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

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

3. 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

4. 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.)

5. 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.

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

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

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

9. 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

10. 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.

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

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

13. 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?

14. 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”

15. 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.”

16. 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

17. 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

18. 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%

19. 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

20. 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

21. 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!

22. 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