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. Students persist and graduate in settings that expect them to succeed 2. Students persist and graduate in settings that provide clear and consistent information about institutional requirements…road map to completions and achievement of personal goals 3. Students persist and graduate in settings that provide academic, social, and personal support 4. Students persist and graduate in settings where they have frequent and quality contact with faculty and staff 5. 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. O Scott Freeman, Sarah L. Eddy, Miles McDonough, Michelle K. Smith, Nnadozie Okoroafor, Hannah Jordt, and Mary Pat Wenderoth, PNAS May 12, 2014: doi: /pnas 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.

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 O Commitments to students learning O Focus on ALL students O Faculty Office Hours O Appointments O Collaborations O Academic Involvement and support out-of-class: O 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