, I invite faculty to think about the ways in which their power intersects with students and the opportunities that course policies provide to actively contribute to social mobility for students facing opportunity gaps.Keywords: Classismfood insecurityhousing insecuritypower basesprofessorial powerstudent anxietystudent depressionstudent povertyuniversity attendance Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":53429,"journal":{"name":"College Teaching","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136136098","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-04DOI: 10.1080/87567555.2023.2250892
Laura P. Naumann, Rogelio C. Petras, Ruth A. Carrillo-Marroquín
{"title":"Faculty Gender Differences in Feedback Practices","authors":"Laura P. Naumann, Rogelio C. Petras, Ruth A. Carrillo-Marroquín","doi":"10.1080/87567555.2023.2250892","DOIUrl":"https://doi.org/10.1080/87567555.2023.2250892","url":null,"abstract":"","PeriodicalId":53429,"journal":{"name":"College Teaching","volume":"76 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89124746","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-30DOI: 10.1080/87567555.2023.2251638
Kristen Campbell, Donna Chrobot-Mason, Tyra Vason, L. Mason, S. E. Faller
{"title":"The Critical Role of Faculty as Buffering the Impact of Discrimination on College Student Aspirations","authors":"Kristen Campbell, Donna Chrobot-Mason, Tyra Vason, L. Mason, S. E. Faller","doi":"10.1080/87567555.2023.2251638","DOIUrl":"https://doi.org/10.1080/87567555.2023.2251638","url":null,"abstract":"","PeriodicalId":53429,"journal":{"name":"College Teaching","volume":"9 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78135754","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-30DOI: 10.1080/87567555.2023.2250893
Colin M. Brown, S. James, M. Reichert, George Soroka, Aaron Watanabe
{"title":"Setting Expectations: Rubrics as a Formative Tool for Communicating in the Social Sciences","authors":"Colin M. Brown, S. James, M. Reichert, George Soroka, Aaron Watanabe","doi":"10.1080/87567555.2023.2250893","DOIUrl":"https://doi.org/10.1080/87567555.2023.2250893","url":null,"abstract":"","PeriodicalId":53429,"journal":{"name":"College Teaching","volume":"6 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86638874","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-24DOI: 10.1080/87567555.2023.2250044
Kristin Winet, Morgan Carter, J. Hoit, G. Burd
{"title":"Developing a “Just-in-Time, Just-Enough” Co-Teaching Certificate Program for Postdoctoral Scholars","authors":"Kristin Winet, Morgan Carter, J. Hoit, G. Burd","doi":"10.1080/87567555.2023.2250044","DOIUrl":"https://doi.org/10.1080/87567555.2023.2250044","url":null,"abstract":"","PeriodicalId":53429,"journal":{"name":"College Teaching","volume":"11 6 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83539702","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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