1. TRANSITIONS AND TRANSFORMATIONS: FOCUSING ON STUDENT SUCCESS DO IN-LAB MINIWORKSHOPS ON STUDY SKILLS AFFECT STUDENT SUCCESS? PAUL VERRELL WSU FALL 2012

2. ISSUES FACED BY STUDENTS THAT NEED TO ADDRESSED INADEQUATE COLLEGE READINESS DISAPPOINTING RETENTION RATES DISAPPOINTING GRADUATION RATES DISAPPOINTING CAREER PLACEMENT

3. SOME DATA WSUUI % FRESHMAN RETENTION8477 % 4-YEAR GRADUATION4124 % 5-YEAR GRADUATION6450 % 6-YEAR GRADUATION6955

4. WHAT SKILLS DO YOU INTEND TO DEVELOP FURTHER AT WSU? Time management 40% Exam preparation39% ‘General study skills’29% Think independently15% Writing13% Subject knowledge 9% Reading8% Study to understand/remember8%

5. STUDY DESIGN FOR BIOL 102 IN FALL 2011 (N = 623 STUDENTS IN TOTAL), FOUR SECTIONS IN LAB X AND FOUR IN LAB Y WERE RANDOMLY SELECTED WITH THE PROVISO THAT THEY BE MATCHED PAIRS: TUESDAY 9 AM, NOON AND 3 PM, AND THURSDAY 9 AM SECTIONS IN LAB X GOT A 10-MIN ‘SOCIAL’ VISIT (CONTROLS) SECTIONS IN LAB Y GOT A SERIES OF 20-30-MIN MINI-WORKSHOPS (EXPERIMENTALS)

6. STUDY DESIGN WEEK 1 – NO LABS WEEK 2 – ATTITUDES SURVEY (BOTH LABS); EFFECTIVE TIME MANAGEMENT AND READING WEEK 3 – LECTURE SKILLS WEEK 4 – UNDERSTANDING AND REMEMBERING: FLASH CARDS AND CONCEPT MAPS WEEK 5 – NO LABS WEEK 6 – HOW TO STUDY FOR AND TAKE EXAMS WEEK 7 – FIRST EXAM WEEK 8 – EFFECTIVE WRITING WEEK 9 – ATTITUDES SURVEY (BOTH LABS)

7. PREDICTIONS STUDENTS IN LAB Y, WORKSHOP- EXPERIMENTALS, WILL HAVE: HIGHER EXAM SCORES SHOW IMPROVEMENTS IN THEIR ATTITUDES TOWARD STUDYING AND THEIR USE OF SKILLS THAT INCREASE EFFECTIVENESS

8. WSU STUDENTS ARE NEITHER CELLS IN DISHES NOR RATS IN CAGES ALAS!

10. THINGS TO PONDER WE MAY BE ONTO SOMETHING IF A SIGNAL COMES THROUGH DESPITE A LOT OF NOISE THE DATA ARE SUGGESTIVE RATHER THAN DEFINITIVE IN THE FUTURE, WORK ON CELLS, RATS, FROGS – ANYTHING BUT WSU STUDENTS!

11. PERFORMANCE ON FIRST EXAM (DATA FOR ALL STUDENTS) CONTROLWORKSHOPGROUP TUESDAY, 9 AMMEDIAN = 37MEDIAN = 34 RANGE = 23-48RANGE = 18-47 (N = 29)(N = 32) U = 552,, z = -1.26, P = 0.10 TUESDAY, NOON39, 27-47 (36)35, 27-48 (30) U = 400.5, z = 1.79, P = 0.04 TUESDAY, 3 PM37, 23-48 (32)40, 20-47 (30) U = 557.5, z = -1.08, P = 0.14 THURSDAY, 9 AM36, 21-44 (30)35, 23-46 (31) U = 533, z = -0.97, P = 0.17

