Dr. Christine Harrington Middlesex County College charrington@middlesexcc

Using Peer Reviewed Research to Teach Reading,

Critical Thinking and Information Literacy in

Student Success Courses

Dr. Christine HarringtonMiddlesex County College

charrington@middlesexcc.edu

Christine Harrington, Middlesex County College,

charrington@middlesexcc.edu1

New Jersey Council of County Colleges Best Practice Conference2012

EXPECTChristine Harrington, Middlesex

County College, charrington@middlesexcc.edu

What are your learning outcomes?

What skills do college students need?

SSD 101-Learning Outcomes

1. Discuss and apply study skills and student success research to daily practices as a college student.

2. Identify and critically evaluate information related to success in college.

3. Develop personally meaningful oral, visual, and written summaries of student success concepts.

4. Identify and engage in productive and ethical student behaviors.

5. Demonstrate effective interpersonal skills in groups and connections outside of the classroom.

Student Success Research

• Credibility for students and campus

• Beyond “advice”

• Research based practice

QUESTION: SHOULD YOU POST YOUR POWER POINT SLIDES

FOR STUDENT USE?

1. Before

2. After

3. Not at all

Babb, K. A., & Ross, C. (2009). The timing of online lecture slide availability and its effect on attendance, participation, and exam performance. Computers & Education, 52(4), 868-881. doi:10.1016/j.compedu.2008.12.009

The Study

175 College Students

Power Point Available

BEFORE Lecture

Power Point Available

AFTER Lecture

Final GradesAttendanceParticipation

Average Attendance

Babb & Ross (2009)

Significant Difference

Average Participation

Babb & Ross (2009)

Significant Difference!

Exam PerformanceClass BEFORE

Average Exam Performance

AFTERAverage Exam Performance

Research Methods 69.49 (SD 11.61) 66.75 (SD 11.35)

Cognitive Development

70.25 (SD 11.75) 68.91 (SD 12.49)

NOT Significantly Different!

Student Success Research: Doing What Works!

Critical Thinking

Information Literacy

GIVEChristine Harrington, Middlesex

Support

• Believe in their Ability

• Tasks within Reach: Breaking it down

• Tutorials and Models

Knight, L. J., & McKelvie, S. J. (1986). Effects of attendance, note-taking, and review on memory for a lecture: Encoding vs. external storage functions of notes. Canadian

Journal of Behavioral Science, 18(1),

p. 52-61.

Purpose of Study:

Note-taking• Encoding function

Note-reviewing• External storage function

What matters more?

Method

144 Students• 7 Sections of

Psychology Course- Randomly assigned

Watched video on

Nature of Consciousness (if condition required this;

some took notes)

Study (if condition

required this; some

reviewed own and some reviewed professor

notes)

Multiple Choice and

Short Answer Test

7 Conditions

1. Took Notes, Reviewed Own Notes

2. Took Notes, No Review

3. Took Notes, Reviewed Professor Notes

4. Did Not Take Notes, No Review

5. Did Not Take Notes, Reviewed Professor Notes

6. Did Not Attend, Reviewed Professor Notes

7. Did Not Attend Lecture; Did Not Review

THE RESULTS! Mean Test Score (max was 35)

Best to worst performance

Took Notes, Reviewed Own Notes 14.16 4

Took Notes, No Review 10.04 6

Took Notes, Reviewed Lecture Notes 18.76 1

Did Not Take Notes, No Review 10.88 5

Did Not Take Notes, Reviewed Lecture Notes

17.15 2

Did Not Attend, Reviewed Lecture Notes 16.89 3

Did Not Attend Lecture; Did Not Review 9.96 7Christine Harrington, Middlesex County College,

So What?

Reviewing Complete, Thorough Notes is Important!!

Storage is more important than encoding

GETChristine Harrington, Middlesex

Students:• High academic self-efficacy• Know what student success

strategies work• Know value of peer reviewed

research• Comfortable using databases

and reading research

Does this approach work?

Our population:

Community college students who need 2

or more developmental

courses

Assessment Data: The Course is More Rigorous

A,B, or C Grade in Course F Grade in Course0

70 65.3

2007/20082010/2011

2007/20081931 Students

2010/20112996 Students

Assessment Data: Good News- Lower Withdrawal Rates

Withdrawal Rate0

2007/20082010/2011

2007/20081931 Students

2010/20112996 Students

Assessment Data: Good News- Higher Retention Rates

Fall-Spring Retention74.6

20072010

2007749 Students

20101594 Students

Assessment Data: Good News- GPA

Cumulative GPA Term GPA1.75

2007/20082010/2011

2007/20081931 Students

2010/20112996 Students

The Population-It’s Working Despite More Students in

Lowest Developmental Courses

RDG 009 ENG 0090

100200300400500600700800900

428 2007/20082010/2011

2007/20081931 Students 19% RDG 009

2010/20112996 Students 29% RDG 009

SSD 101 Data

• Presentation Rubric: • Consistent scores of 3+ on 4 point scale

• Self-assessment: • Ability to locate and identify components

of research studies • General Course: 74%• Course with Research: 81%

SSD 101 Fall 2011 DataDirect Measures:• 74.83% correctly

answered question on PSYCINFO

• 71.03% correctly answered question on value of peer reviewed research

Indirect Measures:• 78.38% agreed or

strongly agreed that they could student success research to daily practices

• 76.67% agreed/strongly agreed that they could identify and evaluate information

n= 449

HOW?Christine Harrington, Middlesex

Introduction: What question did the researcher seek to answer?

Method: Who participated in the study? What did the researchers ask the participants to do?

Results: What were the findings?

Application: So What?

How can you use this information as a student? What should we do with this information?

Zooming in on Research Worksheet

Christine Harrington, Middlesex County College, charrington@middlesexcc.edu

Howard (2000)Research Question:

Does taking a student success course help students

• Feel more prepared for college• Be more confident• Know about campus resources

and study skills• Have a stronger commitment to

a college major?

The Study

154 College students

completed questionnaires

Took Student Success course

Students completed

questionnaires again

The Results!

Students reported high levels of preparation, confidence, and knowledge of resources and study skills

No difference in commitment to career was found

Regardless of high school performance, all students scored higher at the end of the course (though students with lower GPA learned more about study skills)

The So What Factor!

• Student success courses are valuable

• All students (even high achieving ones) benefitted from the course

• Career decision often leads to exploration first and commitment later

Here’s the Plan:

Teach the “elements” of research studies

No Stakes- Read with Modeling

Low to Moderate Stakes- Individual or Group Assignments

In Class Peer Review and Support

Feedback, Review and More ModelsChristine Harrington, Middlesex

Reading, Critical Thinking and Information Literacy

Reading• What do you do when

you don’t know a word?

• Taking notes while reading

• Extracting key ideas and points

Critical Thinking• Can the results of the

study apply to you?• How do you know the

findings are accurate?• Look for additional

evidence!• What else should the

researchers investigate?

Information Literacy• How do you access

information?• What type of information is

available?• How do you evaluate

whether the information is credible?

• Where do you find scholarly sources like journal articles?

Work Collaboratively with Other Departments on Campus

• Library• English • Communications

THANK YOU: KEEP EXPECTING SUCCESS!

Questions? Contact Dr. Christine Harrington at

charrington@middlesexcc.edu

Dr. Christine Harrington Middlesex County College charrington@middlesexcc

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