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Four Essentials of a
Transcript of Four Essentials of a
First Year Seminar Course
Not just time spent on tasks (Ericsson, et al. 1993).
Olivares (2002) understands amount of time spent studying as a motivational variable.
Cognitive ability as a predictor of academic performance (Kuncel, Hezlett, & Ones, 2001; Schuman et al., 1985; Wolfe & Johnson, 1995); but Duckworth (2016) argues that "Grit" is a better predictor of success than intelligence.
Students have higher performance in courses that interest them (Marsh, 1980, 1982)
Students spend more time on courses that they perceive to be more difficult (Greenwald & Gillmore, 1997).
Teacher Effectiveness (Wright, 2001).
Utilization of Campus Resources
Cooper (2010) reports that first year students who use drop in tutoring have a 10% higher persistence rate and a 0.2 point higher GPA than students who do not use the tutoring center.
Reinheimer and McKenzie (2011) demonstrate that tutoring significantly impacts retention, but not GPA amongst undeclared freshman.
Scott (et al. 2008) show that efficient, convenient, and responsive libraries are key to student success.
No longer is library use connected to reflection (cf. Kramer and Kramer 1968), but individualized research assistance and personal attention are the keys (Mezick 2007).
Proactive advising: early interventions, introduction of rules, policies, and procedures; monitoring student progress; and customized / targeted intervention (Varney 2012).
Social Integration and Collaboration
Social integration affects student grades (Kuh, Cruce, et al. 2008).
Bell (2008) ties social integration directly to retention, and advocates that student success requires engagement with other students and educators alike.
Areas of Emphasis:
Curricular and behavioral integration
frequent contact with faculty (Ewell and Wellmann 2007; Cf. Kuh 2008).
Accessible and responsible staff (Scott, et al. 2008)
Ideas42 used behavioral science to increase student connections and engagement by directly contrasting student disempowering narratives, and saw a 10% increase in persistence.
Middle Tennessee State University
Cooper, E. "Tutoring Center Effectiveness: The Effect of Drop-in Tutoring" Journal of College Reading and Learning, 40, no. 2 (2010): 21-34.
Cuseo, J. B., Fecas, V. S., & Thompson, A. (2007). Thriving in college and beyond: Research‐based strategies for academic success and personal development. Dubuque, IA: Kendall/Hunt.
Dewey, J. (1933). How we think: A Restatement of the Relation of Reflective Thinking to the
Educative Process. Lexington, MA: Heath.
Greenwald, A. G., & Gillmore, G. M. (1997). No pain, no gain? The importance of measuring course workload in student ratings of instruction. Journal of Educational Psychology, 89(4), 743-751.
Kuh, George D. High-Impact Educational Practices. Association of American Colleges and Universities, 2008.
Kuncel, N. R., Hezlett, S. A., & Ones, D. S. "A comprehensive meta-analysis of the predictive validity of the gradate record examinations: Implications for graduate student selection and performance." Psychological Bulletin, 127, no. 1 (2001): 162- 181.
Marsh, H. W. (1980). The influence of student, course, and instructor characteristics in evaluations of university teaching. American Educational Research Journal, 17(1), 219-237.
Marsh, H. W. (1982). SEEQ: A reliable, valid, and useful instrument for collecting students' evaluations of university teaching. British Journal of Educational Psychology, 52, 77-95.
Mezick, Elizabeth M. “Return on Investment: Libraries and Student Retention.” Journal of Academic Librarianship 33, no. 5 (2007): 561-566.
Moon, J. (2001). Reflection in higher education. PDP [Personal Development Planning] Working Paper 4. Generic Centre: The Higher Education Learning and Teaching Support Network. Retrieved from http://www.sussex.ac.uk/education/ctlr/documents/jenny-moon-workshop---reflection-in-higher-education-learning.docx
Olivares, Orlando J. "An Analysis of the Study Time - Grade Association," Radical Pedagogy (2002).
Reinheimer, D, & McKenzie, K. "The Impact of Tutoring on the Academic Success of Undeclared Students." Journal of College Reading and Learning 41, no. 2 (2011): 22-36.
Schön, D. A. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books.
Schön, D. A. (1987). Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. San Francisco: Jossey‐Bass.
Scott, Geoff, et al., “Improving Student Retention: A University of Western Sydney Case Study.” Journal of Institutional Research 14, no. 1 (2008): 9-23.
Wolf, R. N., & Johnson, S. D. "Personality as a predictor of college performance." Educational and Psychological Measurement, 55, no. 2 (1995), 177-185.
Varney, J. "Proactive (Intrusive) Advising!" Academic Advising Today 35, no. 3 (2012).
Wright, W. A., (2001). Presenting the effective teacher! NEA Higher Education Advocate,18(6), 5-8.
Dewey: "active, persistent, and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it and the further conclusions to which it tends” (1933: 8).
Schön: Reflection-in-action - reflection-on-action (1983, 1987).
Completes the learning process; effortful action + thoughtful reflection (Cuseo, et. al 2007).
Slows down learning, and increases ownership of student learning (Moon 2001).