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Christine Harrington Ph.D. Middlesex County College January 9, 2015 Infusing Research Based Success Strategies into Academic Courses 1

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Agenda 2

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Unsettling Statistics. Sikorski, et al. (2002) Over 78% of freshman and sophomore students reported not reading the textbook at all, or reading it only sparingly, for at least one introductory course 3

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Reading Compliance is Decreasing Direct from Burchfield and Sappington, 2000 4

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Why are students not reading the textbook as much as we expect them to? 5

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What percentage of the textbook/assigned readings are students reading BEFORE class ? What percentage of the textbook/assigned readings are students reading BEFORE an exam ? Prediction Time. 6

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The Results. Clump, Bauer, & Bradley (2004) 7

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Students Know they Should Read Students dont expect to do well if they just skim or dont read the textbook (Elias, 2005) 8

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Students Realize Reading is Linked to Academic Performance Stratten (2011) 9

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Students know their professors expect them to read Berry, Hill, and Stevens (2011) 10

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Reasons for Lack of Reading (Lei et al., 2010) 11

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Interventions What can professors do? 12

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The Student Perspective What do students say will work? 13

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What would make it more likely for you to read? Stratton (2011) TimeProfessor Actions Reading Quizzes Lectures that do not cover everything 14

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Increasing Accountability for Reading 15

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What technique will result in better long term memory? Question! S = Study T = Test 16

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Quizzing is a Powerful Memory Tool! Roediger, H., & Karpicke, J. D. (2006). Test- Enhanced Learning: Taking Memory Tests Improves Long-Term Retention. Psychological Science, 17(3), 249-255. doi:10.1111/j.1467-9280.2006.01693.x 17

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The Study Roediger, & Karpicke (2006) S = Study; T= Test Retention of Information 18

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Retrieval is a MEMORY tool!!! Roediger & Karpicke (2006) 19

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An Alternative to the Pop Quiz- Random Quizzing Works! Ruscio (2001) 20

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Quizzing Research Weekly quizzing Testing until you get it correct Landrum (2007); Di Hoff, Brosvic, & Epstein (2003); Epstein, Epstein, & Brosvic (2001) 21

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Quizzing in your Class How can you put this research into action? 22

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Quizzes versus Focused Worksheets Ryan (2006) 23

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Focus Worksheet Direct from Ryan (2006) 24

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The Results Ryan (2006) 25

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On-line Discussions of Text Lineweaver (2010) Read more carefully Reported higher level of understanding Felt more prepared for exam But no significantly different results in exam scores were found 26

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Making Changes in our Reading Assignments General Specific Read Chapter 1 Focus on major psychological theories Answer questions Use Power Point to take notes 27

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More Ideas Group Work Inter-teaching Informal Presentations Online Homework (Publisher Tools) 28

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Inter-teaching Boyce & Hineline (2002) 29

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Inter-teaching 30

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Lets Try It. Reading Assignment Activity 31

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Increasing Reading Comprehension 32

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Activity Time 33

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Importance of Background Knowledge Recht and Leslie (1988) High Baseball Knowledge Low Baseball Knowledge Good reader 31.418.8 Poor Reader 27.513.9 34

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How Can We Help Students Build Prior Knowledge BEFORE reading? 35

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Power Point Slides or Outline 36

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A Research Study Austin, Lee, & Carr (2004) 37

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The Results Austin, Lee, & Carr, (2004) 38

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Teach Reading Skills 39

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Reading Strategies Work! 3R McDaniel, Howard, & Einstein (2009) SQ3R Artis (2008); Carlston (2011) 40

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Providing Online Support 41

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Learning Strategies that Work! 42

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The Academic Self-Regulation Process 43

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The Academic Self-Regulation Process 44

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The First Step: Establishing a Goal! 45

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What do you think is the MOST IMPORTANT characteristic of a goal? 46

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Goals Should Be CHALLENGING! Challenging Goals, Better Results Locke and Latham (2002) Wicker, Hamman, Reed, McCann, & Turner (2005) 47

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Depression: Is there a Downside to Challenging Goals? Reynolds & Baird (2010) 48

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Goal Attainment? Reynolds & Baird (2010) 49

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Results Go Ahead Challenge Yourself Reynolds & Baird (2010) No evidence of emotional cost (depression) for unrealized goals Higher expectations were associated with lower levels of depression 50

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ABCS Framework 51

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The Second Step: Learning Strategies that Work! 52

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The BEST Learning Strategies 53

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The Testing Effect Einstein, Mullet, & Harrison, (2012) Will participating in a demonstration of the testing effect increase the use of testing as a study strategy? Testing effect- Testing yourself is a very powerful way to remember 54