12. PERFORMANCE ON SECOND EXAM (DATA FOR ALL STUDENTS) CONTROLWORKSHOPGROUP TUESDAY, 9 AMMEDIAN = 33MEDIAN = 34 RANGE = 22-46RANGE = 18-42 (N = 31)(N = 32) U = 526, z = -0.41, P = 0.34 TUESDAY, NOON32, 23-40 (31)33, 16-46 (31) U = 455, z = 0.34, P = 0.37 TUESDAY, 3 PM31.5, 20-43 (27)33, 21-44 (31) U = 359, z = 0.92, P = 0.18 THURSDAY, 9 AM34, 20-44 (26)34.5, 21-44 (25) U = 342.5, z = -0.32, P = 0.37

13. PERFORMANCE ON THE THIRD EXAM (DATA FOR ALL STUDENTS) CONTROLWORKSHOPGROUP TUESDAY, 9 AMMEDIAN = 35MEDIAN = 40 RANGE = 13-48RANGE = 21-46 (N = 32)(N = 33) U = 528, z = 0.01, P = 0.5 TUESDAY, NOON40, 22-49 (30)38, 14-47 (31) U = 557.5, z = -1.33, P = 0.09 TUESDAY, 3 PM40, 26-49 (30)41, 24-49 (32) U = 511.5, z = -0.44, P = 0.33 THURSDAY, 9 AM35, 21-48 (34)35, 18-48 (32) U = 519, z = -0.31, P = 0.38

14. SAMPLE SIZES OF RESPONDENTS TO THE ATTITUDES SURVEYS CONTROL GROUPWORKSHOP GROUP EARLY LATE BEFORE AFTER FRESHMEN47 5030 29 SOPHOMORES45 4361 60 MEDIAN AGE OF FRESHMEN = 18 YEARS, RANGE = 17-20 MEDIAN AGE OF SOPHOMORES = 19 YEARS, RANGE = 19-44 EXCLUDED FROM ANALYSES ARE 54 JUNIORS AND 7 FRESHMEN

15. FRESHMEN: DO YOU READ RELEVANT MATERIAL BEFORE LECTURES/LABS? % CONTROL GROUP % WORKSHOP GROUP EARLY LATE DIFF BEFORE AFTER DIFF ALWAYS 34 38 +617 14 -3 SOMETIMES 64 52 -1277 72 -5 NEVER 2 10 +8 6 14 +8 YES 98 90 -8 94 86 -8 NEVER 2 10 6 14

16. DO YOU SEE A NUMBER?

17. HOW READY ARE YOU TO MEET THE ACADEMIC CHALLENGE OF THIS SEMESTER? CONTROL GROUP WORKSHOP GROUP EARLY LATE DIFF BEFORE AFTER DIFF FRESHMEN READY 91 86 -5 90 83 -7 UNREADY 9 12 +3 7 17 +10 ?? 0 2 +2 3 0 -3 SOPHOMORES READY 98 83 -15 100 82 -18 UNREADY 2 9 +7 0 15 +15 ?? 0 8 +8 0 3 +3

18. DO YOU NOTE IMPORTANT DATES AND DEADLINES EARLY IN THE SEMESTER? CONTROL GROUP WORKSHOP GROUP EARLY LATE DIFF BEFORE AFTER DIFF FRESHMEN YES 94 88 -6 87 90 +3 NEVER 6 12 13 10 SOPHOMORES YES 95 92 -3 92 83 -9 NEVER 5 8 8 17

19. DO YOU ATTEND LECTURES AND LABS? CONTROL GROUP WORKSHOP GROUP EARLY LATE DIFF BEFORE AFTER DIFF FRESHMEN ALWAYS 98 100 +2 96 100 +4 SOMETIMES 21 20 4 0 SOPHOMORES ALWAYS 100 100 0 98 98 0 SOMETIMES 0 0 2 2

