Using Peer Reviewed Research to Teach Reading, Critical Thinking and Information Literacy in Student Success Courses Dr. Christine Harrington Middlesex County College charrington@middlesexcc.edu New Jersey Council of County Colleges Best Practice Conference 2012 Christine Harrington, Middlesex County College, charrington@middlesexcc.edu 1 EXPECT Christine Harrington, Middlesex County College, charrington@middlesexcc.edu 2 What are your learning outcomes? What skills do college students need? Christine Harrington, Middlesex County College, charrington@middlesexcc.edu 3 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, charrington@middlesexcc.edu 4 Student Success Research • Credibility for students and campus • Beyond “advice” • Research based practice Christine Harrington, Middlesex County College, charrington@middlesexcc.edu 5 QUESTION: SHOULD YOU POST YOUR POWER POINT SLIDES FOR STUDENT USE? 1. Before 2. After 3. Not at all Christine Harrington, Middlesex County College, charrington@middlesexcc.edu 6 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, charrington@middlesexcc.edu 7 The Study 175 College Students Power Point Available BEFORE Lecture Final Grades Attendance Participation Power Point Available AFTER Lecture Christine Harrington, Middlesex County College, charrington@middlesexcc.edu 8 Average Attendance Babb & Ross (2009) Significant Difference Christine Harrington, Middlesex County College, charrington@middlesexcc.edu 9 Average Participation Babb & Ross (2009) Significant Difference! Christine Harrington, Middlesex County College, charrington@middlesexcc.edu 10 Exam Performance Class BEFORE Average Exam Performance AFTER Average 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! Christine Harrington, Middlesex County College, charrington@middlesexcc.edu 11 Student Success Research: Doing What Works! Reading Information Literacy Critical Thinking Christine Harrington, Middlesex County College, charrington@middlesexcc.edu 12 GIVE Christine Harrington, Middlesex County College, charrington@middlesexcc.edu 13 Support • Believe in their Ability • Tasks within Reach: Breaking it down • Tutorials and Models Christine Harrington, Middlesex County College, charrington@middlesexcc.edu 14 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. Christine Harrington, Middlesex County College, charrington@middlesexcc.edu 15 Purpose of Study: Note-taking Note-reviewing • Encoding function • External storage function What matters more? Christine Harrington, Middlesex County College, charrington@middlesexcc.edu 16 Method 144 Students • 7 Sections of Psychology CourseRandomly 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, charrington@middlesexcc.edu 17 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, charrington@middlesexcc.edu 18 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 7 9.96 Christine Harrington, Middlesex County College, charrington@middlesexcc.edu 19 So What? Storage is more important than encoding Reviewing Complete, Thorough Notes is Important!! Christine Harrington, Middlesex County College, charrington@middlesexcc.edu 20 Christine Harrington, Middlesex County College, charrington@middlesexcc.edu 21 Christine Harrington, Middlesex County College, charrington@middlesexcc.edu 22 GET Christine Harrington, Middlesex County College, charrington@middlesexcc.edu 23 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, charrington@middlesexcc.edu 24 Does this approach work? Our population: Community college students who need 2 or more developmental courses Christine Harrington, Middlesex County College, charrington@middlesexcc.edu 25 Assessment Data: The Course is More Rigorous 70 65.3 62.6 60 50 40 30 21.6 24.9 2007/2008 2010/2011 20 10 2007/2008 1931 Students 0 2010/2011 2996 Students A,B, or C Grade in Course F Grade in Course Christine Harrington, Middlesex County College, charrington@middlesexcc.edu 26 Assessment Data: Good News- Lower Withdrawal Rates 9 8.1 8 7 6.4 6 5 2007/2008 2010/2011 4 3 2 1 2007/2008 1931 Students 0 Withdrawal Rate 2010/2011 2996 Students Christine Harrington, Middlesex County College, charrington@middlesexcc.edu 27 Assessment Data: Good News- Higher Retention Rates 76.4 76.3 76.2 76 75.8 2007 2010 75.6 75.4 75.3 75.2 2007 749 Students 75 74.8 Fall-Spring Retention 2010 1594 Students Christine Harrington, Middlesex County College, charrington@middlesexcc.edu 28 Assessment Data: Good News- GPA 2.05 2.01 2 1.98 1.95 1.92 2007/2008 2010/2011 1.9 1.86 1.85 1.8 2007/2008 1931 Students 1.75 2010/2011 2996 Students Cumulative GPA Term GPA Christine Harrington, Middlesex County College, charrington@middlesexcc.edu 29 The PopulationIt’s Working Despite More Students in Lowest Developmental Courses 1000 863 900 800 700 600 500 400 428 368 2007/2008 2010/2011 300 200 63 100 0 RDG 009 ENG 009 2007/2008 1931 Students 19% RDG 009 2010/2011 2996 Students 29% RDG 009 Christine Harrington, Middlesex County College, charrington@middlesexcc.edu 30 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, charrington@middlesexcc.edu 31 SSD 101 Fall 2011 Data Direct Measures: • 74.83% correctly answered question on PSYCINFO • 71.03% correctly answered question on value of peer reviewed research n= 449 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, charrington@middlesexcc.edu 32 HOW? Christine Harrington, Middlesex County College, charrington@middlesexcc.edu 33 Zooming in on Research Worksheet 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? Christine Harrington, Middlesex County College, charrington@middlesexcc.edu 34 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? Christine Harrington, Middlesex County College, charrington@middlesexcc.edu 35 The Study 154 College students completed questionnaires Took Student Success course Students completed questionnaires again Christine Harrington, Middlesex County College, charrington@middlesexcc.edu 36 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) Christine Harrington, Middlesex County College, charrington@middlesexcc.edu 37 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 Christine Harrington, Middlesex County College, charrington@middlesexcc.edu 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 Models Christine Harrington, Middlesex County College, charrington@middlesexcc.edu 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, charrington@middlesexcc.edu 40 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, charrington@middlesexcc.edu 41 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, charrington@middlesexcc.edu 42 Work Collaboratively with Other Departments on Campus • Library • English • Communications Christine Harrington, Middlesex County College, charrington@middlesexcc.edu 43 Questions? Contact Dr. Christine Harrington at charrington@middlesexcc.edu THANK YOU: KEEP EXPECTING SUCCESS! Christine Harrington, Middlesex County College, charrington@middlesexcc.edu 44