They have been prepared. Now how do we undo that preparation? William Ellis Department of Mathematics and Sciences

In what ways are our students underprepared for the challenge of college? What has your experience shown you?

The Biology Program has adopted an early intervention course to “save” our students Placement into MAT 003 75% Attrition in BIO 125 Remedial English and Math Courses Already in Place So what would this course address? Student approaches to learning

As Intelligent and Rational Human Beings….. Students vigorously cling to behavior that has been rewarded, repeatedly, for 12 years. Suggestion that change by the student is necessary is perceived as misguided, and potentially a threat to the student’s self-perception. (Aside: It’s not you. It’s them.)

The Plan Instill an active approach to learning. Introduce and reinforce the notion that metacognition is an essential part of the learning process. Familiarize the student with a variety of study techniques.

A Promising Path: The Metacognitive Approach to Learning Plan Set Goals, Select Strategies Appropriate to Skills Evaluate Weigh Effectiveness Of Strategy Execute Study/Learn

Underprepared Students Approach to Learning Plan I want an “A” On the Exam Evaluate Did I Read Enough? Execute Read and Re-read

Underprepared Students Approach to Learning Plan I want an “A” On the Exam Evaluate Am I Smart Enough? Execute Read and Re-read

Topics List Learning Styles Chemistry/Biology/Math Metacognition Time Management Note-taking Career Planning Memorization Techniques Public Speaking Active Reading Writing as a Scientist Test Preparation Using the Library Post-examination analysis of the Plan

So did it “work”? Pre/Post Course questionnaire administered via Kahoot. Data valuable in shaping future iterations of the course Student course evaluations. Best data will be found in measures of student success.

Results: Students are unaware of their own abilities How would you rate your ability to solve math problems?

Results: Students are unaware of their own abilities How would you rate your ability to solve math problems? 60% “Good” or “Very Good”

Results: Students are unaware of their own abilities How would you rate your ability to solve math problems? 60% “Good” or “Very Good” How do you rate your abilities as a student?

Results: Students are unaware of their own abilities How would you rate your ability to solve math problems? 60% “Good” or “Very Good” How do you rate your abilities as a student? 76% “Average” 21% “Above Average”

Results: Students are unaware of their own abilities How would you rate your ability to solve math problems? 60% “Good” or “Very Good” How do you rate your abilities as a student? 76% “Average” 21% “Above Average” What was your High School GPA? 74% reported a 3.0 or higher. “I don’t understand why I’m doing so poorly; I got all A’s and B’s in high school.”

Results: Students believe that academic success is beyond their control. 55% Teachers Always/Often trick their students on tests. 80% Grades do not reflect understanding of material. 55% Only after I get my graded exam back do I know if I have mastered the material

Results: Building Knowledge Pre-course Skill/Habit Post Course 89% Most All Learning is in the Classroom 48% Teacher Must Conform to My Learning Style 26% Read Before Lecture 31% Annotate Textbook Excellent Note-taking 37% Never Edit Notes After Class

Results: Building Knowledge Pre-course Skill/Habit Post Course 89% Most All Learning is in the Classroom 80% 48% Teacher Must Conform to My Learning Style 16% 26% Read Before Lecture 28% 31% Annotate Textbook 52% Excellent Note-taking 40% 37% Never Edit Notes After Class 8%

Results: Test Preparation Pre-course Skill/Habit Post Course 71% Cram for Exams 24% Always Use To-do Lists 29% Need Study Guide 0% Distinguish Important vs. Unimportant 16% Create Test Questions 26% Explain in Own Words 37% Re-reading as Study 55% Grade Tells Me if I Understood

Results: Test Preparation Pre-course Skill/Habit Post Course 71% Cram for Exams 40% 24% Always Use To-do Lists 29% Need Study Guide 16% 0% Distinguish Important vs. Unimportant 20% Create Test Questions 64% 26% Explain in Own Words 48% 37% Re-reading as Study 56% 55% Grade Tells Me if I Understood

Student Course Evaluations Mostly positive comments Praise from experienced students Negative: Already knew all of this! I don’t belong in here! I thought this was supposed to be Biology!

Recommendations Follow the students Consider expanding the course to other disciplines In the meantime, consider incorporation of individual modules into existing courses. Model good techniques in context. e.g. Examination postmortem