20. DO YOU READ RELEVANT MATERIAL BEFORE LECTURES/LABS? CONTROL GROUP WORKSHOP GROUP EARLY LATE DIFF BEFORE AFTER DIFF FRESHMEN YES 98 80 -18 94 86 -8 NEVER 2 20 6 14 SOPHOMORES YES 100 91 -9 99 90 -9 NEVER 0 9 1 10

21. DO YOU TAKE NOTES DURING LECTURES? CONTROL GROUP WORKSHOP GROUP EARLY LATE DIFF BEFORE AFTER DIFF FRESHMEN ALWAYS 96 86 -10 97 86 -11 SOMETIMES 4 20 4 0 SOPHOMORES ALWAYS 89 70 -19 88 88 0 SOMETIMES 11 30 2 2

22. DO YOU QUICKLY ADD TO YOUR LECTURE NOTES? CONTROL GROUP WORKSHOP GROUP EARLY LATE DIFF BEFORE AFTER DIFF FRESHMEN YES 72 50 -22 70 45 -25 NEVER 28 50 30 55 SOPHOMORES YES 100 79 - 21 61 53 -8 NEVER 0 21 47 47

23. DO YOU SLOW DOWN WHEN TACKLING DIFFICULT MATERIAL? CONTROL GROUP WORKSHOP GROUP EARLY LATE DIFF BEFORE AFTER DIFF FRESHMEN YES 100 100 0 97 100 +3 NEVER 0 0 3 0 SOPHOMORES YES 98 100 +2 98 98 0 NEVER 2 0 2 2

24. DO YOU RECOGNIZE WHAT IS IMPORTANT IN WHAT YOU READ OR HEAR? CONTROL GROUP WORKSHOP GROUP EARLY LATE DIFF BEFORE AFTER DIFF FRESHMEN YES 78 68 -10 88 76 -12 NEVER 22 32 12 24 SOPHOMORES YES 70 65 -5 74 68 -6 NEVER 30 35 26 32

25. DO YOU STUDY WITHOUT DISTRACTIONS? CONTROL GROUP WORKSHOP GROUP EARLY LATE DIFF BEFORE AFTER DIFF FRESHMEN YES 89 94 +5 80 75 -5 NEVER 11 6 20 25 SOPHOMORES YES 89 90 +1 92 88 -4 NEVER 11 10 8 12

26. DO YOU STUDY IN A GROUP? CONTROL GROUP WORKSHOP GROUP EARLY LATE DIFF BEFORE AFTER DIFF FRESHMEN YES 82 73 -9 87 82 -5 NEVER 18 27 13 18 SOPHOMORES YES 95 88 -7 88 94 +6 NEVER 5 12 12 6

27. WOULD YOU STUDY FOR A QUIZ RATHER THAN GO TO A SPORTS GAME? CONTROL GROUP WORKSHOP GROUP EARLY LATE DIFF BEFORE AFTER DIFF FRESHMEN YES 95 92 -3 86 86 0 NEVER 5 8 14 14 SOPHOMORES YES 91 93 +2 89 93 +4 NEVER 9 7 11 7

28. DO YOU USE CONCEPT, OR ‘THINKING,’ MAPS? CONTROL GROUP WORKSHOP GROUP EARLY LATE DIFF BEFORE AFTER DIFF FRESHMEN ?? 41 28 -13 47 3 -44 YES 44 38 -6 23 31 +8 NEVER 15 34 +19 30 66 +36 SOPHOMORES ?? 40 23 -17 47 3 -44 YES 33 26 -7 39 47 +8 NEVER 27 51 +24 34 50 +16

29. HOW MANY DAYS BEFORE AN EXAM DO YOU START PREPARING? CONTROL GROUP WORKSHOP GROUP EARLY LATE DIFF BEFORE AFTER DIFF FRESHMEN 10 OR MORE 15 38 +23 30 38 +8 ABOUT 5 72 62 -10 60 55 -5 NIGHT BEFORE 13 0 -13 10 7 -3 SOPHOMORES 10 OR MORE 38 30 -8 17 26 +9 ABOUT 5 56 70 +14 75 67 -8 NIGHT BEFORE 6 0 -6 8 7 -1 D

