Raising the Bar in Student Success Courses: Expect, Give, and Get

1. 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

2. Expect

3. SSD 101-Learning Outcomes • Discuss and apply study skills and student success research to daily practices as a college student. • Identify and critically evaluate information related to success in college. • Develop personally meaningful oral, visual, and written summaries of student success concepts. • Identify and engage in productive and ethical student behaviors. • Demonstrate effective interpersonal skills in groups and connections outside of the classroom.

4. Student Success Research • Credibility for students and campus • Beyond “advice” • Research based practice

5. QUESTION: SHOULD STUDENTS CHANGE THEIR ANSWER ON A TEST? YES NO

6. 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.

7. Di Milia (2007) 50% 25% 25% Note: Not many answers were changed (around 2%)

8. Shatz and Best (1987) Not worth the time if GUESSING!

9. Student Success Research: Doing What Works!

10. give

11. Support • Believe in their Ability • Tasks within Reach: Breaking it down • Tutorials and Models

12. 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?

15. Subjects

16. Method Reading Reviewing Organizing

17. ORGANIZING WAS THE ONLY VARIABLE THAT WAS LINKED TO GRADES!

18. More Results *p < .01

19. So What?

20. get

21. Students: • High academic self-efficacy • Know what student success strategies work • Know value of peer reviewed research • Comfortable using databases and reading research

22. SSD 101 Data • Self-assessment • Multiple choice questions • Presentation Rubric • Focus groups

23. SSD 101 Data Needs work!

24. SSD 101 Data • Presentation Rubric: • Consistent scores of 3+ on 4 point scale • Self-assessment: • Ability to locate and identify components of research studies • General Course: 74% • Course with Research: 81%

25. How?

26. Zooming in on Research Worksheet

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

28. Investigating Cell Phone Ringing in a Classroom SettingEnd, Worthman, Mathews, and Wetterau (2010) 71 Students (23 Males; 48 Females)

29. Results Cell Phone Group: • Missedinformation • Performed worse on test items

30. Results

31. Here’s the Plan:

32. 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

33. 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?

34. 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?

35. Work Collaboratively with Other Departments on Campus • Library • English • Communications

36. Questions? Contact Dr. Christine Harrington at charrington@middlesexcc.edu or Alice Picardo at apicardo@middlesexcc.edu Thank You: Keep expecting success!