Using Adaptive Learning Technology and Reflective Exercises to Improve First-Year Success in a Paired Developmental College Reading/Environmental Science Course Suzanne C. Shaffer, M.Ed., M.S.Ed. Barbara Eshbach, Head Librarian Dr. Jorge Santiago-Blay, Biology Instructor Penn State York 1
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Using Adaptive Learning Technology
and Reflective Exercises to Improve
First-Year Success in a Paired
Developmental College
Reading/Environmental Science Course
Suzanne C. Shaffer, M.Ed., M.S.Ed.
Barbara Eshbach, Head Librarian
Dr. Jorge Santiago-Blay, Biology Instructor
Penn State York
1
Suzanne C. Shaffer, M.Ed., M.S.Ed.
Barbara Eshbach, Head Librarian
Dr. Jorge Santiago-Blay, Biology Instructor
Penn State York
2
Rich Learning Environment
First-year Students
Environmental Science
Instructor
College Reading
Instructor
SoTL Springboard
Partner
3
BACKGROUND
4
Underprepared students encouraged to take LL ED 005 College Reading
5
The Issue
Standalone
Paired with content course
Intro to Psychology - Fall 2012
Environmental Science - Fall 2013
6
College Reading course history
Zhao and Kuh (2004) describe the “added value” of learning communities, especially when…
“faculty members teaching the common courses structure assignments that require students to apply what they are studying in one course to other courses and assignments” (p. 116).
7
Value of LEARNING COMMUNITIES
Course goals
STAGE
Effective textbook reading strategies + vocab learning system
Application to
College Readiness
Attitudes and
Behaviors for Success
Metacognition: Awareness of learning + deep learning strategies
Experience Description Description of what happened - events
2.5%
Taking Perspectives into Account
Re-frame reference to lead to new insights
2.5%
Critical Analysis Writer steps back to critique assumptions, beliefs Questions Use of imagination to test hypotheses
13%
Personal Experience Inner conversation Internal examination
26%
Outcomes Writer arrives at a new understanding Confirming statement about learning
56%
48
Reflection Elements
My least favorite subject is science. I WILL NEVER LIKE SCIENCE! It’s sooo hard for me. I think I make it harder on myself because just when someone mentions science I freeze up. I would do anything to avoid it. It never made sense to me. I love math because there is a formula to everything. I always passed science with a 69. Which is horrible.
49
Science Anxiety Pre-course
Some success that I have come across would be in my science class when I first started I thought that I wouldn’t get a good grade in anything but later on I saw that all I have to do is apply myself. When applying yourself you tend to go over what you have learned so far. Later allowing you to retrieve that information and then the material comes easy. All it takes is practice and not just throwing in the towel when the going gets tuff.
50
Science Anxiety Post-course
• How did you feel being part of a research study?
– 77% - good experience
– 23% Neither bad nor good
51
Student Comments
• Pairing with Bi Sc – 86% Keep it – 79% said it was a strongly positive experience
• 21% said it was difficult but they saw the benefits
• Toolbox Assignments (Cornell Notes) 86% Keep it • ELLI – 93% Keep it • Lecture and In-Class activities – 86% Keep it • ALT – 50% Keep it – 29% Lose it – 21% Modify it • 100% said they would advise a new student to
take the pairing
52
Keep – Lose – Modify
Springboard partner . . . Learning the SoTL ropes for a Fall 2014 project
53
Barb Eshbach
54
ConnectED A Penn State York library First-Year Experience
ConnectED A Penn State York library First-Year Experience
to our community
to our campus
through
ConnectED
PENN STATE YORK LIBRARY
PENN STATE YORK LIBRARY
ConnectED A Penn State York library First-Year Experience
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