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The Study Einstein, Mullet, & Harrison, (2012) Who? 52 college students taking an upper level course on Memory 55

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The Results Einstein, Mullet, & Harrison, (2012) But Students thought they did equally well 56

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The Results Einstein, Mullet, & Harrison, (2012) Students were MORE likely to USE TESTING as a study tool after this demonstration! 67% used testing during reading 82% used testing strategy when studying 57

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Distributed Practice Works Best! Schwartz, Son, Kornell & Finn (2011) Require students to space out studying through: Quizzes Assignments Online Support Tools 58

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Teach Someone: Learning is Social! Rubin & Hebert (1998) In or out of class study groups Turn and talks Mini-presentations 59

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Elaboration: Student Examples Reflection and Processing Time One Minute Papers Think, Pair, Share In Class or Online Discussions Assignments 60

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Power of Organizing Dickinson and OConnell (1990) Research Question: Does how long you study or how you study matter more? What study approach works best? Tom Peterson, Middlesex County College 61

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The Study Dickinson and OConnell (1990) Test Grade 62

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The Results! Dickinson and OConnell (1990) 63

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The Results! Dickinson and OConnell (1990) 64

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Defining Organizing Dickinson and OConnell (1990) Put information into your own words Create links between concepts via a hierarchical structure Create examples to help concepts come alive 65

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What Can YOU do to help your students ORGANIZE content? 66

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Some Ideas Modeling Summarize concepts in own words Create concept maps 67

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Organizing 68

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Visual Images Identify images connected to content Focus on charts, graphs, and images 69

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The Third Step: Self-Reflection and Modifying Behaviors as needed! 70

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Research on Self-Reflection Dietz-Uhler & Lanter (2009) Will students who complete a four question self-reflection activity before a quiz perform better than students who complete this activity after the quiz? 71

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The Study Dietz-Uhler & Lanter (2009) 72

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The 4 Questions 1.Identify one important concept, research finding, theory or idea in psychology that you learned while completing the activity. 2.Why do you believe that this concept, research finding, or idea in psychology is so important? 3.Apply what you have learned from this activity to some aspect of your life. 4.What question(s) has the activity raised for you? What are you still wondering about? Direct from Dietz-Uhler & Lanter (2009) p. 40 73

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The Results! Dietz-Uhler & Lanter (2009) 74

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How Can YOU incorporate Self-Reflection Questions into your Course? 75

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A PROBLEM: Illusions of Competence Students who simply studied thought they did the best but they did not! Direct from Karpicke & Blunt (2011) 76

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The Problem with Over-Confidence Students may stop studying too soon! 77

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How Can YOU help students increase accuracy when making judgments about their progress? 78

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Post-exam Reflection 79

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Post-Exam Reflection 80

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External Standards are Best! 81

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Re-thinking Assignments: An Equity Issue (Taras, 2006) 82

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Scaffolding Assignments Low-High Stakes to Build Self-Efficacy Breaking Down Assignments to Benefit from Feedback 83

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Many Learning Opportunities Feedback should be given early and often ! 84

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Characteristics of Effective Feedback (Wlodkowski, 2008): Connected to a standard (i.e. rubric) Informs the student Specific and constructive Prompt and frequent 85

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Feedback How Much Feedback? What Type of Feedback? 86

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Feedback: Too Much? Ackerman & Gross (2010) 87

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Feedback: Faculty Comments Stern and Solomon (2006) Method: 30 student portfolios (all their work during college) were randomly selected A total of 598 papers were reviewed 88

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Feedback: Faculty Comments Stern and Solomon (2006) Only 8% used a rubric! No major differences between type of comments, except that English faculty made more technical comments 89

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Feedback: Faculty Comments Stern and Solomon (2006) 90

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Feedback: Faculty Comments Stern and Solomon (2006) Is this what we want to emphasize? 91

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Feedback Ideas Facey (2011) Peer Feedback on Specific Elements 1.Main Idea Locator 2.Missing Information Checker 3.Citation Police 92

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93 Power of Verbal Feedback

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Feedback: Linking Assignments? 94

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Lets Self-Reflect. 1.Identify one important concept, research finding, theory or idea that you learned from todays session. 2.Why is it important to infuse study skills into your courses? 3.How can you apply what you have learned from todays session to your class? 4.What question(s) has the session raised for you? What are you still wondering about? Adapted from Dietz-Uhler & Lanter (2009) 95

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96 Questions? Contact me at charrington@middlesexcc.edu Thank You and Best Wishes Infusing Study Strategies into your Class!