30. DOES NERVOUSNESS HURT YOUR PERFORMANCE ON EXAMS? CONTROL GROUP WORKSHOP GROUP EARLY LATE DIFF BEFORE AFTER DIFF FRESHMEN YES 79 80 +1 73 84 +11 NEVER 21 20 27 16 SOPHOMORES YES 84 73 -11 80 72 -8 NEVER 16 27 20 28

31. COMPARED TO WHAT YOU EXPECTED, HOW WELL ARE YOU DOING THIS SEMESTER? (ASKED AFTER BIOL 102 FIRST EXAM) CONTROL WORKSHOP GROUP FRESHMEN WORSE52 38 AS EXPECTED28 42 BETTER20 20 SOPHOMORES WORSE 28 45 AS EXPECTED 58 34 BETTER 14 21

32. FEELING A BIT WIPED OUT?

33. CAUTIOUS CONCLUSIONS: EXAMS NO EFFECTS ON EXAM PERFORMANCE IN BIOL 102 POSITIVE EFFECTS ON PERFORMANCE MAY HAVE OCCURRED IN MAJORS CLASSES IT MAY TAKE MORE THAN ONE SEMESTER FOR ACQUIRED/HONED SKILLS TO PRODUCE RESULTS

34. FRESHMAN ATTITUDES EARLY CONFIDENCE OF READINESS WAS A BIT DENTED AFTER 9 WEEKS WORKSHOPS LED TO LESS OF A DECLINE IN READING RELEVANT MATERIAL BEFORE LECTURES/LABS WORKSHOPS LED TO AN INCREASE IN THE USE OF CONCEPT MAPS ALL OTHER POSITIVE EFFECTS WERE SMALL

35. SOPHOMORE ATTITUDES EARLY CONFIDENCE OF READINESS WAS VERY MUCH DENTED AFTER 9 WEEKS WORKSHOPS LED TO LESS OF A DECLINE IN NOTE- TAKING DURING LECTURES WORKSHOPS LED TO LESS OF A DECLINE IN QUICKLY ADDING TO LECTURE NOTES WORKSHOPS LED TO AN INCREASE IN STUDYING AS A GROUP WORKSHOPS LED TO AN INCREASE IN THE USE OF CONCEPT MAPS WORKSHOPS LED TO EARLIER PREPARATION FOR EXAMS

36. FRESHMEN KNOW THEIR WEAK SPOTS BUT ARE CONFIDENT THEY CAN OVERCOME THEM BY THEMSELVES SOPHOMORES HAVE HAD TIME TO TRIP AND STUMBLE, AND SO ARE MORE LIKELY TO LISTEN TO AND ACT ON ADVICE

37. WOULD YOU LIKE TO LEARN MORE ABOUT HOW TO STUDY EFFECTIVELY?

38. YES, I WOULD FRESHMEN  89% EARLY IN THE SEMESTER  84% LATER IN THE SEMESTER SOPHOMORES  84% EARLY IN THE SEMESTER  46% LATER IN THE SEMESTER

39. ACKNOWLEDGMENTS NORAH McCABE, SMB, FOR ADVICE VICTOR, ERIN, KEORA, ERICIA AND BRITTANY FOR BEING SUPERB UNDERGRAD COLLABORATORS MARY WACK, WSU VP, FOR FINANCIAL SUPPORT

40. MANY THANKS AND ANY QUESTIONS? THE OLD SUNSET CLICHÉ

41. COULD THIS JUST BE THE HAWTHORNE EFFECT? “… CHANGES IN PARTICIPANTS' BEHAVIOR DURING THE COURSE OF A STUDY MAY BE RELATED ONLY TO THE SPECIAL SOCIAL SITUATION AND SOCIAL TREATMENT THEY RECEIVED.” WIKIPEDIA