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Using Peer Reviewed Research to Teach Reading, Critical Thinking and Information Literacy in Student Success Courses . Dr. Christine Harrington Middlesex County College [email protected]. New Jersey Council of County Colleges Best Practice Conference 2012. Expect. - PowerPoint PPT Presentation
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Using Peer Reviewed Research to Teach Reading,
Critical Thinking and Information Literacy in
Student Success Courses
Dr. Christine HarringtonMiddlesex County College
Christine Harrington, Middlesex County College,
New Jersey Council of County Colleges Best Practice Conference2012
What are your learning outcomes?
What skills do college students need?
Christine Harrington, Middlesex County College,
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.
Christine Harrington, Middlesex County College,
Student Success Research
• Credibility for students and campus
• Beyond “advice”
• Research based practice
Christine Harrington, Middlesex County College,
Christine Harrington, Middlesex County College,
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
Christine Harrington, Middlesex County College,
The Study
175 College Students
Power Point Available
BEFORE Lecture
Power Point Available
AFTER Lecture
Christine Harrington, Middlesex County College,
Final GradesAttendanceParticipation
Average Attendance
Christine Harrington, Middlesex County College,
Babb & Ross (2009)
Significant Difference
Average Participation
Christine Harrington, Middlesex County College,
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)
Christine Harrington, Middlesex County College,
NOT Significantly Different!
Student Success Research: Doing What Works!
Critical Thinking
Information Literacy
Christine Harrington, Middlesex County College,
Support
• Believe in their Ability
• Tasks within Reach: Breaking it down
• Tutorials and Models
Christine Harrington, Middlesex County College,
Christine Harrington, Middlesex County College,
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
Christine Harrington, Middlesex County College,
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
Christine Harrington, Middlesex County College,
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
Christine Harrington, Middlesex County College,
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
Christine Harrington, Middlesex County College,
Students:• High academic self-efficacy• Know what student success
strategies work• Know value of peer reviewed
research• Comfortable using databases
and reading research
Christine Harrington, Middlesex County College,
Does this approach work?
Our population:
Community college students who need 2
or more developmental
courses
Christine Harrington, Middlesex County College,
Assessment Data: The Course is More Rigorous
A,B, or C Grade in Course F Grade in Course0
10
20
30
40
50
60
70 65.3
21.6
62.6
24.9
2007/20082010/2011
Christine Harrington, Middlesex County College,
2007/20081931 Students
2010/20112996 Students
Assessment Data: Good News- Lower Withdrawal Rates
Withdrawal Rate0
1
2
3
4
5
6
7
8
98.1
6.4
2007/20082010/2011
Christine Harrington, Middlesex County College,
2007/20081931 Students
2010/20112996 Students
Assessment Data: Good News- Higher Retention Rates
Fall-Spring Retention74.6
74.8
75
75.2
75.4
75.6
75.8
76
76.2
76.4
75.3
76.3
20072010
Christine Harrington, Middlesex County College,
2007749 Students
20101594 Students
Assessment Data: Good News- GPA
Cumulative GPA Term GPA1.75
1.8
1.85
1.9
1.95
2
2.05
1.86
1.98
1.92
2.01
2007/20082010/2011
Christine Harrington, Middlesex County College,
2007/20081931 Students
2010/20112996 Students
The Population-It’s Working Despite More Students in
Lowest Developmental Courses
RDG 009 ENG 0090
100200300400500600700800900
1000
368
63
863
428 2007/20082010/2011
Christine Harrington, Middlesex County College,
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%
Christine Harrington, Middlesex County College,
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
Christine Harrington, Middlesex County College,
n= 449
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,
Christine Harrington, Middlesex County College, [email protected]
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?
35
Christine Harrington, Middlesex County College, [email protected]
The Study
154 College students
completed questionnaires
Took Student Success course
Students completed
questionnaires again
36
Christine Harrington, Middlesex County College, [email protected]
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)
37
Christine Harrington, Middlesex County College, [email protected]
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
38
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
County College, [email protected]
39
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
Christine Harrington, Middlesex County College,
Reading, Critical Thinking and Information Literacy
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?
Christine Harrington, Middlesex County College,
Reading, Critical Thinking and Information Literacy
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?
Christine Harrington, Middlesex County College,
Work Collaboratively with Other Departments on Campus
• Library• English • Communications
Christine Harrington, Middlesex County College,
THANK YOU: KEEP EXPECTING SUCCESS!
Questions? Contact Dr. Christine Harrington at
Christine Harrington, Middlesex County College,
![[Dan Harrington, Bill Robertie] Harrington on Cash(BookZZ.org)](https://img.dokumen.tips/doc/110x75/55cf8546550346484b8c3513/dan-harrington-bill-robertie-harrington-on-cashbookzzorg.jpg)
